Authors: Grant Johnston
This paper looks at whether an increase in the basic literacy skills of adults would have a positive effect on the New Zealand economy. It finds good evidence for the benefits of literacy: studies
consistently find that adults with better literacy skills are more likely to be employed, and to earn more, than those with poorer literacy skills, even when taking account of other factors which affect work performance.
There is little rigorous evidence, however, for the benefits of adult literacy training and almost no accompanying information on the costs of this training.
While there is a good case for an increased focus on adult literacy, and on workplace literacy in particular, these findings suggest a cautious approach to expanding publicly-funded adult literacy programmes.
There is a clear need for more and better New Zealand-based research, for piloting innovative literacy programmes and for undertaking good-quality evaluations. A modest increase in literacy training may not materially affect economic performance.
A Developmental Model
Many adults lack sufficient literacy skills for technical training and successful career progression. Because of the crucial
role that literacy plays in instruction and job performance information regarding the nature of literacy skills and their
development is needed. Such information should prove useful in the development of literacy training programs, and in the
development of more effective and/or efficient methods for imparting knowledge by the spoken or printed word.
Because several recent reviews of the scientific literature on reading and language skills failed to uncover many salient
facts for use in guiding literacy research or development of literacy training programs, it was felt that the present review
should be guided by a theory or model which could provide a rationale for sorting, sifting, and interpreting various research
studies. Accordingly, a simple model of the development of oracy and literacy skills was developed, and literature was
reviewed and synthesized within the framework of the model.
Validating Outcomes Demonstrations with Employers
Authors: Susan Taylor
From October 2003 to June 2004, Literacy Network Northeast conducted a job creation partnership project in Northeastern Ontario entitled the Workforce Skills Training project. This project involved hiring twelve researchers in eight communities throughout Northeastern Ontario. These researchers worked in literacy and basic skills funded agencies gathering information on entry-level jobs in the local labour market and creating job profiles.
This document is a report of the project and outlines the results of the pilot process and pros and cons regarding employer contact. It also summarizes what employers said, what conclusions were drawn from the results, what principles were learned due to the methods used as well as challenges encountered. This report includes a comprehensive executive summary, in addition to background information, a description of the project, results, recommendations and conclusions.
This report outlines the views expressed over the course of consultations done in early 2003. The consultations were regarding the broad parameters of a proposed Canadian Learning Institute, including knowledge and information needs, mandate and organizational structure.
This report identifies areas where there seemed to be agreement and areas where views diverge, under three main themes: Overall views, Proposed mandate, Proposed governance and structure.
The focus of Essential Skills and the Northern Oil and Gas Workforce was on effective training with a particular emphasis on the role of essential skills enhancement in the development of the northern workforce. It was hoped that this conference would help to raise awareness of essential skills and provide a jumping off point for increased essential skills integration in education and workplace training programs.
Authors: Canadian Labour and Business Centre
In light of the current and looming shortage of nurses in Canada, The Nursing Strategy for Canada was developed to strengthen and maximize nursing human resources by implementing broad, planned evidence–based and long–term recruitment and retention initiatives. Within that strategy, the Canadian Nursing Advisory Committee (CNAC) was established to make recommendations for improving the quality of work life for Canadian nurses. To support its work, the committee commissioned a number of studies to increase its understanding of a select group of issues. Key among these is the financial costs of overtime, use of agency nurses, absenteeism and turnover.
The primary objective of this study was to provide quantitative estimates as to the extent and costs associated with absenteeism, overtime and involuntary part–time employment. In addition, the research examines issues of turnover and the use of agency nurses within the nursing profession.
Series: The Learning at Work Project
A needs assessment conducted for the Learning at Work Project.
One of the goals of the Learning at Work project managed by the Saskatchewan Labour Force Development Board, is to investigate the literacy needs of the Saskatchewan workplace from the point of view of industry, including both business and labour, and across the different sectors. The purpose of this report is to provide details of the findings and to raise the issues which will form the basis of the industry vision of workplace literacy and of the recommendations for future initiatives to the SLFDB and to two funding agencies, the National Literacy Secretariat (NLS) and Post-Secondary Education and Skills Training.
The investigation of the literacy needs in the Saskatchewan workplace was undertaken in two ways :
1- a telephone survey of 200 small-to-medium-sized businesses in Saskatchewan
2- in-person interviews with business, labour and industry representatives
Contact : SLFDB
202-2222 13th Avenue
Regina SK S4P 3M7
Tel. (306) 352-5999
Fax (306) 757-7880 or 1-800-394-3899
Email : firstname.lastname@example.org
WWW : http://www.slfdb.com
An Inventory of Innovative, Effective or Promising Canadian School-to-Work Transition Practices, Programs and Policies
This is a report on research done by the Work and Learning Knowledge Centre (WLKC) on current Canadian practices, programs and polices aimed at improving school-to-work transitions for school-leavers. Data for this project was gathered through a survey of the WLKC Transitions and Access Working Groups and supplemented by a Canadian literature review. Researchers compiled an inventory of 44 entries that consists of school-to-work measures for school-leavers (including youth at-risk) and for those graduating from high school or post-secondary education. All of the initiatives were reviewed and categorized as promising, effective or innovative. The authors have also identified potential target audiences for the inventory and suggested knowledge exchange activities. This report includes a comprehensive executive summary.
On June 3, 2005, Sue Turner, on behalf of the Western Canada Workplace Essential Skills Training Network (WWestnet), welcomed delegates to Measuring Success: International Comparisons and Bottom Lines. Sue explained that the conference sessions would feature the preliminary findings of the International Adult Literacy and Skills Survey (IALSS) and
would also review the findings of the first International Adult Literacy Survey (IALS) and the Programme for International Student Assessment (PISA) 2003.
There are different purposes for reading leading to various levels of complexity. Complexity is based on how much processing of information is required to arrive at an accurate outcome. These levels range from level 1 (the least complex) reading relatively short texts to locating a single piece of information to level 5 (the most complex) interpreting dense and complex texts and making high-level inferences and using specialized knowledge.