Browse by keyword "Measurement"
1. The 2009 Composite Learning Index: Measuring Canada's Progress in Lifelong Learning (2009)
Series: Composite Learning Index
Authors: Canadian Council on Learning (CCL)
The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning. It is based on statistical indicators that reflect the many ways Canadians learn, whether in school, in the home, at work or within the community.The first index of its kind in the world, the CLI is a valuable measurement tool that recognizes how learning throughout people’s lives is critical to their individual success, the success of their community and the success
of the country as a whole.
Until the Canadian Council on Learning created the Composite Learning Index in 2006 there was no means to measure how Canada performed across the full spectrum of learning. To reflect this broad perspective, the CLI uses a wide range of learning indicators to generate numeric scores for 4,700 cities and communities across Canada. A high CLI score means that a particular city or community possesses learning conditions that support social and economic well-being.
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The 2009 CLI is made up of 17 indicators and 25 specific measures. These are organized within four pillars: Learning to Know, Learning to Do, Learning to Live Together and Learning to Be. These pillars recognize the broad scope of lifelong learning — at home, in the classroom, at work and in the community. Indicators reflect an aspect of the state of lifelong learning across Canada and can include more than one specific measure. Specific measures are the building blocks of the index. These have defined units that quantify each indicator. For example, “Youth literacy skills” is an indicator that uses four specific measures from the OECD’s Programme for International Student Assessment (PISA). The four measures are: mean problem-solving scores for 15-year-olds; mean reading scores; mean math scores; mean science scores for 15-year-olds.
The report shows a trend of the 2009 CLI scores and trends for major Canadian cities. For the first time, Canada’s overall score on the Composite Learning Index has declined, dropping two points to 75 in 2009, from 77 in 2008.
In short, the CLI is designed as an objective and reliable measurement tool that can help communities make the best possible decisions about learning - decisions that will strengthen social ties, bolster the economy and, of course, improve people’s lives
Added: 2009-09-11
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2. The 2010 Composite Learning Index: Five Years of Measuring Canada's Progress in Lifelong Learning (2010)
Series: Composite Learning Index
Authors: Canadian Council on Learning (CCL)
The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning, based on statistical indicators that reflect the many ways Canadians learn.
The 2010 CLI is the fifth time the measure has been taken and, therefore, the first time a five-year trend can be produced. Over the past five years, Canada has witnessed no substantial progress in lifelong learning, from a CLI benchmark score of 73 in 2006 to 75 in 2010.
But while Canada as a whole has seen only limited progress on the CLI over the past five years, the story is different when it comes to specific regions of the country. For example, 60 per cent of communities in Atlantic Canada have seen progress in their five-year score, compared with 26 per cent of all communities in Western Canada.
The CLI includes data on school-based learning; work-related learning; community and interpersonal learning; and personal development.
Added: 2010-05-26
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3. Aboriginal Literacy & the Importance of "Unlearning" (2011)
Panel presentation by Allan Quigley, St. Francis Xavier University
Authors: Allan Quigley
In this document, presented as part of a panel discussion during the launch of the Aboriginal Adult Literacy Assessment Tool (AALAT), the author argues that current measures of literacy are arbitrary criteria that are biased against Aboriginal people.
The author says that adult literacy is defined and measured by agreement within the dominant culture. Minority cultures, including Aboriginal peoples, are expected to conform to those standards.
He urges a rethinking or “unlearning” of conventional views about the requisite skills of literacy. He asks what the definition of literacy would look like if Aboriginal people had been the researchers, policymakers and educators in Canada during the past 200 years and concludes that the definition would then include a fuller recognition of multiple First Nations languages, along with a greater appreciation of the importance of oral communication.
Added: 2011-06-21
4. Adding Value: Building a Performance Framework for LBS Support Organizations - Phase 2 (2010)
Authors: Lindsay Kennedy
This document is part of a project designed to provide Literacy and Basic Skills (LBS) support organizations in Ontario with information, training, and tools to allow them to increase their knowledge of performance management concepts. It builds upon the first phase of the project framework, which can be seen by clicking here: http://library.nald.ca/item/10461.
Performance measurement describes how resources are being used; how the work being done contributes to the achievement of stated outcomes; and whether or not the organization’s delivery agencies and other stakeholders are satisfied with the results.
The authors provide an overview of measuring and monitoring, along with information on tools for measuring and monitoring; performance indicators; and performance measurement tools.
An appendix to the document provides sample forms that can be adapted for use in performance management.
Added: 2012-12-06
5. Building a Performance Framework for LBS Support Organizations in Ontario (2008)
Authors: Lindsay Kennedy
The purpose of this project was to provide support organizations with the opportunity to enhance their understanding of the key processes and elements of Continuous Improvement Performance Management (CIPMS) as it applies to them. The project produced a performance framework that includes sample outcome statements, performance indicators and measurement tools.
The author explains that logic models based on service functions identified by Ontario’s Ministry of Training, Colleges and Universities (MTCU) form the basis for the performance framework. Logic models are used by many non-profit agencies to describe programs, establish priorities, and evaluate programs.
The author explains the methodology used for the project and has included a glossary of terms related to performance management.
Added: 2012-07-03
6. Learning Cities: Optimizing Economic and Social Well-being through Lifelong Learning for All (2007)
Lessons in Learning – November 15, 2007
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
The authors examine the concept of learning cities, defined as communities where lifelong learning is explicitly used as an organizing principle and social goal in order to foster healthier, more inclusive, better educated cities.
They focus in particular on the efforts of two cities: Vancouver, British Columbia, which adopted a lifelong learning strategy in 2006; and Jena, in central Germany, which responded to the loss of its major employer by transforming itself into a learning city.
The authors note that measuring a city’s progress in achieving lifelong learning goals can be difficult but is made possible by using the Composite Learning Index (CLI) developed by the Canadian Council on Learning (CCL). The CLI considers four dimensions of learning: learning to know, which includes the development of skills and knowledge needed to function in the world; learning to do, referring to the acquisition of applied skills that are often used in the workplace; learning to live together, which includes respect for others and an appreciation of diversity; and learning to be, which refers to the cultivation of body, mind and spirit.
Added: 2011-11-04
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7. Measures of Success: Workplace Literacy and Essential Skills Initiatives (2011)
Research Framework
Series: Measures of Success
Authors: Social Research and Demonstration Corporation (SRDC)
This report is part of a project designed to test a model for measuring the long-term impact of workplace literacy and essential skills (LES) training programs in Manitoba and Nova Scotia.
The focus of the project is how employees use and practise the skills acquired through LES programs, and the changes in their lives at work, within their families, in their unions, and in their communities as a result of such training. It builds on an evidence-based model developed in New Zealand that integrates qualitative and quantitative measures.
This document describes a broad framework for evaluating possible program outcomes of LES training and other areas of interest.
Appendices to the document offer tables that set out potential factors and outcomes for measurement, along with a gap analysis exercise for employers.
Added: 2013-03-27
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8. Measures of Success: Workplace Literacy and Essential Skills Initiatives (2011)
Presentation at Summer Institute 2011 organized by The Centre for Literacy
Series: Measures of Success
Authors: Social Research, Demonstration Corporation (SRDC)
This presentation offers an overview of a project designed to test a model for measuring the long-term effects of workplace literacy and essential skills (LES) training programs in Manitoba and Nova Scotia.
The goals of the project include developing an evaluation framework that sets out the expected benefits of workplace LES initiatives and determines how these outcomes can be measured, then evaluating this framework in practice.
The presentation includes information on intermediate and long-term change; financial and non-financial outcomes of training; motivations for training; and learner characteristics.
It was part of the program for The Centre for Literacy Summer Institute 2011, held in Montreal, Quebec, in June of that year. The centre supports best practices and informed policy development in LES by building links between research, policy, and practice.
Added: 2013-04-30
9. Measuring health literacy: A challenge to curriculum design and evaluation (2010)
Authors: Andrew Pleasant
This is the first in a series of research briefs focusing on questions of interest to practitioners and policymakers in adult literacy.
The author says it is becoming more urgent to develop a new comprehensive measure of health literacy. Developing such a measure is the next significant task facing health literacy research and practice.
If this goal is not accomplished, the author says, each new health literacy curriculum will be forced to build its own approach to evaluation, an approach that may not be compatible with other methods.
Added: 2012-08-21
10. Measuring Productivity in the Service Sector (2009)
Authors: David Prescott, Xiaofeng Li
In this study, the authors examine the literature about the difficulties of measuring productivity in the service sector in general, and in the tourism /hospitality industry in particular.
There are many reasons offered to explain the low productivity and productivity growth slowdown in the service sector, the authors note. The unsatisfactory definition of service productivity and measurement errors are mostly to blame.
The lack of accuracy in measuring productivity in the service sector makes the management and monitoring of productivity in that sector much more difficult. As a result, improvement of the measurement of productivity in the service sector is helpful for increasing productivity growth.
This study is published by the University of Guelph and the Canadian Tourism Human Resource Council (CTHRC). To get more information about the CTHRC, please click here: http://www.cthrc.ca.
Added: 2013-01-10
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© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
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