Browse by keyword "Research"

1. The 2009 Composite Learning Index: Measuring Canada's Progress in Lifelong Learning (2009)

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.
.
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

View complete record details...

2. Aboriginal-Enhanced Access to Native Learning (2000)

Downloads (Help)

Comments

If you found this particular resource to be useful, please include a comment.

Citation

Authors: Sally Gaikezheyongai

This report is the result of the latest Native Women's Resource Centre literacy project. It is the result of a one-year project that included a community needs assessment aimed at improving access to Native learning programs and services. An overview of the 13 year history of Native Literacy Programs in Toronto is presented. At least 60 community members were consulted, including : (past, present and future) Native Learners, Native literacy practitioners and representatives from local Native agencies who have hosted Native Literacy programs over the years. The report also attempts to demystify what is meant by utilizing a culture-based approach and framework in developing a Native Literacy Program.

For further information, contact :
The Native Women's Resource Centre of Toronto Inc.
191 Gerrard Street East
Toronto ON M5A 2E5
Tel. (416) 963-9963
Fax. (416) 963-9573
WWW : http://www.nativewomenscentre.org/

Added: 2001-08-01

View complete record details...

3. Accountability in Adult Literacy: Voices from the field (2008)

Authors: Stacey Crooks, Paula Davies, Audrey Gardner, Katrina Grieve, Tracey Mollins, Marina Niks, Joani Tannenbaum, Brenda Wright

To understand and describe the state of a field, researchers traditionally carry out a literature review. This approach is widely accepted as a way to summarize what is known in the field. With Connecting the Dots: Improving Accountability in the Adult Literacy Field in Canada the authors knew they needed to do that. But more was needed. While a literature review was critical to understanding the conceptual underpinnings of recent initiatives for greater accountability, it was important to know the impact of these measures on the field. To do this, it was necessary to talk to people who work in the adult literacy
field to hear their perspectives and learn about their experiences. The field review presented here offers those voices to complement the literature review.

The report is organized into four sections: how participants defined accountability and the different emphases they place on the concept; a picture based on interviewees’ descriptions of how accountability information is collected,
by whom and the gaps and challenges encountered; the issues associated with the implementation of accountability measures, the need for respectful, knowledgeable relationships and clarity in communication and expectations; and finally the topic of resources and funding related to accountability structures.

Funders:

OLES

Added: 2009-07-07

View complete record details...