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.
Authors: The Labour Market Group
The Labour Market Group (LMG) is a not-for-profit organization, funded by the Ontario Ministry of Training Colleges and Universities, that promotes the development of a skilled and competitive workforce.
Each year, the LMG draws together data from a variety of sources to complete a Trends, Opportunities and Priorities report. In this edition of the report, the District of Nipissing and the District of Parry Sound are dealt with separately because of the significant demographic differences between the two districts.
For each of these districts, the authors have prepared an action plan that highlights priority workforce issues and sets out proposed partnerships and steps to deal with the issues.
The authors have also included a list of participants in the community consultation process and provided a glossary of terms related to the labour market.
Saskatchewan AALAT Provincial Results
The Aboriginal Adult Literacy Assessment Tool (AALAT) project was developed in response to the 2003 International Adult Literacy and Skills Survey (IALSS), which reported that more than 63 per cent of Aboriginal adults did not possess the literacy skills required to be contributing members of Canadian society.
The project team argued that the IALSS does not accurately portray the literacy skills of Aboriginal adults because it is based in Eurocentric, non-Aboriginal ways of assessment, using materials that have little relevance to Aboriginal peoples or communities.
The AALAT was designed to be administered in a one-to-one setting by a trained tester. It includes a general information section that allows the individual to explain ideas and personal insights about literacy. The second section includes test questions that determine the participant’s strength in such areas as literacy, numeracy and problem solving.
In this document, the authors present the findings of the pilot project in graphs and charts.
The authors of this fact sheet note that according to the International Adult Literacy and Skills Survey (IALSS), 63 per cent of urban Aboriginal people in Saskatchewan scored below Level 3, compared to 39 per cent of the non-Aboriginal population. Level 3 is considered the minimum needed to function effectively in modern society.
The authors provide a number of suggestions for improving literacy skills among Aboriginal people. They include using a learner-centred approach; using a community-based approach; incorporating a holistic approach; building awareness of Aboriginal success stories; and basing teaching methods on Aboriginal ways of learning.
Women's Education Des Femmes, Fall, Vol. 5, No. 1
Authors: Susan Witter
This article discusses the great need for Adult Basic Education (A.B.E.), which is intended to include education for adults who have not completed high school. It also poses questions about what agencies are and/or should be responsible for providing ABE programs across Canada. The author maintains that a united Federal/Provincial effort is needed to provide Adult Basic Education to all who need it.
Authors: Audrey M Thomas
This landmark study of the early 1980s provides a useful glimpse of the "state of the art" at that time. This publication addresses issues facing a substantial number of Canadians, the illiterate and the seriously-undereducated.
Authors: Thomas G. Sticht
To find out what topics in adult literacy education are in and which ones seem to be out for 2003, the author tallied the number of messages posted to the National institute for Literacy (NIFL) lists as of noon on June 30. The results of the tally prompted the author to suggest that this raises the question of just what do the NIFL lists indicate about what the adult literacy field thinks is hot and what it thinks is not.
OECD Education Working Papers, No. 72
This document is housed on the OECD server.
The authors of this paper note that, as the population ages, the relationship between aging and skills is becoming an important policy issue. Their goal is to provide an overview of what is known about age-skill profiles and to carry out an analysis that shows how data based on repeated measures can be used to estimate skill gain and skill loss over the lifespan and over time.
They note that data from the 1994-1998 International Adult Literacy Survey (IALS) and the 2003-2007 Adult Literacy and Lifeskills Survey (ALL) will be linked with the Program for the International Assessment of Adult Competencies (PIAAC). This offers a unique opportunity to examine trends over time for a wide range of countries.
In addition to analyzing statistical data, the authors summarize a variety of studies pertaining to the effects of both genetics and early learning in the development of skills. They use a variety of charts and graphs to present the information clearly.
Series: The Monograph Series
More and more research demonstrates that social, demographic and economic factors and practices affect the health of a population. However, much less is known about literacy skills and practices among those with higher health risks. Understanding these relationships is important, since weak literacy skills may impede good health care practices and healthy lifestyle decisions. Literacy can therefore be considered an important policy issue for health promotion: enhancing literacy can help to achieve health promotion goals, and understanding literacy practices and patterns can assist in more effectively directing health messages to target populations.
Using Canadian data from the International Adult Literacy Survey (IALS), this research paper compares the health-related characteristics of seniors with their literacy skills and practices. The findings support the view that literacy skills and practices may serve as "barriers" in the attainment of good health.
This highlights paper is a summary from the fifth in a series of monographs using data from the IALS. For more information, contact : Nancy Darcovich, Statistics Canada, at (613) 951-4585. The document is also available on the National Literacy Secretariat Website at : http://www.nald.ca/fulltext/nls/ials/atrisk/cover.htm (98.12.29)