Authors: Lorri Sauve
The Ontario Adult Literacy Curriculum Framework (OALCF) is the new cornerstone of Employment Ontario’s Literacy and Basic Skills (LBS) program. With its introduction, LBS practitioners wondered if and how existing assessment tools fit within the OALCF.
The purpose of this document is to create a chart that determines where assessment tools fit within an “assessment matrix.” The tools include both those preapproved under OALCF guidelines and those submitted by LBS programs and agencies.
Each tool was analyzed, based on the goal path and whether it could be used for intake, ongoing, or exit assessment. The tools were then rated as either high or low, based on 13 questions set out in a document released by the Ontario Ministry of Training, Colleges, and Universities in March 2011. The questions dealt with matters like ease of access; cost of training; and time required to administer the assessment tool.
All tools included in this document received a high rating because they met most of the criteria.
The author notes that this resource has not been validated in any official manner. It is a collection of assessment resources that practitioners can consider when integrating the Ontario Adult Literacy Curriculum Framework (OALCF).
This document outlines two sets of agreements: the Common Assessment; and the Information and Referral Agreements. Agencies that are members of the Central, East, West, and York Local Literacy Committees in Toronto and the York region of Ontario accept these two sets of agreements.
The agreements outline a set of protocols established to provide a framework for smooth transition in the areas of agreement. The goal of this document is to ensure consistency and continuity between Literacy and Basic Skills (LBS) funded programs and other services. The aim is to benefit both learners and programs by providing a constant and transparent common assessment and information and referral process across the field.
The Common Assessment Working Group (CAWG) was assembled in the fall of 2005 to develop the agreements and work with the Local Literacy Committees to adopt them.
Exploring the issues of accountability in adult literacy through three case studies
The aim of this project was to compile what has been learned about building accountability systems in adult literacy in British Columbia, Ontario and Scotland. The findings are presented in three sections: dealing with systemic issues, how accountability mechanisms should be designed, and working with data. Wherever possible the findings reflect all three jurisdictions and focus on common concerns. It is the author's hope that some of the description and insights will be useful to people working in these and other jurisdictions.
The Research Report
This study examines dual credits and the extent to which they ease the transition to post-secondary for adult learners in Manitoba. The study focuses specifically on the dual credit enrolment of adult learners in a Manitoba adult learning centre. It examines how dual credits and their relationship to barriers affect the transition for adult learners who move to post-secondary, the policy and procedures used in administering the dual credit program and the benefits and challenges of dual credit enrolment.
Two focus group interviews were conducted with participants who graduated, with dual credits and went on to post-secondary studies. Their feedback related to the impact of dual credits upon their transition to post-secondary. These were combined with a review of the literature. Implications related to the impact of the dual credits are summarized. The study concludes with recommendations for further research.
A Literature Review
Series: The Electronic Learning Record
This literature review is part of ongoing work by FuturEd, a BC education and training consulting firm, on the concept of an electronic learning record or portfolio. An electronic learning record is a digitally generated and stored inventory of the skills and knowledge an individual acquires during his or her lifetime through formal and informal learning. This literature review sets the stage for a research project intended to examine the hypothesis that an individualized electronic learning record would help improve the effectiveness, efficiency and equity in training and employment environments.
This literature review includes the following sections:
- cataloguing and assessing learning - focuses on learning records and skills and knowledge portfolios
- recognizing and managing learning - explores the concept of human capital
Series: The Electronic Learning Record
This document reports the results of a research project undertaken by Dr. Kathryn Barker of FuturEd for Literacy BC and the National Literacy Secretariat on the concept of an electronic learning record or portfolio. An electronic learning record is a digitally generated and stored inventory of the skills and knowledge acquired by an individual during their lifetime through either formal or informal learning. In her research, the author studied the benefits of a personal learning record and explored the hypothesis that a personal learning record improves the effectiveness, efficiency and equity in training and employment environments.
This report sets out the research questions addressed in this study, describes the data gathering processes used, and discusses outcomes and recommendations.
This document deals with the gaps and challenges faced by literacy programs, services and organizations in the Ontario city of Peterborough.
The authors found that the majority of the participants in the study cited lack of funding as a major gap, one that tended to overlap with other gaps and make them worse.
The authors also found gaps in resources, locations, time, delivery, and public awareness. As well, their research identified the need for better networking, which would include an exchange of resources and improvements to referrals, clientele advocacy and lobbying, and volunteer training.
A Survey of the Literature
Authors: The Centre for Literacy of Quebec
This resource is a literature review that looks at the segment of the immigrant population who are not literate in their native language and who may require some combination of ESL and literacy education or “ESL literacy” education. The literature reviewed includes discussions on definitions of literacy and who is an ESL literacy learner. This paper also addresses issues such as the training and working conditions of teachers, instructional strategies, assessment, and policy.
Authors: Lynda Fownes
This document was prepared as a background paper for a meeting of the Canadian Council of Directors of Apprenticeship in Ottawa in November 2001.
Some jurisdictions use customized tests to help select apprentices, while others rely on grade level achievement. But the authors notes that as many apprentices start their training 10 years after leaving school, prior academic achievement may not be a reliable indicator of success in an apprenticeship.
The author says is critical to define just what Essential Skills are required for an apprentice to do well both in training and on the job. With an appropriate curriculum, a support network might be able to help apprentices prepare for the significant demands of reading, document use, numeracy and other skills they need for success in trades.
Part of the Learner Skill Attainment Framework Initiative
This document reports the results of a survey of faculty from Ontario colleges in which the participants have been asked to identify core skills and key tasks associated with students' successful transition to postsecondary and apprenticeship programs. This survey was conducted as part of the Learner Skill Attainment Framework Initiative, a project that has been undertaken by Ontario's College Sector Committee for Adult Upgrading (CSC) to develop a framework for measuring learner skill attainment in three key areas: reading text, document use and numeracy.
This report includes the following sections:
- an overview of the Learner Skill Attainment Framework project and a discussion of the concept of "transition paths;"
- survey methodology, participation and results;