Increasing Outreach and Participation in Family and Adult Literacy Programs
This literature review outlines a range of different strategies based on various studies and the experiences of Kingston Literacy.
Key components of successful programs must include children's programming, confirmation telephone calls, flexibility around timing, transportation assistance, food, accessible locations, friendly knowledgeable staff and be eight to ten sessions long. Definitive conclusions are especially difficult to draw from the research, due to variations in sample size, sample population and research methods. Most sample sizes, however, are small and drawn from relatively small populations.
Backgrounder, International Adult Literacy Survey (IALS)
This document provides background on the 1994 International Adult Literacy Survey (IALS), the first multi-country and multi-language assessment of adult literacy.
The survey was carried out in eight industrialized countries – Canada, Ireland, Germany, the Netherlands, Poland, Sweden, Switzerland and the United States – with the goals of developing scales for comparing literacy performance among people with a wide range of abilities, and comparing literacy across cultures and languages.
“Reading the Future” is a detailed study of the Canadian results of the IALS. The authors have broken down the data by language, age, gender and region and note that the information offers a framework for assessing Canadian policy on literacy, education and social and economic development.
Creating a Database of Learner Goals for Program Planning
Authors: Guy Ewing
This report helps you create a database of learner goals for program planning. It describes a project undertaken in North York to survey learners about their reasons for attending literacy programs. The data was entered into a database, where it was examined and grouped according to various criteria. The findings are presented, along with the complete texts of the learner's goal statements. This report includes literacy surveys, learner opinions, program evaluation, questionnaires and educational objectives.
Authors: Atlantic Provinces Economic Council
The document "Report Card", published by the Atlantic Provinces Economic Council, is an overview of the IALSS, released in 2005.
The main themes of the document are:
- Labour Market Outcomes
- Industry Sectors
- Incidence of Low Proficiency
This document outlines the results of a survey conducted among the members of Conseil économique du Nouveau-Brunswick (CÉNB) in March 2011.
Sixty-five percent of the survey respondents reported problems in finding the workers they need and cited three main causes for workforce shortages: the availability of workers; lack of qualifications or training; and lack of interest in the positions offered. Overall, it appears that while there are enough potential employees available, the real problem is that many of them lack the required qualifications.
To solve the problem, the CÉNB recommends promoting awareness of the importance of developing and improving Essential Skills; increasing awareness of the benefits of a healthy learning culture in the workplace; adopting the use of financial and tax incentives to promote greater workforce participation in continuing education; and encouraging employers and the academic community to work together with respect to education, training and recognition of prior learning.
The CÉNB promotes entrepreneurship among New Brunswick Francophones and keeps government aware of the interests of the Francophone business community.
Learning a Living
Authors: Albert Tuijnman
This report presents an exhaustive analysis of the results of the 1998 Adult Education and Training Survey (AETS). It also provides insight into adult education and training trends in Canada by bringing together results from previous surveys. The extent to which Canadians engage in a culture of adult learning is expected to have an impact on our social and economic success in decades to come. Learning occurs throughout life in a variety of contexts, both formal and informal.
The purpose of this report is to describe the extent to which Canadians engage in various formal and organised adult education and training activities, and how participation differs both over time and across provinces. With historical data taken from the AETS, the report sheds light on trends in formal adult education and gauge the nation's preparedness for the burgeoning knowledge society. The data offer information on the total volume of formal learning, on the structures of formal adult education and training, and on the characteristics of learners. This report provides a statistical portrait and analysis of demand and supply of formal adult education and training in Canada.
For more information on this publication, contact Customer Service, Statistics Canada, Tel. 1-800-307-3382 or (613) 951-7608, Fax (613) 951-9040, Email : email@example.com For additional copies of the report, please contact : Public Enquiries Centre, Communications Branch, Human Resources Development Canada, Hull QC K1A 0J9, Fax (819) 953-7260.
Authors: Movement for Canadian Literacy
Over 150 learners from 10 regions of Canada responded to questions posed by the Learners Advisory Network, Movement for Canadian Literacy (MCL). The information was compiled to reflect the learning experiences of those surveyed and to offer their advice.
'Difficult to Reach' Research
Authors: Margaret Herrington
This report is the result of a project undertaken to construct a register of practitioner research in adult literacy, numeracy and ESOL, which had either not been published before or could not easily be found in a standard literature search. Members of a leading Research and Practice in Adult Literacy network (RAPAL) undertook to survey network members about their own research records.
Series: Retention Through Redirection
The “Retention through Redirection” project extends the retention focus of the “What Works” project. The “Retention through Redirection” project is intended to further support Ontario colleges' retention efforts by building on the “What Works” project. The focus is on all Literacy and Basic Skills (LBS) learners who remain in the program but continue to be at risk of failing or dropping out.
This Protocol is the second part of a resource developed to provide LBS college practitioners with a redirection protocol to help them reflect on the elements of their programs that support student retention, both those that are working well and those that could be working better. The Protocol consists of seven features; each feature is described in detail presenting a number of issues and challenges related to learner retention. As much as possible, observations, suggestions, solutions and samples provided by LBS college managers, counselors, practitioners and learners have been included.
Experiences of adult literacy students and teachers in Ontario
This study looked at students’ and teachers’ perspectives on the effectiveness of computer technology in teaching basic literacy skills.
The study looked at four specific issues: the extent to which literacy students and teachers used computers and the Internet; how students and teachers responded to computer technology; whether they found it useful for reading, writing and math; and the benefits and challenges they saw.
Researchers collected data through surveys, available in both English and French, of people involved in literacy programs across Ontario and through five focus groups, two of them conducted in French.