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.
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
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.
The 2002 School Achievement Indicators Program Science (SAIP-SCIENCE) survey, administered to a national sample of Canadian youth aged 13 to 16, showed girls performing significantly below boys in the application of scientific knowledge to everyday problems. On the other hand, girls get higher teacher-assigned grades than boys in their science classes.
The authors of this paper note that girls’ superior performance in science classrooms may be due to teachers’ marking practices, which reward not only cognitive achievement but also social behaviour, like the compliance with rules and completion of homework.
However, it would be expected that the study efforts of girls would lead not just to higher teacher-assigned grades but also to higher scientific literacy scores. The authors’ goal is to look at why girls’ greater investments in homework do not result in higher literacy scores.
While many girls respond well to the current curriculum, others do not, and for them, changes in the curriculum or teaching methods may help, the authors point out. As well, it is possible that boys performed well on the literacy test because their leisure time activities offer more opportunity to explore and apply science-related activities.
The gap in science literacy scores between boys and girls is not a wide one, the authors note. However, if that gap is discouraging girls from continuing their science studies, then further attention to this matter is needed.
In this 30-minute video, Dr. Paul Cappon, president and CEO of the Canadian Council on Learning (CCL), presents the keynote address to the Adult Learning Knowledge Centre’s (AdLKC’s) fourth and final annual symposium, held in Montreal, Quebec, in June 2009.
Dr. Cappon notes that society puts great value on uncovering the origins of both chronic and transmissible diseases because evidence is key to understanding and, eventually, controlling disease. He argues that learning is just as important as healthcare to the destiny of society, but the importance of research in education isn’t as clearly recognized.
He urges governments to acknowledge that human infrastructure is a public good every bit as important as machines and buildings. He also encourages them to invest in tools to help Canadians assess themselves; promote partnerships with industry to improve workplace education and training; commit to clear, shared goals; and support mobility for students and professions.
A learning culture is important no matter what economic conditions prevail at any given time, he says. Knowing how to learn is the quintessential skill in a knowledge society.
During his presentation, Dr. Cappon switches back and forth between English and French. No subtitles are provided.
This document offers an account of the Adult Learning Knowledge Centre’s (AdLKC’s) fourth and final annual symposium, held in Montreal, Quebec, in June 2009.
The authors have provided summaries of 20 presentations that were offered in five concurrent sessions, focusing on such issues as non-formal adult learner programming at post-secondary institutions; adult learning in criminal justice settings; ethical issues in community-based research; and health and learning.
They have also summarized the discussions presented during three plenary sessions, which focused on equitable access to learning; learning strategies for a troubled economy; and the future of adult learning in Canada.
The authors have also included a list of symposium participants.
Series: Learning Starts Early!
This booklet, prepared by the Early Childhood Learning Knowledge Centre (ECLKC) of the Canadian Council on Learning (CCL), is aimed at parents, service providers, policy makers, and the general public.
The authors explain that during infancy, it is critically important for children to bond with and come to treat their caregivers as safe havens, a core process known as “attachment.”
Children who don’t attach securely to their caregivers may face significant challenges in their development. Therefore, it is important that caregivers receive the information, guidance, and support they need to foster secure attachments with their children.
The booklet includes information on the roots and types of attachment problems, as well as a discussion of the best intervention methods for dealing with problems before they become ingrained.
Testing a Four-Level Framework for Integrating Work and Learning to Maximize Personal Practice and Job Performance
“Blended learning” refers to combining different kinds of instructional approaches, like face-to-face learning and coaching, with a variety of technologies, including discussion boards, e-content, and conference calls.
This research study compares the learning outcomes of four different blended learning strategies for developing the “soft skills” that enhance job performance and personal interactions. The four strategies range from a very loose coupling of personal learning with job performance to a very tight coupling.
The results showed that some individuals excelled in each of the research groups, and there were no common individual characteristics for those who did well in each group, or across the research study. Learning styles differed, learning preferences differed, and major motivators and major barriers for learning also differed.
The authors conclude that while there is no predictable best approach to workplace learning for developing soft skills, blended strategies can make it easier to customize learning to meet specific learner characteristics, experiences, and needs.
A Positive Record - An Uncertain Future
Series: Report on Learning in Canada
Authors: Canadian Council on Learning (CCL)
The goal of this document, prepared by the Canadian Council on Learning (CCL), is to examine how Canada’s approach to higher education compares with other leading developed countries and how well its postsecondary education sector can respond to a fast-changing global environment.
The authors note that a shortage of reliable data has made it difficult to report accurately on the state of postsecondary education in Canada. They set out three priorities for this sector: establish a set of clear goals for post-secondary education at the national level; establish indicators to assess achievement; and establish mechanisms at the national level that will accomplish the first two goals while at the same time promoting cohesion and coherence among all facets of postsecondary education.
The authors have also included information about how the United Kingdom, Australia and numerous European countries assess progress towards national goals in postsecondary education.
This report examines patterns of participation in further education among postsecondary graduates from colleges and institutes, university colleges, and universities across Canada, with particular emphasis on the participation of Canadian‐born Aboriginal people; Canadian‐born non‐Aboriginal people; and immigrants.
The authors found that there are significant differences in educational attainment among the citizenship groups, and that age and gender affect educational profiles. Respondents in the Aboriginal group are more likely to have graduated in 2000 from non‐university institutions, while immigrants and non‐Aboriginal respondents from university level studies.
Non‐Aboriginal participants are younger on average than others. Women represent about 60 percent of the postsecondary graduates.
In 2002, two years after graduation from Canadian colleges and universities, one graduate in three was engaged in further education through postsecondary programs. While job-related motives were the most frequently identified reasons for continuing education, one-third of the participants pointed to self‐improvement as a motivating factor. Aboriginal respondents were more likely than others to identify education prerequisites as an important reason to take further education; this motive was the least important for the immigrant group.
The authors point out that the findings of the study have important policy implications. Since postsecondary institutions are major providers of education, it is important for administrators to recognize that student population diversity affects participation patterns, financial resources, and motivations of learners at different stages in the life course.
Presentation to the Task Force on Financial Literacy, May 10, 2010
Authors: Paul Cappon
In this presentation to the Government of Canada’s Task Force on Financial Literacy, the president and CEO of the Canadian Council on Learning (CCL) outlines the role the CCL could play in enhancing Canadian’s financial skills.
Dr. Paul Cappon points out that CCL identified financial literacy as one of a set of “new” literacies required to function effectively in today’s world. Others include digital, computer and information literacy.
Specifically, he says the CCL could contribute to evaluating national progress on financial literacy by providing a synthesis of available research; monitoring trends and identifying gaps in information and data; identifying who is most vulnerable, and providing new insights into why they are at risk; and providing recommendations for the development of targeted strategies to strengthen the financial literacy skills and capabilities of Canadians.
The task force was established in 2009 and published its final report in February 2011. The report can be found at http://library.nald.ca/item/9167.