Volume 2: Central Saskatchewan
Series: Literacy Cafe Report
Authors: Saskatchewan Literacy Network (SLN)
This document summarizes issues discussed during three “literacy cafés” organized by the Saskatchewan Literacy Network in that province in 2009. The cafés provide an opportunity for adult learners and literacy stakeholders to connect and exchange information.
The authors say that two messages were clearly expressed throughout the cafés: the abundant positive, learner-focused experiences that adult learners have benefited from in the region; and the strong need for a coordinated, collaborative approach to program delivery.
Volume 3: Prince Albert and North
Series: Literacy Cafe Report
Authors: Saskatchewan Literacy Network (SLN)
In May 2010, the Saskatchewan Literacy Network held discussions in Prince Albert and La Ronge. As in previous years, the goals of these “literacy cafés” were to provide a networking opportunity for literacy stakeholders and to ask for information to guide the network’s efforts.
Among the themes to emerge from the discussions were the need to provide programs that are culturally relevant to Aboriginal people; a strong desire to continue building creative partnerships to foster literacy; and an ongoing need for coordination among literacy programs.
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.
Lessons in Learning – April 17, 2008
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Aboriginal people represent 4.5 percent of the Canadian population, but less than one percent of first-year medical students in Canada surveyed for a 2001 study were Aboriginal people. The same study showed that while almost a quarter of Canadians live in rural areas, only about 11 percent of medical students were from such communities.
Given the low numbers of rural and Aboriginal students in medical schools, it is not surprising that rural and Aboriginal communities face critical shortages of medical personnel, the authors of this paper point out. Although roughly 20 percent of Canadians live in rural areas, only 10 percent of Canadian physicians practise in such areas.
Increasing the number of doctors who come from under-represented populations can help improve health among such groups, as research shows that when underserved populations are treated by a physician from a similar background, they are more likely to seek care and comply with physician directives, and are more responsive to health promotion and prevention advice.
The authors discuss efforts to address the issue of under-representation, including trying to inspire children to consider a career in health care while they are in elementary school; modifying admission criteria for rural and Aboriginal students; setting aside seats in medical schools specifically for targeted minorities; altering the nature of admissions committees to include representatives from under-represented minorities; and changing the structure of government aid for needy students.
The Association of Canadian Deans of Education (ACDE) brings together deans, directors and chairs of education in Canadian universities and colleges. In 2010, members of ACDE adopted this accord, with the vision of creating respectful learning environments, developing inclusive curricula, and recognizing and promoting Indigenous knowledge in education.
In the accord, the term “Indigenous” includes the distinct Canadian terms Aboriginal, First Nations, Indian, Métis, and Inuit as well as the broader global context of First Peoples’ knowledge and life experience.
The accord’s goals include reclaiming and teaching Indigenous languages; promoting the use of Indigenous languages in research and scholarly writing; developing procedures within the promotion and tenure process that value work on Indigenous education projects; eliminating cultural biases in student assessment; and improving access, support and retention strategies in order to increase the number of First Nations, Inuit and Métis people enrolling in and completing post-secondary and teacher education.
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.
Authors: BC Social Innovation Council
In 2011, the BC Social Innovation Council was established to help the government of British Columbia find new ways to tackle social challenges. The council included representatives of government, Aboriginal and community organizations, and business agencies with an interest in social entrepreneurship, including credit unions, foundations, investors, and social entrepreneurs.
This final report from the council contains eleven recommendations, focusing on five key areas: supporting social enterprise; legislative enablement; social innovation labs; engaging communities; and learning and research.
The recommendations include establishing a social enterprise investment tax credit to attract new investors and capital for non-profits and social enterprises; including social enterprises under eligibility criteria for government-sponsored business development programs that target small- and medium-sized enterprises (SMEs); and completing the establishment of Community Contribution Companies (CCCs) as a new corporate structure to raise capital and achieve a social mission.
Some of the recommendations focus specifically on the needs of British Columbia’s Aboriginal people, including one that recommends the formation of a broadly based partnership to develop a targeted strategy to build social entrepreneurship and social innovation capacity in the province’s First Nations communities.
For more on the council’s work, please click here: http://www.innovatebc.ca/.
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.
An annotated bibliography
Authors: Centre for Literacy of Quebec
This bibliography was compiled for The Centre for Literacy's 2005 Summer Institute: Adult Basic Education & Literacy, Media and Technology.
The references and annotations point to relevant research, project, strategy and evaluation reports that describe and analyze the current and future influences of changing technologies on definitions of literacy, lifelong learning policy, and program-level practice in Canada and internationally.
This list is far from exhaustive, but represents a core set of readings on the topic and offers a solid starting point for more in-depth research.
In this study, commissioned by the Canadian Council on Learning (CCL), the authors explore the learning experiences of older adults. They point out that learning characterizes older adulthood as much as it defines the childhood years, but receives far less attention and systematic investigation.
The authors summarize initial findings from six guided autobiography workshop groups made up of older adults, mostly in their 60s and 70s. These workshops are designed to encourage participants to write and to tell their life stories.
The older adults who took part in this study were clear on the impact and value of their learning experiences. Their differing experiences reflected two kinds of learning: on one hand, learning that develops and expands into new interest areas and, on the other, learning that consolidates prior life events or current experiences.
The authors also include a review of literature on learning among middle-aged and older adults.