Authors: The Conference Board of Canada
The Conference Board of Canada education and learning case studies examine outstanding education and lifelong learning programs and initiatives. This case study looks at the Workplace Open Learning Fulfillment program in place at La Ronge Motor Hotel, located in the small northern Saskatchewan town of La Ronge, on land owned by the Lac La Ronge Indian Band. Through its program, the hotel helps staff train for, and achieve, the Saskatchewan Tourism Education Council’s national industry certification in housekeeping.
For more information about The Conference Board of Canada, visit its website at http://www.conferenceboard.ca
Series: Learning Throughout Life
This document provides outlines the Action Plan referred to in the Quebec Government Policy on Adult Education and Continuing Education and Training (2002).
The action plan for adult education and continuing education and training is guided by three principles:
1. Knowledge is an important factor in personal growth, economic development, social cohesion and democracy.
2. Adults in Québec must have access to training and be given the opportunity to express their training needs.
3. The state is responsible for adult education and continuing education and training; individuals, businesses and organizations must also be prepared to participate voluntarily and responsibly.
The action plan has four focuses: basic education, job-related continuing education and training, recognition of prior learning and competencies and shared responsibility for funding and education.
It worked for Bill. Will it work for Carol?
Authors: Fay Holt Begg
This document is one in a series prepared by literacy practitioner/researchers in Alberta to investigate a range of questions. Here, the author looks at whether it is possible to adapt the Writing to Read method, which teaches children to write as a precursor to reading, for use with adult literacy students.
The author had already worked with one adult for whom the method proved very successful, so she decides to use it with another adult learner. This time, the outcome is very different, underscoring the importance of tailoring tutoring to the needs of the individual learner.
In particular, the experience emphasizes the need to assess the learner before planning a course of study and the importance of mutual trust between tutor and learner.
Authors: Lindsay Kennedy
This document is part of a project designed to provide Literacy and Basic Skills (LBS) support organizations in Ontario with information, training, and tools to allow them to increase their knowledge of performance management concepts. It builds upon the first phase of the project framework, which can be seen by clicking here: http://library.nald.ca/item/10461.
Performance measurement describes how resources are being used; how the work being done contributes to the achievement of stated outcomes; and whether or not the organization’s delivery agencies and other stakeholders are satisfied with the results.
The authors provide an overview of measuring and monitoring, along with information on tools for measuring and monitoring; performance indicators; and performance measurement tools.
An appendix to the document provides sample forms that can be adapted for use in performance management.
A Discussion Paper
Authors: Rongo H. Wetere
The author begins with a discussion of the social and educational problems facing Canada’s Aboriginal people. He argues that Canadians can learn a great deal from the experiences of the indigenous people of other countries, particularly the Maori of New Zealand.
The author outlines initiatives that have raised literacy levels among the Maori, then goes on to describe the ArrowMight Canada program, which was designed to deliver adult literacy, numeracy, and computer education in a home-based format. The program consists of three modules and includes multimedia lessons. Students also have access to help from a community facilitator.
The author explains that the program is based on the experiences of 35 countries in Latin America and Africa, as well as New Zealand, that use the Cuban teaching philosophy found in the “Yo si Puedo” (Yes, I Can) program. Specific modifications have been made to meet the needs of Native and non-Native English-speaking Canadians.
Pilot applications of the program have been carried out in several regions of Canada.
In this report, the authors discuss the cost and the importance of investing in literacy. They suggest that advanced literacy is the single most important tool that Canadians need to compete in the global economy and present estimates of the total cost of raising the literacy skill of the adult population to Level 3.
This report includes an executive summary and forward followed byfive chapters:
Chapter 1- Introduces the report and provides background on the Adult Literacy and Life Skills Survey and the International Survey of Reading Skills (ISRS) studies upon which analyses in the report are based.
Chapter 2 - Summarizes what was measured in the ISRS and what it means
Chapter 3 - Defines segments in the Canadian literacy market
Chapter 4 - Contains estimates of the costs and benefits of releasing Canada’s economic potential through literacy instruction
Chapter 5 - Summary and conclusions
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.
Authors: Dorothy Mackeracher
A group of C.C.L.O.W. members agreed to work together to learn about the process of developing policy, and our collective efforts produced this report. We feel that this report is of interest to all those concerned with learning opportunities for women.
The report includes: A summary listing of the ten issues we discussed, each relating to the main topic of the undereducated woman, and of the policy recommendations which arise from each issue; an outline of the process we used to guide our activities in developing the policies.
An Annotated Bibliography
Authors: The Centre for Literacy of Quebec
This bibliography was compiled for The Centre for Literacy’s 2004 Summer Institute: Adult Basic Education: Impact of Policy on Practice: International Perspectives. The references and annotations listed are for research studies, advocacy papers, and government documents that describe and discuss the role that policy plays in shaping program-level structures and practices in the adult literacy and basic education sector in Canada and other countries. The readings listed offer a solid starting point for more in-depth research.
Section one contains annotated references (international resources), section two lists annotated websites (international), and section three provides links to provincial programs and policies in Canada.