Women's Education des femmes, Dec. 1983 - vol.2 no. 2
Authors: Susan Witter
This article, written in 1983, concerns the B.C. Provincial Restraint Policy of the time and discusses how it affects not only education, but health and social services, both interlocking elements in the provision of education to B.C. women.
Authors: Nora D. Randall
This is a handbook for women interested in returning to school.
Adult educators, counselors, and researchers know that one of the biggest struggles facing women who are thinking of going back to school or getting further training is to find information about programs and support services. Several CCLOW BC members thought that a handbook would be very useful for women of British Columbia.
We hope that this handbook is useful to a wide variety of women who are in many different situations.
This page links to background information about the International Adult Literacy Survey (IALS), which measured the prose, document, and quantitative literacy of adults in twelve countries: Canada, Germany, the Netherlands, Poland, Sweden, Switzerland, the United States, Belgium (Flanders), Ireland, New Zealand and the United Kingdom.
Authors: Movement for Canadian Literacy
This backgrounder was prepared by the Movement for Canadian Literacy. It highlights some of the key findings from the Adult Literacy and Life Skills Survey (ALL), provides additional survey background, and summarizes the literacy community's response.
Reading the Future: A Portrait of Literacy In Canada
This document presents an overview of Canada's involvement in the 1994 International Adult Literacy Survey (IALS). Survey goals, key findings, and implications of the results are briefly described. Included are definitions and sample questions from the survey that explain the levels and categories of literacy measured by IALS.
Lessons in Learning – April 15, 2009
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Poor mental health in Canadian schoolchildren poses a significant risk to their academic development and puts them at greater risk of suicide, substance abuse, and dropping out.
The authors of this paper note that schools can lead the way in implementing public health strategies designed to prevent and detect mental health disorders among young people. Two types of school-based mental health strategies show promise: mental health awareness and education programs, and mental health screening programs.
They point to programs like one tested in junior and senior high schools in Alberta, where students participated in workshops designed to increase their knowledge and understanding of mental health issues.
In the United States, a mental health screening program called TeenScreen has been implemented in 42 states. Participation is voluntary and students complete a questionnaire that screens for depression, anxiety, and substance abuse. Participants whose results indicate they are at risk are given on-site counselling and their parents are offered assistance in accessing mental health services.
Series: State of the Field Report
This report focuses on barriers to participation in adult learning activities.
The concept of "barriers" has been an important concept addressed in the adult education literature over the past 50 years. Barriers and access to participation in adult learning activities are most often classified using concepts developed by Patricia Cross and reported in her book, Adults as learners: Increasing participation and facilitating learning (1981). But prior to that date, such authors as Cy Houle (1961), Malcolm Knowles (1970) and Roby Kidd (1960, 1973), wrote about the problems encountered by adults in attempting to access appropriate leaning opportunities.
In addition to the literature on barriers, the research team looked at two related types of reports and studies that examined: (1) the elements of a responsive educational system to support and encourage participation in lifelong learning, and (2) best practices in teaching. These two types of reports were included based on the assumption that both contributed to reducing barriers and increasing participation – one through good institutional policies and practices and the other through good pedagogical practices.
The report is one of seven State of the Field reports on adult learning in Canada. The other reports include Gender & Learning, Culture & Learning, E-Learning, Learning Communities, and Social Movements.
This report discusses the issues regarding the participation of adults with disabilities in adult literacy programs from their point of view. It discusses many barriers to developing literacy skills which may be attitudinal, technological, emotional or transportation-related. As well, it gives recommendations on how to overcome these barriers. The study findings will be used to generate meaningful recommendations for improving the accessibility of literacy programs and learning activities for people with disabilities.
This study employed a qualitative research approach and used semi-structured interviews as the method of data collection. Interviews were conducted in a number of different locations in British Columbia, New Brunswick, Ontario and Saskatchewan.
For more information, contact:
Neil Squire Foundation
Suite 220 - 2250 Boundary Road
Burnaby, BC V5M 3Z3
Telephone: (604) 473-9363 or
Telephone: (604) 874 8895
Fax: (604) 473-9364
A Research Report and Action Plan
Authors: Nunavut Literacy Council
This paper presents the results of a research project conducted by the Nunavut Literacy Council in 2006 in order to identify barriers that face youth seeking employment in Nunavut. Researchers also examined ways to re-engage marginalized youth in education, employment and community life and looked at the extent that literacy is a barrier to youth employment in Nunavut. In addition to the results of interviews with focus groups, this report includes information from a review of scholarly, popular and government literature on the northern economy, employment trends, Inuit culture, approaches to work and learning, and history. An action plan with recommendations for employers, educators, government, communities and the literacy council is also presented.
Authors: Linda L. Jessup
The research project described in this document investigated barriers to attaining literacy training with a sample of low literacy youth (aged 16 to 25 years) from both urban and rural settings in Southwestern Ontario. The study found six identifiable factors as barriers, and found that the reasons for nonparticipation in literacy training programs were multidimensional. The report includes a literature review, the research questions, discussion of the findings, an analysis of how the findings compare with similar studies done by Beder, Hayes, and Darkenwald, and discussion of how the findings could inform a literacy campaign for youth.