CPRN Research Report
Research has shown that Canada has been underperforming in workplace learning in comparison with other countries.
The authors of this report review literature on the government policies, programs and initiatives used by certain countries to encourage employer-sponsored workplace training. They focus on Denmark, Sweden, the United States, Finland, Switzerland and the United Kingdom, all of which have a record of above average employer investment in training.
To be included in their review, documents had to come from peer-reviewed journals, established international organizations like the European Union, or independent national research agencies.
The authors note that evidence of the effectiveness of the instruments and their applicability to Canada is thin but Canada could help fill this gap by giving priority to a formal evaluation of such instruments.
Adult Literacy: Policies, Programs and Practices
Authors: Human Resources Development Canada
This is a report of the latest study in Human Resources Development Canada's (HRDC) “Lessons Learned” series. This study summarizes lessons learned from policies, programs and practices directed at adult literacy over the past decade, in the context of industrialized economies. It is based on a review of studies and reports that set out the problems associated with low-level literacy skills among adults and what has been done to address those problems. The study focuses primarily on interventions that have been formally evaluated with a view to including as many different types of interventions as possible.
This paper has been organized into the following sections:
- Problems associated with adult literacy
- Adult literacy interventions in Canada
- Adult literacy lessons learned
- Potential future directions
Lessons in Learning – November 8, 2006
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Changes in society over the past several decades have made it increasingly rare for Canadian children to have long, uninterrupted blocks of time to play indoors and outdoors, by themselves or with friends. At the same time, growing numbers of children spend substantial time in structured educational and recreation activities.
The authors of this paper point to research indicating that unstructured play nourishes every aspect of children’s development, forming the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. Children need time to play for the sake of playing.
Creating the conditions necessary for children to learn from play requires ensuring that there is adequate time and space for play to develop, both indoors and outdoors; making sure that early-learning environments have an appropriate balance of child-initiated free play and more directed learning; improving the quality and scope of play in early-learning environments; and promoting the value of play and the child’s right to play.
As well, the authors point to the need to create tools to assess the quality of play environments and experiences; develop ways to assess the learning of individual children and groups of children in play contexts; and provide a clear focus in teacher training on the role of adults in facilitating children’s play.
Women's Education des femmes, Winter 1991 - Vol. 8, No. 3/4
Authors: Sharon Goldberg
This article contains an interview with Charlotte Bunch, U.S. feminist activist and author. At time the article was written, she was employed as the Director of the Center for Global Issues and Women's Leadership at Douglass College, Rutgers University, New Jersey.
Authors: Goforth Consulting
The College Sector Committee (CSC) is committed to providing leadership in promoting the continuous improvement of the delivery of upgrading programs to meet the needs of adult learners.
The 2006 CSC Conference, "Let’s “Pond”er the Future, was planned as an inclusive event involving program managers, faculty/classroom support staff, and administrative support staff. The goal of the conference was to meet the PD needs of all three groups. This report documents the Conference activities and makes recommendations for the future.
A Learning Outcomes Approach to Describing Levels of Skill in Communications & Numeracy
The manual is based on the skills listed in the matrix of Working with Learning Outcomes (1998). The summary statements in The Level Descriptions Manual provide literacy assessors and learners with a summary of skills for each level of the communications outcomes of Read with Understanding for Various Purposes and Write Clearly to Express Ideas as well as each outcome in the numeracy domain. The summary statements also present LBS (Literacy and Basic Skills) program content in a way which can be easily understood by people outside LBS-funded agencies in Ontario. Although the manual is based on the matrix, two revisions have been made, in the interests of clarity and ease of use. These are in the domains of numeracy and self-management and self direction where two component learning outcomes have been integrated to create one component learning outcome, i.e. Use Number Sense and Computation and Become a Self-Directed Learner.
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Authors: Kim Falcigno
The Ontario Literacy Coalition funded this research into the pay and working conditions of employees working in the literacy field in Ontario. The purpose of the research was to attain information on the level of pay and benefits literacy workers in all delivery sectors in Ontario were receiving, and to assess the level of working conditions in the literacy workplace.
Charting a course of action to strengthen financial literacy in Canada
Authors: Task Force on Financial Literacy
In 2009, the Government of Canada established a Task Force on Financial Literacy, made up of 13 members drawn from the business and education sectors, community organizations and academia. The goal of this consultation document is to initiate a nationwide conversation on financial literacy to help the task force provide recommendations to the federal Minister of Finance, by the end of 2010, on a national strategy to strengthen Canadians’ financial literacy.
The authors pose questions about what constitutes financial literacy and how best to teach it; what determines financial behaviour; people’s understanding of debt, borrowing, savings and investment; how to encourage Canadians to plan for retirement; the role of communication and technology in financial literacy; and how to protect against financial fraud.
The final report of the task force, published in February 2011, can be found at http://library.nald.ca/item/9167.
A Background Paper Prepared for the National Summit on Libraries and Literacy: Moving Forward
Authors: Canadian Library Association
The paper "Libraries and Literacy: A Decade in Review" provides background information in preparation for the Canadian Library Association (CLA)’s National Summit on Libraries and Literacy: Moving Forward that took place in June 2006. This summit brings together representatives from libraries, library associations, literacy organizations, adult learner groups, and government agencies who are interested in exploring and expanding the role of libraries as learning partners.
Through their research, the authors have determined libraries are willing and interested in changing to accommodate adults with literacy challenges by being more flexible, committing time to programming and reaching out to their communities in new ways that go beyond traditional outreach.
In this paper, the authors discuss
- accomplishments since the 1995 national summit on libraries and literacy, as well as the challenges that still exist;
- how libraries across Canada are addressing adult literacy in their work;
- examples of library initiatives in adult literacy;
- questions for summit delegates to consider in preparation for attending the event.