Successful Transitions to College Academic Upgrading (2009)

Part of the Learner Skill Attainment Field Review Project

This document looks at the factors that help an Ontario college Literacy and Basic Skills (LBS) 5 student make a successful transition to Academic Upgrading (AU) studies. The author asks whether it is simply a matter of academic skills or whether there are attitudes that go along with those skills. As well, the author asks what kinds of tasks in LBS 5 are good predictors of success in AU.

To get some insight into these questions, the author conducted an informal email survey of college LBS/AU teachers.
The author observes that many students begin in college upgrading programs prior to LBS 5 and are very familiar with the program and the overall expectations by the time they move into AU. As well, a continuum exists in most college LBS/AU programs so that students can consolidate skills and concepts as they progress through LBS levels, paving the way for a smoother transition to Academic Upgrading.

The author notes that students entering Academic Upgrading from LBS 5 are very goal-focused because AU is the summit of their academic preparation for postsecondary or apprenticeship training or employment.

In LBS 5, the author notes, there are specific tasks, skills and attitudes that are considered by teachers to be important for a successful transition to AU-level studies. One advantage of the LBS/AU continuum is that the curriculum builds on itself, so that a task needed for the transition to upgrading is one that began much earlier in the LBS levels. As an example, the author cites essay-writing, which is introduced in LBS 4; addressed more formally in LBS 5; and culminates in an in-depth research essay in AU.

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APA citation
Barb Glass. Successful Transitions to College Academic Upgrading 2009. Web. 5 Oct. 2022 <>
Barb Glass (2009). Successful Transitions to College Academic Upgrading. Retrieved October 5, 2022, from
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