Adult educators

This portfolio assessment initiative has several lists of goals for students and teachers. It includes:
- personal goals
- reading progress checklist
- listening and speaking progress checklist
- writing progress checklist and,
- mathematics progress checklist

This document includes two adult learner stories regarding their family background, their memories of school and learning, and some of their work experiences.

There are also learning activities such as a vocabulary matching game, learning about past tense, a comparison game, and a question & answer section regarding either or both stories.

This report outlines the views expressed over the course of consultations done in early 2003. The consultations were regarding the broad parameters of a proposed Canadian Learning Institute, including knowledge and information needs, mandate and organizational structure.

The AWAL Guide: Handbook for Facilitators is essentially “AWAL in a box.” The background information, suggestions, and resources collected here are intended to provide you with the tools and support you need to understand, plan for, deliver, and benefit from an AWAL Workshop for your organization.

This report documents the availability of formal learning opportunities for adults, and identifies the factors that influence participation of less-educated/less-skilled adults in these opportunities. In addition, it identifies gaps in our adult learning systems and recommends measures to fill these gaps.

This report examines the situation in five provinces: Alberta, British Columbia, Nova Scotia, Ontario and Quebec.

In this paper, we address the issue of accessible essential skills training for the rural workforce. As such, we apply the Rural Lens (a strategic tool identified by the Canadian Rural Partnership) to essential skills practices in order to create a model for innovative essential skills applications that work within a rural framework.

The author discusses 40 years of Adult Education in the United States. This year, they celebrate 40 years of Adult Literacy and Literacy System that was created by the Adult Education Act of 1966, and which continues today as Title 2: The Adult Education and Family Literacy Act of the Workforce Investment Act of 1998.

In 1999-2000, the Metro Toronto Movement for Literacy conducted a project called Adapting for a New Environment. The purpose of this project was to try to relate existing knowledge about literacy work to the new requirements of the provincial Literacy and Basic Skills Section. Two sets of workshops were held.

This literature review on measuring non-academic outcomes in adult literacy programs is meant to provide information and, possibly, direction for the research team involved in a project to measure non-academic outcomes in learners from community based programs in Ontario.

The author has gathered over 100 references related to this topic, some of which are very relevant and some of which are only peripherally so.

These are notes from the fourth WWestnet conference. Its goal was to have participants pause to ‘take stock' of the progress made during the last ten years; then to look forward to the challenges facing the Canadian workforce in the new century. The conference evaluations indicate that most people thought the conference was worthwhile, with high ratings for organization and overall success.