Adult training

The World of Literacy Education is Shaped Like a Triangle, But We Are Starting To Change It (2006)

Some say the world is flat. Others insist it is round. But what I have learned working in the field of adult literacy and basic and education (ABLE) for almost 40 years is that our world is triangular. How is this possible? Since the late 1960's I have lived in what I would describe as a three-cornered world.

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2006-06-22

Summary Outcomes from the SHARE Essential Skills Knowledge Forum with Dr. Robin Millar (2006)

This report is a summary of the outcomes from the SHARE Essential Skills Knowledge Forus with Dr. Robin Millar.

The Essential Skills Forum was a six-week project that ran from March 26 - May 6, 2006 (pre-project preparation & outlines started March 20). In May, there were 41 Registered Participants (5 of whom were out-of-province). The forum had 2,153 web page hits, or people accessing and responding to information.

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2006-06-21

Theoretically You Can't Teach Adults to Read and Write: But Just Keep On Doing It (2006)

The author writes on "Why is it so hard to get funding for adult literacy education"?

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2006-06-15

The Sky's the Limit (2006)

A Human Resource User Guide Targeting a Specific Client Group

This Human Resource User Guide focuses entirely on a target client group that have specific barriers to entering/re-entering the local labour market (i.e. minimal education, limited work experience, low self-esteem/confidence, social barriers, etc).

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2006-06-15

Productivity, Employment, and Essential Skills (2000)

Conference Final Report

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.

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2006-06-14

Provincial Models of Program Integration (2006)

Phase 1 Report

Academic Upgrading programs are moving forward on the One Stop initiative in a variety of ways. Phase 1 of the Provincial Models of Program Integration project showed considerable activity between Academic Upgrading programs and a whole range of college and community programs, services and service organizations available to them.

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2006-06-13

Family Literacy in Ontario (2006)

Putting it on the MAP!

The positions and recommended actions in this working paper are framed and informed by a recent province-wide study survey of the state of family literacy programming in Ontario, commissioned by Action for Family Literacy Ontario (AFLO), a working group of the Ontario Literacy Coalition (OLC).

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2006-06-08

Learning from the Weaving Literacy Project (2005)

A report on the process and outcomes of the Weaving Literacy project

In this report, you will read about the principles supporting integrated approaches to literacy, the Weaving Literacy project design, its outcomes and the issues that emerged from this work. The report concludes with recommendations for sustaining and deepening links between literacy and community-building in Canadian communities.

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2006-06-03

Innovative Approaches ... and Promising Directions (2006)

Meeting the Needs of Underrepresented Populations in College Academic Upgrading Programs

In an effort to examine the practices and structures currently in place in Academic Upgrading Programs on which future initiatives can be built, the College Sector Committee for Academic Upgrading (CSC) launched the Innovative Approaches and Promising Directions project with the support of the Ministry of Training, Colleges and Universities (MTCU).

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2006-05-30

"First Chance for a real education" - an impact study of adult literacy (2003)

This study has sought to map the impacts that two adult literacy programmes in New Zealand have had on their participants. In recognition of the fact that change achieved by education does not always happen immediately, the study has focussed on the experiences of students who have been out of the programme for some time. Its value lies in its demonstration of the diversity of impacts over the longer term.

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2006-05-30

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