Keyera Energy’s Capability Development System addresses industry-related training, and a variety of other workplace skills, including communication, computer literacy, and interpersonal relations.
This document is based on Ontario Adult Literacy Curriculum Framework (OALCF) training delivered in the fall of 2011. The OALCF is a framework that supports Literacy and Basic Skills (LBS) programs in the delivery of task-based programming to learners.
The Ontario Adult Literacy Curriculum Framework (OALCF) was developed to improve the transitions of adults through Employment Ontario (EO) programs and the broader education and training system. It is not a curriculum in the traditional sense of the word, but rather a framework that supports Literacy and Basic Skills (LBS) programs in the delivery of task-based programming to learners.
This bibliography is designed to help practitioners find resources and make decisions about which available resources best suit their needs. The authors have prepared a brief annotation for each resource listed and have also included web contact and purchase information for each item.
This issue’s lead article focuses on a workshop held in Saskatchewan to help educators adapt their skills and knowledge to the demands of workplace education programming.
Other articles deal with a conference held in Mexico on competency-based education; a look at the International Adult Literacy Survey (IALS); the Calgary Learning Centre’s annual Breakfast of Champions; and a comparison of approaches to adult education.
Competency-based learning meets the needs of all learners. It is important to keep in mind, however, that all learners are different. In order to address the needs and interests of all learners, the units in this publication have been divided by Essential Life Skills and Individual Life Skills.
In this article, the author discusses skill training and how changes in methods of delivery of skill training affect women. She takes a critical look at the current use of terms like "skill" and "competence".
This article concerns a study conducted in cooperation with CCLOW and through funding provided by the Social Sciences and Humanities Research Council. During the study, in-depth, open-ended interviews were conducted with over forty women to hear what knowledge and skills they felt they had to learn to be effective at their jobs and how and where they learned these things.
This essay analyzes a major policy paper of the Connecticut Department of Education linking adult basic education with the need to equip potential employees with an increasingly complex set of "basic skills" in order to assure the state a well-qualified workforce in a "post-industrial" economy. This effort is prefaced by a brief historical overview of functional literacy since the 1930s.
