Formal education

This study looks at changes in instruction methods by content area teachers in the presence of social constructivist theory, which usually encourages collaborative learning and suggests that students use active techniques to build their knowledge.

This article describes a study that investigated aspects of formal, non-formal, and informal learning for workers and adult high school learners seeking literacy and essential skills.

Researchers gathered information from respondents in Manitoba, Ontario, and Nova Scotia, using semi-structured interviews with instructors and learners to obtain qualitative data, and questionnaires to obtain quantitative data.

This report looks at both the links and the differences between formal, non-formal and informal learning, with particular reference to the field of science and engineering in Canada and the United States.

In many countries that are part of the Organisation for Economic Cooperation and Development (OECD), there is a growing concern over studies suggesting that boys lag behind girls in measures of scholastic achievement.

This article, published by Statistics Canada, looks at the relationships between schooling, literacy skills, aging, and the labour market.

Large-scale educational reform requires a significant investment of resources and, if unsuccessful, risks wasting students’ and teachers’ time. The authors of this paper look at previous attempts at educational reform in many countries and ask what lessons Canada can take from these efforts.

This document is housed on the AlphaPlus server.

The authors have analysed information from articles, policy documents, web-based sources, and literacy learners and educators to decide if and how social networking sites such as Facebook can be used to facilitate adult literacy learning.

In this article, the author describes the emergence of a new model of learning communities based upon the concept of lifelong learning as an organizing principle and social goal. He points to three forces driving the move: expanding globalization; increasing use of information and communications technologies; and exploding knowledge, especially in the sciences and technologies.

This document was written to provide a perspective on the Inuit context for the Canadian Council on Learning’s (CCL’s) Knowledge Centres, with particular focus on the Aboriginal Learning Centre.

The authors of this report say that while Canadians have made great strides toward building a culture of lifelong learning, there is no room for complacency.