This paper explores how literacy learning can support women’s empowerment and the development of greater equality, benefitting not only individual women, but families, communities and economies too. It describes and reflects upon some of the most promising approaches to developing literacy and learning for women, who form the majority of the world’s illiterate adults.
This video, part of a series prepared by the Canadian Council on Learning (CCL), focuses on a Montreal literacy group that uses theatre both to help people with low literacy skills express themselves and to raise awareness of the barriers and prejudices they face.
This document, prepared by the Canadian Union of Public Employees (CUPE), contains five fact sheets that expand upon CUPE’s challenge to provincial and territorial governments to invest in literacy programs in the workplace.
This lesson plan, prepared by ESL (English as a Second Language) teachers, is geared to learners who are or will be entering the workforce. Learners will read and create flowcharts that explain their right to refuse unsafe work . This is the second of two lessons on refusing dangerous work.
The two Essential Skills required are Reading, and Document Use.
This lesson plan, prepared by ESL (English as a Second Language) teachers, is geared to learners who are or will be entering the workforce. Learners will use authentic workplace documents to understand the process for refusing dangerous work. This is the first of two lessons on refusing dangerous work.
The two Essential Skills required are Reading, and Document Use.
The Board of Directors of the National Indigenous Literacy Association (NILA) represents First Nations people, Metis people, and Inuit people from coast to coast. Through provincial representation as well as representation in all stakeholder groups, NILA is poised to respond to the vision of eradicating illiteracy in its communities.
This handbook was produced for use in the prison advocacy training part of the Human Rights in Action (HRIA) project. The HRIA project is dedicated to ensuring that the human rights of all prisoners are protected, especially those of women prisoners who are racialized and those with disabling mental health issues.
This document was prepared to mark the International Adult Learners’ Week, observed March 3-9, 2008.
It contains articles about the United Nations’ Universal Declaration of Human Rights, signed in 1948, and the Education for All (EFA) statement formulated at the World Education Forum in Dakar, Senegal, in 2000, which reaffirms education as a fundamental human right,
