This brief document summarizes a Statistics Canada study that used data from the 1994 International Adult Literacy Survey (IALS) to examine the issue of the under-utilization of literacy skills in the Canadian workplace.
This paper is one in a series providing plain-language summaries of a number of research documents from Statistics Canada. It is part of a project carried out by the National Adult Literacy Database (NALD), with funding from the Canadian Council on Learning (CCL).
The focus of this summary is a study that looked at the International Adult Literacy Survey (IALS) as a tool to help explain labour market outcomes.
This brief document summarizes a Statistics Canada study that attempted to determine why the incidence of low literacy is much higher in Canada that it is in Sweden.
This brief document offers a summary of a study that used data from the 1994 International Adult Literacy Survey (IALS) as the basis for measuring the quality of the investment in education within an analysis of economic growth for 14 countries that are members of the Organisation for Economic Cooperation and Development (OECD).
Based on their analysis of data from the International Adult Literacy and Skills Survey (IALSS) and other sources, the authors of this report conclude that there is little doubt that literacy and poverty are closely linked. The authors go on to explore the implications of this relationship for public policy.
In this document, the author offers a plain-language summary of a 2005 Statistics Canada report that presented the results of the 2003 International Adult Literacy and Skills Survey (IALSS), the Canadian component of the Adult Literacy and Life Skills program (ALL).
This literature review, which uses data from the International Adult Literacy Survey (IALS) to explore the relationship between literacy and poverty, is part of a project undertaken for the Canadian Literacy and Learning Network (CLLN).
The authors of this paper note that, as the population ages, the relationship between aging and skills is becoming an important policy issue. Their goal is to provide an overview of what is known about age-skill profiles and to carry out an analysis that shows how data based on repeated measures can be used to estimate skill gain and skill loss over the lifespan and over time.
This discussion paper explores the idea of confidence as an indicator of success in learning, and introduces a tool designed to enable literacy practitioners to help adult learners record changes in their confidence during the process of learning.
This document offers a straightforward summary of the second in a series of three reports on the results of the International Adult Literacy Survey or IALS, which began in 1994. The report was published by the Organisation for Economic Cooperation and Development (OECD) and Statistics Canada in 1997.
