Literacy

The purpose of this document is to give support organizations the opportunity to enhance their understanding of the Continuous Improvement Performance Management System (CIPMS) as it applies to them.

This presentation was prepared by Project READ Literacy Network, a regional literacy support organization in Ontario, as a means of orienting new Literacy and Basic Skills (LBS) educators.

This document offers an updated version of the literacy skills assessment used by Project READ Literacy Network in Ontario’s Waterloo-Wellington region since the mid-1990s. The updated document is aligned with the five levels of the Literacy and Basic Skills (LBS) Learning Outcomes Matrix.

This slide presentation was prepared by Project READ Literacy Network, a regional literacy support organization in Ontario.

This document offers a capsule summary of basic skills training and the workplace.

This document is the result of consultations carried out in Atlantic Canada during the first half of 2008 by the Adult Learning Knowledge Centre (AdLKC). The consultations sought advice from five communities – people with disabilities, Aboriginal, African-Canadian, Francophone and immigrants – about the problems they faced and the potential solutions they envisioned.

In February 2010, the PEI Literacy Alliance hosted a roundtable discussion with Island professionals who are literacy and essential skills (LES) experts. Representatives from government, industry and educational institutions attended the meeting. The report, incorporating comments from those representatives, provides a look at the state of LES in the province.

As managers of Literacy and Basic Skills (LBS) agencies approach retirement, the issue of succession planning becomes increasingly important. This report provides tools to allow LBS agencies, both large and small, to continue serving learners while implementing staff replacement resulting from retirement, transition or unforeseen circumstances.

This list was compiled to help adult literacy educators find resources pertaining to learning disabilities. The list is organized according to six principles of good practice aimed at supporting a “whole life” approach to working with people with learning disabilities in adult literacy settings.

An article in this issue focuses on the political issues underlying the development and delivery of essential-skills programs in the workplace. During a two-day workshop, practitioners and expert speakers discussed the need to understand the values and positions of stakeholders in workplace education.