This document outlines a research project, carried out in Winnipeg, Manitoba, to explore the nature and experience of informal adult learning within community-based inner-city human service organizations from the perspectives of Aboriginal volunteers and staff members who are also residents of the local community.
This document is part of a research project that explores the experiences of adults who need both English as a Second Language (ESL) training and literacy education. It was carried out by Metro Toronto Movement for Literacy (MTML) in Ontario.
The document served as a discussion paper for those who took part in a one-day forum on the project in March 2012.
This document offers a snapshot of a research project carried out by Metro Toronto Movement for Literacy (MTML) to find out more about the experiences of adults who need training in both English as a Second Language (ESL) and literacy.
The authors provide a summary of the project’s objectives; explain its methodology; and list recommendations based on its findings.
This qualitative study was carried out by the Canadian Teachers’ Federation to determine what insights can be gained from the experiences of Aboriginal teachers in public schools and to find ways of using that knowledge to support Aboriginal education in those schools.
The author of this document points out that 22 per cent of Canadian adults have seriously compromised literacy skills and a further 26 per cent can cope with written material only when it is presented in clear, simple terms. Yet just five to 10 per cent of potential learners enrol in programs to improve reading, writing or math skills.
In the winter of 2007, the College Sector Committee (CSC) and its partners launched a project designed to provide Adult Continuing Education (ACE) training online in both English and French to 300 learners across Ontario.
In this progress report, the author describes the project’s start-up, including the course development and test instructional phase.
This document provides background information on a three-year project that will test a model for evaluating the long-term impact of workplace literacy and essential skills training. The researchers are working from a New Zealand model and will apply it to 10 sites in Manitoba and Nova Scotia.
Anyone working with numbers in the workplace typically finds them embedded in a lot of spoken or written text. Explanation, elaboration and analysis of the numbers, for example, are frequently presented along with the numbers. There is a language challenge, then, that needs to be considered in numeracy tasks.
This is the report of a national project aimed at discovering what is happening across Canada in adult literacy Research in Practice (RiP) and developing a framework that would support such research.
This report outlines the research and findings of a project designed to coordinate and moderate a gender-based analysis (GBA) on-line dialogue of women's organizations and individuals in Canada. The dialogue took place February 15 to March 7, 2001. A total of 60 people registered to participate in the dialogue throughout this time period.
