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.
In this essay, the author looks to American philosopher and educational reformer John Dewey for guidelines to shape the emerging field of teacher research.
While the recognition of prior learning at post-secondary institutions in Canada is not widely practiced, it constitutes a solid plank in Athabasca University's mission as an open and distance institution. Although both challenge-for-credit and portfolio assessment strategies are used at AU, learners are best able to control their destinies and celebrate their diversities by engaging in the reflexive portfolio processes.
Practitioners at Athabasca University have observed gaps between learners' romanticized views of past events and thepedagogical or cognitive contribution of those events to learning. The need to acknowledge and close these
To understand and describe the state of a field, researchers traditionally carry out a literature review. This approach is widely accepted as a way to summarize what is known in the field. With Connecting the Dots: Improving Accountability in the Adult Literacy Field in Canada the authors knew they needed to do that. But more was needed.
Exploring the issues of accountability in adult literacy through three case studies
The aim of this project was to compile what has been learned about building accountability systems in adult literacy in British Columbia, Ontario and Scotland. The findings are presented in three sections: dealing with systemic issues, how accountability mechanisms should be designed, and working with data. Wherever possible the findings reflect all three jurisdictions and focus on common concerns.
This study examines dual credits and the extent to which they ease the transition to post-secondary for adult learners in Manitoba. The study focuses specifically on the dual credit enrolment of adult learners in a Manitoba adult learning centre.
The data that were gathered in an international 2007 study led by OECD on the recognition of non-formal and informal learning suggested that the PLAR activity level in Canadian post-secondary institutions might be higher than previously thought, and that Canada’s performance may compare favourably with the efforts of other countries, particularly in terms of the number of assessments conducted.
