This fact sheet presents literacy data as of September 2013 from the UNESCO Institute for Statistics (UIS), which collects data on youth and adult literacy through its annual survey on literacy and educational attainment.
A Review of the State of the Field of Adult Learning
This report, commissioned by the Canadian Council on Learning (CCL), is part of a series examining aspects of adult learning in Canada.
The authors searched databases, websites, print literature and journals, and conference proceedings, and sent emails to researchers in the field of adult education and women. With some exceptions, the search was limited to the 10-year period leading up to 2006.
In 2006 - 2007, Quality Learning New Brunswick worked with women living in one of New Brunswick's largest public housing neighbourhoods to develop and deliver a series of art workshops.
Roanna Yangco undertook this research while working at the Adult Literacy Program in Dorchester, Massachusetts which is housed in a multi-service center/shelter for single mothers and their children.
In 2003, for the first time, the International Adult Literacy and Skills Survey (IALSS) measured literacy proficiency among all of Canada’s provinces and territories. The IALSS is a snapshot of how well adults use literacy skills in daily activities at home, at work, and in the community.
This book is a resource for literacy workers. One of its focus is on the challenges of people having limited literacy skills when they attempt to access counselling services. It also includes information for workers who may be working with victims of abuse and violence.
The goal of this paper is to encourage discussion in the literacy community about how literacy programs can take into account more fully the impact of violence on learning. The author has researched the effect of violence on learning, interviewing learners, literacy workers, therapists, and counsellors for a research study.
In this item the writer explores: the lack of focus on women in the approaches to adult literacy programs and in literacy literature; the learner-centred approach—what might benefit some may not benefit others; studies that have suggested that women learn in particular ways; family literacy programs, to see what messages they give to women about women's roles; inequalities taken for granted in women's lives and issues of power; violence in wom
This paper explores the ways that traditional discourses about violence and about schooling impede efforts to develop literacy programs that respond to the violence and trauma women learners have experienced.
During this project, literacy and adult educators were invited to share and build knowledge about the impacts of violence on learning and ways to address them. Through workshops, an online course, research projects and other activities, three co-facilitators and the project participants explored ways to break silences about violence and to create environments to support learning for all.
