This is a revised version of a document originally published in 1999, examining the evolution of the Literacy Community Planning Process (LCPP) Committees in the Waterloo-Wellington region of Ontario. The author notes that LCPP Committees are now also referred to as Literacy Service Planning Committees (LSP) or Literacy Community Planning (LCP) Committees.
This document is part of a project designed to provide Literacy and Basic Skills (LBS) support organizations in Ontario with information, training, and tools to allow them to increase their knowledge of performance management concepts. It builds upon the first phase of the project framework, which can be seen by clicking here: http://library.copian.ca/item/10461.
This project was initiated to coordinate and align three existing language and literacy systems: Literacy and Basic Skills (LBS), funded by the Ontario Ministry of Training, Colleges and Universities (MTCU); English as a Second Language (ESL) and credit ESL programs, funded by the Government of Ontario; and the federally funded Language Instruction for Newcomer Canadians (LINC) programs.
The focus of this project is to use real-life numeracy activities as a starting point for developing skills required in the workplace.
The curriculum is divided into 18 classes with each class introducing an everyday life activity for a reference point, then continuing to reinforce the embedded numeracy skills present using workplace activities. The workplace activities are at Essential Skill level one and two.
This guide is designed to assist regional literacy networks or other organizations interested in coordinating and implementing training for Employment Ontario (EO) agency staff in their regions. It was developed through a pilot project managed by Project READ Literacy Network Waterloo-Wellington in 2008.
The purpose of this project was to provide support organizations with the opportunity to enhance their understanding of the key processes and elements of Continuous Improvement Performance Management (CIPMS) as it applies to them. The project produced a performance framework that includes sample outcome statements, performance indicators and measurement tools.
The author provides a guide to the many methods used for assessing adult learners, both in Canada and abroad. There is information about assessment practices used in adult literacy and upgrading classes; for immigrants; for secondary school completion; in post-secondary education; in apprenticeship training; for pre-employment purposes; and in workplace-based education.
