Literaturnachweis - Detailanzeige
| Institution | Ontario Training and Adjustment Board, Toronto. |
|---|---|
| Titel | 1993/94 Literacy Community Planning Process (LCPP) Profile Analysis. |
| Quelle | (1994), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Basic Education; Adult Literacy; Adult Students; Community Planning; Educational Needs; Foreign Countries; Labor Force Development; Literacy Education; Needs Assessment; Numeracy; Canada |
| Abstract | The Literacy Community Planning Process (LCPP) was intended to assist Ontario communities in comprehensive planning to meet the needs of adult learners requiring training in basic literacy and numeracy. In the first phase, 59 local LCPP committees and 4 literacy networks submitted community profiles to the Literacy Section of the Ontario Training and Adjustment Board. Each profile described the social and economic context of the community, outlined existing literacy services, and identified residents' literacy needs. The profiles described a new social and economic climate that had a harsher effect on adults with limited literacy skills than on other groups. With the changing workplace and slow recovery of the economy, people who could previously do their jobs adequately now needed higher levels of literacy and numeracy. Adults sought literacy assistance primarily for reasons related to employment or to enhance their participation in the home and community. The adult learner in Ontario was able to choose programs offered by a range of providers: community-based groups, school boards, colleges, labor organizations, and employers. Barriers to participation were lack of transportation, lack of child care, and waiting lists for program entry. Underserved groups were adults with special needs and those with specific challenges such as rural residents, single mothers, and seniors. Gaps in coordination and integration as well as in adequate, consistent, and long-term funding were cited. (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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