Adult Literacy in the Northwest Territories. Overview  NWT demographics  International Adult Literacy and Skills Survey (IALSS)  Adult Literacy and.

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Presentation transcript:

Adult Literacy in the Northwest Territories

Overview  NWT demographics  International Adult Literacy and Skills Survey (IALSS)  Adult Literacy and Basic Education (ALBE) program  NWT Literacy Strategy initiatives to support adult literacy

NWT DemographicsNWT Demographics  2008 NWT population: 43,268  Children, 0 – 14: 9,635  Youth, : 7,252  Adults, 25 – 59: 22,782  Seniors/Elders, 60+: 3,614  Total NWT population, 15+: 33,648  Number of NWT adults, 15+, without high school diploma: 10,900 (34.8%)

International Adult Literacy and Skills Survey (IALSS)  Before IALSS, the NWT measurement for literacy was self-reported grade levels from census data.  The measurement for low literacy was grade 9 or less.  This usually meant that an individual sat in a grade 9 classroom at one time.  IALSS provided us concrete data on actual adult skill levels.

What IALSS MeasuredWhat IALSS Measured  IALSS measured four adult skill domains on five levels.  Level 5 is the highest level of literacy.  Level 1 is the lowest level of literacy.  Level 3 is considered the international standard for functional literacy.

IALSS Skill DomainsIALSS Skill Domains  Prose literacy – using information from texts, such as news stories, brochures and instruction manuals.  Document literacy – using information from a variety of printed materials, such as forms, schedules, charts and maps.  Numeracy – managing the mathematical demands of diverse situations.  Problem solving – goal-directed thinking and actions in situations for which no routine solution exists.

Level 1 Numeracy TaskLevel 1 Numeracy Task Find the total number of bottles.

Level 2 Document Literacy TaskLevel 2 Document Literacy Task Identify the country other than the Netherlands in which women teachers are the minority.

Level 3 Document Literacy TaskLevel 3 Document Literacy Task Describe the relationship between fireworks sales and injuries.

Level 4 Prose Literacy TaskLevel 4 Prose Literacy Task Write in your own words one difference between the panel and the group interview.

NWT IALSS ResultsNWT IALSS Results  42.6 % of NWT adults were below level 3 in prose literacy.  Scores in the other three domains were lower.  11,000 NWT adults are below functional literacy. Level 1Level 2Total Below Level 3 PercentageNumberPercentageNumberPercentageNumber 16.54, , ,000

Aboriginal/Non-Aboriginal NWT Adult Skill Proficiencies  IALSS confirmed a wide discrepancy between NWT Aboriginal and non-Aboriginal adult literacy levels in all skill domains and for all age groups. Percentage of NWT adults, 16+, below functional literacy (IALSS level 3) AboriginalNon-Aboriginal Prose Literacy Document Literacy Numeracy Problem Solving

Prose LiteracyProse Literacy

Document LiteracyDocument Literacy

Numeracy

Problem-Solving

Adult Literacy and Basic Education (ALBE)Adult Literacy and Basic Education (ALBE)  ALBE program allows NWT adults to upgrade their literacy skills.  K – 12 level instruction in English, Math, Science, Social Studies, Information and Computer Technology (ICT), and Career Planning/Life Skills.  ALBE equivalencies: 110 (K – 3), 120 (4 – 6), 130 (7 – 9), 140 (10 – 11), 150 (12 applied), 160 (12 pure).  Aurora College offers ALBE in 23 community learning centres and three campuses.  ALBE also taught at two non-governmental organizations in Yellowknife.

Adult Literacy and Basic Education (ALBE)Adult Literacy and Basic Education (ALBE)  Average annual enrollment in ALBE is 500 adult learners.  Changing ALBE demographics – increasing numbers of students under 25.  Majority of ALBE students are women with families.  ALBE 140 – 160 is quite successful with many students progressing to postsecondary programs or transitioning to the work force.  Recruitment and retention of adult learners with very low literacy (ALBE 110 – 130) remains a challenge all across Canada.

NWT Literacy Strategy Initiatives to Support Adult Literacy Objective Develop an integrated approach to adult literacy programming, which includes a broad range of support for learners.  Research into learning barriers and success factors for adult learners.  Non-academic outcomes research and follow-up applications.  Development of prior learning assessment and recognition (PLAR) course to validate learners’ knowledge and skills.  Learning Support for Persons with Disabilities program.

NWT Literacy Strategy Initiatives to Support Adult Literacy Objective Implement innovative approaches to adult literacy programming.  Increased learning opportunities through distance education, especially in smaller communities. Objective Increase support for adult literacy practitioners.  Annual professional development (three regions) for adult educators and ALBE instructors.  Development and distribution of culturally relevant instructional resources suitable for adult learners.

NWT Literacy Strategy Initiatives to Support Adult Literacy Objective Ensure standardization of ALBE programs in the NWT.  Implement NWT Secondary School Diploma for adults.  Development of ALBE placement package.  Revisions of English curricula.  Development of new courses for Information and Communications Technology (ICT), Career Planning and Life Skills.  Development of learner assessment instruments (exams) for ALBE English and Science.

Parting ThoughtsParting Thoughts  In today’s society, rapid changes in technology and expansion of knowledge are driving an increase in skill demands.  What was considered an adequate skill level 10 years ago is not considered adequate today.  Because technology and knowledge are still expanding, we can assume that adequate skill levels for today will not be considered adequate 10 years from now.  Because skill demands are continuously increasing, NWT adults who lack sufficient literacy skills are falling farther and farther behind.  It is imperative for NWT adults not only to achieve functional literacy levels, but also to engage in lifelong learning to keep up with evolving skill demands.