Perfectio — Lever (Special Edition Winter 2019)

SPECIAL EDITION

votre référence en formation des adultes

LEVER WINTER 2019

ta b l e o f c o n t e n t s

INTRODUCTION

02 - INTEGRATION

4 Word from the Editor in Chief

22 The Ontario College Career Access Program a Gateway to Success!

6 Word from the Executive Director 6 Word from the President

01 - EXTENT 8 The Literacy and Basic Skills Program 12 Literacy and Essential Skills Development in Support of Economic Development 16 Making the Labour Market Accessible to Individuals With Low Literacy Skills 18 Effects of Digital Skills on Today and Tomorrow's Society

25 French Adult Education and Training Partnerships: an Innovative Project in Service Coordination 26 The Tourism and Employment Program: a Fruitful Public Private Partnership 28 The Importance of Community Projects for Literacy and Basic Skills Training

03 - RECOGNITION 30 What Employers Have to Say 33 What Learners Have to Say

04 - SYNERGY PRODUCTION editor in chef: Rachel Anne Normand translation: bianca cesario linguistic revision: Pascale Lacelle Graphic designer: marie-eve séguin printing: Bradda Printing Services inc.

38 Referrals: an Invaluable Approach 40 The Development of Literacy Resources: an Essential and Necessary Expertise 42 Continuing Education: a Profitable Investment!

In this publication, the masculine is used with the sole intention of lightening the text.

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WORD FROM THE EDITOR IN CHIEF R a c h e l A n n e No r m a n d

Lever [le·ver] an inducing or compelling force1 Adult education is not only about obtaining a diploma or a certificate. The need for conti­ nuous education is omnipresent throughout adulthood. It responds to numerous needs, abilities, backgrounds and aspirations that vary with each individual and throughout all stages of life. It can take many forms, embody different activities, approaches and methods, as well as impact many aspects of one’s life.

Training provided by formal education insti­ tutions such as colleges and universities is not the only option available to adults who are looking to maintain or develop skills.

The Literacy and Basic Skills (LBS) Program created by the Ministry of Training, Colleges and Universities is, indeed, an intrinsic part of and a key link in adult education.

At this time, I believe it is crucial to highlight all possibilities of this growth driver because educational success is achieved when it allows individuals to develop independence and become actors in their own personal, professional and community lives. This is precisely what the LBS Program offers,

1

Merriam-Webster Dictionary

through the Ontario Adult Literacy Curricu­ lum Framework’s five goal paths.

In this edition, we emphasize how the LBS Program acts as a lever to help us beco­ me individual and collective social actors capable of carrying out our roles in today’s society while preparing us for the future.

First, in the “Extent” section, we talk about the LBS Program’s contribution to econo­ mic and workforce development. Then, in the “Integration” section, we put forward different ways for partners to work together in creating a fully literate society through various projects.

Just like adult learners are all unique, so are learning paths. In the “Recognition” section, we show multiple ways through which adult learners have been successful in their learning efforts. The “Recognition” section also includes testimonies from employers who have taken part in professional development opportunities through the LBS Program.

Finally, the LBS Program suggests a harmonious learning environment in which participants are supported during and after their journey to help them attain their full potential. Community agencies and associate partners play a crucial role in ensuring success in this respect. In the “Synergy” section, we shed light on the importance of community support and how complementary services represent added value and a necessary support in ensuring the success of adult learners.

In conclusion, I would like to thank members of the Coalition ontarienne de formation des adultes who provided us with great support through their advice, suggestions and literary contributions. Without them, the LBS Program would not have the same outreach, and this edition would not benefit from the same scope or give such a vibrant overview of the field’s reality.

I hope that Lever accurately illustrates the LBS Program’s value in the broad sector of adult education, and I wish you a good read.

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WORD FROM THE EXECUTIVE DIRECTOR M i c h e l R o b i l l a rd Dear readers, I invite you to read this special edition of Perfectio, which showcases the culmination of many years of effort by members of the French Literacy and Basic Skills (LBS) network. Our editorial team has chosen to present articles that clearly illustrate how the LBS Program, created by the Ministry of Training, Colleges and Universities, helps drive econo­ mic, social and community development for the Francophone community in Ontario.

Archimedes, a Greek mathematician of antiquity, believed so strongly in the power of levers that it would have caused him to remark, “Give me a lever and a place to stand, and I will move the Earth.” At the COFA, we are in some way disciples of Archimedes because we believe that the LBS Program is a lever so powerful that it can change lives.

Indeed, the LBS Program provides learners with an opportunity to develop and update their essential and basic skills to help them integrate the labour market, maintain their current job or get a better job. With special projects such as the Tourisme et emploi (Tourism and Employment [translation]) and Academic and Career Entrance programs, LBS services facilitate economic, professio­ nal and social integration.

Furthermore, the numerous partnerships developed by the network with various community groups throughout the pro­ vince help us with referrals and the development of a wrap­ around approach (or somewhat “holistic” approach). This helps us refer learners to services that will best respond to their specific needs.

In conclusion, individuals who are at the centre of our actions, namely learners and staff at French LBS centres, are mani­ festly best suited to illustrate the effect of levers. As such, we’ve included testimonies in the “Recognition” section that clearly demonstrate the LBS Program’s positive impacts on personal and professional journeys of clients as well as employers, for whom its impacts are just as significant. Free training, available through the LBS Program, means a very interesting return on investment, which is evident in these testimonies.

Happy reading!

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WORD FROM THE PRESIDENT Since 1998, the Coalition ontarienne de formation des adultes (COFA) and its network of training centres throughout the province have trained thousands of Fran­ cophone adults. The group of Literacy and Basic Skills (LBS) professionals, repre­ sented by the COFA, provide training services as a stepping stone into employment and increased independence for Francophone adults in Ontario. To help these individuals reach their goals, the network focuses on practices that have proven to be efficient over time.

On the one hand, quality service offerings are of crucial importance. This is why the COFA continues to work towards increa­ sing professionalism within the network, thus ensuring that staff of LBS centres is well equipped in terms of skills and resources to support adults in training.

On the other hand, decisions related to priorities and directives are supported by probing data supplied by the Ministry of Training, Colleges and Universities, among other institutions, as well as other important data sources, including the Conference Board of Canada and the Programme for the International Assessment of Adult Competencies. This is how we ensure relevant actions are taken and success is achieved.

Ultimately, to optimize resources in the field and help increase access to training for Francophone adults in Ontario, the COFA has developed partnerships with public and private organizations, including the Fédération des ainés et des retraités francophones de l’Ontario, the Université de Hearst, the Société Économique de l’Ontario, the Conseil de la coopération de

Renaud Saint-Cyr l’Ontario and HT Hospitality Training Inc. The COFA oversees the development of the education and training continuum by coordinating initiatives on the integration of services, including regional education and training partnerships for Francophone adults in Ontario, which bring together partners in the LBS sector (i.e. colleges, school boards and training centres).

In this special edition of Perfectio, we shed light on successful practices and daily efforts made by network members, as well as their positive impacts on adult learners.

It is with great pride that I invite you to read it thoroughly.

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01 EXTENT

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Éx E v toel n ution du réseau

THE LITERACY AND BASIC SKILLS PROGRAM B y : P a s c a l e L a c e l l e • Wr i t e r - E d i t o r , C O FA

This article is based on various texts published in the 2018 newsletter of the Provincial Support Organizations for Literacy (PSOL) with the approval of authors.

As you read through this edition of Perfectio, you will see that it is crucial to increase literacy, numeracy and digital literacy levels in Ontario. To do this, the Ministry of Training, Colleges and Universities (MTCU), through Employment Ontario, funds the Literacy and Basic Skills (LBS) Program, which is designed for adults who want to improve their literacy, numeracy and digital literacy skills to achieve their goals for secondary or post­ secondary education, employment, apprenticeship training or independence. The LBS Program is delivered by three sectors, namely community organizations, school boards and colle­ ges, which together effectively address the various needs of adult learners in Ontario in four cultural streams: Anglophones, Francophones, Aboriginal and Deaf. This article will highlight the importance of the LBS Program for all four above­ mentioned groups.

«

8

Extent

PROGRAM OVERVIEW The Ontario LBS Program provides excellent value for money, accounting for a fraction of the overall Employment Ontario’s bud­ get, while helping a significant number of adult learners to gain the skills they need to seek or maintain employment opportunities.

Literacy classes are free of charge and offered through a variety of delivery methods, including one­on­one tutoring, small group and classroom training, and online training through the e­learning program. To help adult learners achieve their goals, literacy organizations in Ontario work closely with a variety of community stakeholders (such as Ontario Works, social services, employ­ ment services, and other education service providers, employers, community organizations, etc.).

The LBS Program is designed for people who need to upgrade their essential skills across a range of long­term goals but focuses on those who are most in need of service, including those with less than a Grade 12 education, in receipt of income support, out of school or training for more than six years, those with a history of in­ terrupted studies, and those with disabilities. For example, the most recent data indicates that: › 44% of participants have less than a Grade 12 or OAC education; › 24% of participants’ highest level of education is Grade 12 or OAC; › 12% have self­identified with a disability;

targeted training linked to the local labour market needs can help fill the mismatch between the skills needed by employers and current skill gaps in the available workforce. Many service delive­ ry agencies are responding to local needs by developing targeted training programs that integrate soft skills, essential skills (e.g. basic literacy, numeracy, digital skills) and technical skills identified for specific occupations or groups of occupations.

Clearly, the LBS Program is effective because it offers a variety of op­ tions to help adult learners find employment or improve their current employment situation across the province. To better understand the importance of increasing literacy and numeracy levels in Ontario, here are some statistics that demonstrate the literacy situation in the province.

LITERACY SKILLS IN ONTARIO Literacy is an essential skill in Ontario in the 21st century. However, many people in the province do not have the literacy skills they need at home, at work and in everyday life. In fact, one in six Ontarians (or 15%) between the ages of 16 and 65 are categorized “below Level 1” in literacy. People at this level face serious literacy challenges and have difficulty reading even the briefest texts.3 A further 32% of Ontarians scored at Literacy Level 2, meaning they can read, but with difficulty, and will likely have problems with basic forms and directions encountered in everyday life such as employ­ ment or rental agreements, medication instructions, and more.4

› 59% of participants are unemployed but more than 30% are attached to the labour market to some capacity (full­time, part­ time, self­employed, or underemployed).1 On average, more than one third of the learners served have a goal of employment or apprenticeship. The LBS Program is unique in that the competency­based framework used allows for flexible client­centred programming and innovative approaches.

The Ontario Adult Literacy Curriculum Framework focuses on six broad competencies “embedded in authentic and purposeful tasks that show how literacy learning transfers to goal­related acti­ vities”2 , regardless of the chosen path.

NUMERACY SKILLS IN ONTARIO

Another example of the value of the program’s flexibility is the deli­ very of training options to support the upskilling of those currently working so they are able to maintain or improve employment op­ portunities. In addition, the LBS Program is ready and able to res­ pond to current and future needs of the labour market. For example,

Numeracy skills are an even more significant challenge for the 22% of Ontarians aged 16 to 65 who scored at, or below, Numeracy Level 1. In addition, 31% of Ontarians scored at Numeracy Level 2.

This means that they have difficulty accomplishing commonly nee­ ded numeracy tasks.5

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10

Extent

In total, 53% of Ontarians have less than Level 3 numeracy skills.

According to Employment and Social Development Canada and the Conference Board of Canada, people require at least Level 3 nume­ racy skills to function well in modern Canadian society.6

as likely to be in poor health compared to Canadians with higher literacy skills.11

LITERACY AND POVERTY The relationship between literacy skill levels and the likelihood of living in poverty is strong. In Canada, 46% of adults at the lowest literacy levels (Levels 1 and 2) live in low­income households.7 Com­ paratively, only 8% of adults at the highest literacy levels (Levels 4 and 5) live in low­income households.8

HIGH SCHOOL GRADUATION RATES IN ONTARIO In 2016, the high school graduation rate had increased to 86.5% in Ontario. However, this still means that 13.5% of young people did not complete their high school education.9 As well, of all Ontarians aged 25 to 64, 10.4% have not attained their high school diploma.10

LITERACY AND EMPLOYMENT Skill levels are also strongly co­related with successful employment outcomes. Canadians with low literacy skills are more than twice as likely to be unemployed than those with higher level literacy skills.12 Furthermore, educational attainment is strongly related to employ­ ment. In 2016, only 55% of Canadians aged 25 to 64 who did not complete high school were employed. Conversely, the employment rate was 82% for those who had obtained a college or university credential.13 Research has also found that approximately 45% of Canadians in precarious or “no contract” work have not attained an educational credential beyond a high school diploma.14

LITERACY AND HEALTH The impact of low literacy levels on health is a very serious issue.

Canadians with the lowest levels of literacy are more than twice

"THANKS TO MY NEW-FOUND SKILLS AND SELF-ESTEEM, I FEEL MORE CAPABLE TO GO OUT AND FIND A GREAT JOB THAT I AM WORTHY OF."

Ibid.

Andrew Heisz, Geranda Notten and Jerry Situ, Insights on Canadian Society: The association between skills and low income (Statistics Canada, February 2016).

8 Ibid.

9 Ontario Ministry of Education, 2016 Graduation Rates Across the Province (May 8, 2017).

10 Statistics Canada, Education Highlight Tables, 2016 Census (November 23, 2017).

11 Craig Alexander and Jonathan Bendiner, Canada’s Literacy and Numeracy Challenge Worsens (TD Economics, December 12, 2013), 7.

12 Organisation for Economic Co-operation and Development (OECD), OECD Skills Outlook 2013 First Results from the Survey of Adult Skills (OECD Publishing, 2013).

13 Statistics Canada, Education Indicators in Canada: An International Perspective (December 2017).

14 Linda Jacobsen and Andrea Long, The Health and Social Dimensions of Adult Skills in Canada Findings from the Programme for the International Assessment of Adult Competencies (Council of Ministers of Education, 2018), 77.

6 7

Extent

DIGITAL LITERACY

LITERACY AND CIVIC ENGAGEMENT

In 2012, as part of the Programme for the International Assessment of Adult Competencies (PIAAC), technological tools were integrated into problem solving. “What the program seeks to measure is not the ability to use these tools in itself, but rather the ability to use them to perform concrete tasks so as to achieve a given objective.”15 The PIAAC has therefore measured “problem solving in technology­rich environments” (PS­TRE), and the data for Ontario is conclusive. Indeed, 44% of Ontarians rank at the lowest levels in PS­TRE (Level 1 or lower), while 38% rank at Levels 2 and 3 (the two highest levels) and 18% did not respond to the survey.16

Political efficacy dramatically rises with improved education and skills. The level of political efficacy was measured by whether people disagree or agree with the statement “People like me don’t have any say about what the government does.”18 Among Canadians with less than a high school diploma, just 32% report positive political efficacy, compared to 60% of people who have obtained a bachelor’s degree or higher.19

Currently, nearly 100% of the population under 45 years of age uses technology and computers. However, even with improved digital literacy levels, higher literacy skills are still needed to achieve positive life out­ comes, such as self­reported health and political efficacy.17 This is quite clearly illustrated by the PIAAC’s data on PS­TRE, demonstrating that digital literacy skills are based on literacy and numeracy skills.

Currently, LBS practitioners are working with the MTCU to streng­ then Ontario’s adult education system. The process is designed to address many of the issues raised in the LBS Program evaluation report, including increased funding, performance management, curriculum design and branding renewal, marketing, accessibility and awareness. The ultimate goal is to increase the levels of literacy, numeracy and problem solving for all Ontarians—whether they are English­speaking, French­speaking, Aboriginal or Deaf—by helping them develop the skills they need to take on the jobs of tomorrow, integrate into society and participate in the development of their community, thereby contributing to the development of their culture and, ultimately, to the province’s economy.

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15 16 17 18 19

Julien Bérard-Chagnon, Competencies in literacy among Ontario Francophones: current situation and emerging issues (2015), 20.

Statistics Canada, Skills in Canada: First Results from the Programme for the International Assessment of Adult Competencies (PIAAC) (2013), 84.

Linda Jacobsen and Andrea Long, op. cit., 29.

Ibid., 24-25, 50.

Ibid.

100

LITERACY AND EMPLOYMENT Skills levels are strongly co­related with successful employment outcomes.

Canadians with low literacy skills are more than twice as likely to be unemployed than those with higher lever literacy skills.

75 50 25 0

Higher Literacy

Lower Literacy

CHANCE OF BEING UNEMPLOYED

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LITERACY AND ESSENTIAL SKILLS DEVELOPMENT IN SUPPORT OF ECONOMIC DEVELOPMENT By: Paul Decius • Practitioner, Centre Moi j’apprends The days when everyone had a fair chance of finding a job and staying in it until retirement without worrying too much about looking for a minimum of knowledge are over. In fact, the rapid development of technology, evolution of the labour market and emergence of globalization lead us to a society that is experien­ cing profound change. This change in the labour market pushes adults to search for training that will allow them to increase their literacy and numeracy skills. As a result, continuous learning is becoming a reality to which we must adapt if we want to not

only find a job but also keep it. This situation, which is becoming increasingly worrisome, has always been at the centre of debates in the educational and social fields, and raises a number of concerns.

Hence the significance of the following question: “What should be done in the short and medium terms to eradicate illiteracy in our society?” In this perspective, we believe that the educational policy of our country in general, and in Ontario more specifically, needs to be more structured in the literacy program for individuals over 16 years of age.

Extent

The purpose of this article is to demonstrate how literacy and essential skills development can lead to the advancement of individuals, on the one hand, and contribute to economic develop­ ment through continuous education, on the other.

LITERACY AND ESSENTIAL SKILLS DEVELOPMENT: AN EMPOWERMENT TOOL FOR NEWCOMERS The mission of literacy centres in Canada, since they were first created in 1986, has been to help eradicate illiteracy in our society. With the massive arrival of newcomers in Canada, these centres, which welcome a diverse group of Francophone newco­ mers, are faced with yet another challenge: to foster the integra­ tion of these individuals into Canadian society. According to Pierre Keable, “Integration is the result of a learning and development process that requires functionality for the performance of social roles […], adequate relationships […] with groups […] in which we feel appreciated and invested as individuals [translation].”1 From this perspective, integration is dependent on two conditions: the willingness to integrate and adapt, as well as one’s individual approach to do so (or readiness to integrate socially). As newco­ mers to Canada, immigrants can face subtle barriers, such as a culture shock, low levels of education, and challenges integrating into Canadian society. These barriers can hinder the willingness of adult newcomers to adapt to society as well as their individual approach to do so. Literacy centres represent a gateway to learn ways of reducing and eliminating these barriers.

,, When an individual leaves his native land to relocate in a new country, he experiences a disturbing life event called culture shock. Once in Canada, newcomers are exposed to cultural ten­ sions in the welcoming society, which can differ from those in their country of origin. This shock manifests itself in all aspects of their lives and most often generates a sense of insecurity among them.

This represents another challenge for literacy centres in Ontario, which are required to establish basic structures to foster full inte­ gration of immigrant learners into Canadian society.

1 2 3 4

In reality, we all know that the best way to help a newcomer develop his full potential and keep his values is to provide him with basic training in his own language. This is why basic training in French is paramount for Francophone newcomers. Not only does knowledge of the language enable them to integrate into their new community but it is also critical for them to pursue any other lear­ ning opportunity. Without knowledge of the language, access to equal opportunities is compromised.

My experience as a practitioner has shown me that many adults do not have the reading and writing skills required to pursue secondary or postsecondary education. In fact, even though these learners come from a country where French is the official language, the education system is different, and this represents a barrier to their integration into a secondary school. The adult lear­ ner can, to a certain extent, find himself in a humiliating situation of inferiority, causing him to question all his personal achieve­ ments that make up his social positioning. 2 As he becomes aware that his education level might be lower, he could doubt being able to complete the work. He feels the need to attend training, though he might not want to. We know that, when dealing with individuals who might be pushed into attending training, the practitioner must have a range of skills and qualities that are both precious and diverse to successfully balance learning and education.3 On the one hand, the practitioner needs to complete an auto­assessment of the support he brings to learners to ensure that his support motivates them. On the other hand, he needs to acknowledge cultural differences in a way that encourages learners to partici­ pate, thus improving learning outcomes. In short, literacy centres are becoming increasingly popular among immigrant learners to help them reach their ultimate goals in terms of integration and involvement in community life.

LITERACY AND ESSENTIAL SKILLS DEVELOPMENT: AN EMPOWERMENT TOOL FOR NEWCOMERS From the outset, we are unanimous in recognizing that we are faced with a labour market where the scarcity of employment opportunities is quickly being felt. Thus, employers who have mul­ tiple candidates to choose from will select those who are most qualified, which certainly limits chances for illiterate individuals to find a job. Adult literacy is becoming an essential asset and pre­ requisite for the labour market. With this in mind, Éric Duchemin, quoted in a report on the integration of young newcomers into the labour market, argues that “first work experiences, trial and error, familiarization, retraining or training are the first steps towards a more stable professional activity [translation].”4 We immediately understand that the preferred vision in this text is training.

Pierre Keable, L’intégration sociale, un cadre conceptuel porteur de changements (Montreal Youth Centre, 2007).

J. L. Wautier and F. Vileyn, L’andragogie : utopie ou réalité,” Transfusion clinique et biologique 11, no. 3 (July 2004): 169-172.

Isabelle Cauden and Frédérique Cuisiniez, La boîte à outils des formateurs – 2e édition (Paris, Éditions Dunod, 2012).

Claudia Larochelle and Thomas Lapointe, L’intégration des jeunes issus de l’immigration et des minorités visibles au marché du travail de la ville de Québec (2006), 19.

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Extent

Indeed, each year, school dropout rates continue to increase. In addition, there is the mass arrival of immigrants who have not completed their elementary education. They come from various backgrounds and find themselves unable to function properly at home or at work, or adapt to the demands of a knowledge­based economy. As the link between education and individual well­being is becoming more obvious, it is clear that basic training is a human right. In this context, literacy centres have a leading role in the training of numerous individuals by providing them with cross­ cutting knowledge. By creating a common space where people receive basic training that enables them to find jobs, literacy centres make a positive contribution to the socio­economic development of adults. This was confirmed by Carine Villemagne in a research study published in the journal Éducation et franco­ phonie, in which she points out that “literacy not only impacts socio­economic levels of adults but it also has effects on their living situation and capacity to carry out their social roles [trans­ lation].”5 Myriam Odyssée Amenanka Asezo insists that education in general and literacy in particular “are significant assets that help ensure open­mindedness on social, intellectual and eco­ nomic levels; they allow individuals to acquire certain skills and ensure their full development [translation].”6 Moreover, the incorporation of digital technology in most fields of work also impedes on illiterate individuals’ access to the labour market. This is why literacy centres have introduced computer courses in their programs. Thus, adult learners can benefit from the incorporation of information technology to facilitate their lear­ ning journey, especially by using a computer and the Internet.

Helping adults to pursue their education will have profound psy­ chological and social changes. This opportunity represents a gap that needs to be filled to achieve our goals in today’s society. As such, programs on literacy and essential skills development give adult learners hope that they will become useful, full­fledged citizens contributing to the construction of their community.

THE NEED FOR PERMANENT EDUCATION Nowadays, continuous learning is a reality to which we must all adapt if we want to succeed in our careers and fight for our exis­ tence. Workers can “upgrade their skills and knowledge through training to increase promotional opportunities, improve job secu­ rity or earn higher wages.” 7 Adult education is becoming impera­ tive in the workplace, at home and in our communities. Whether

it’s receiving training to meet labour market demands or going to school as an adult for the very first time, adult education is without a doubt a mandatory condition to ensure the survival of numerous individuals on this planet. Consequently, literacy centres are conti­ nuously welcoming a wide range of learners who are looking to improve their literacy, numeracy or computer skills.

Furthermore, later retirement is making it increasingly necessary for older individuals to attend regular training sessions. In the article “Job­related training of older workers” for Statistics Canada, Jungwee Park notes that “[b]etween July 2007 and June 2008, 32% of workers aged 55 to 64 took some training compared to 45% of those aged 25 to 54.” 8 It is clear that training demands for employees is an observable fact in both private and public sectors.

As a result, most employers spontaneously tend to promote trai­ ning related to labour productivity.9 Decidedly, all individuals who have not graduated from high school have no other choice but to refer to literacy centres to improve their skills in an effort to keep their jobs.

This is why public authorities, in the context of the Fifth and Sixth International Conferences on Adult Education (CONFINTEA V and VI), have developed policies, strategies and action plans to improve adult skills and their efficiency in the labour market. It is becoming more and more important for adults to learn new skills to be able to face numerous transformations in the labour force. For example, in Canada, the Council of Ministers of Education’s 2008 report to the United Nations Educational, Scientific and Cultural Organization (UNESCO) sheds light on policy development and adult education and training practices, and on major difficulties in this respect. The document Learn Canada 2020, published by the Council of Ministers of Education, also focuses on adult education. In this context, the Ministry of Training, Colleges and Universities has seen fit to promote literacy in Ontario. “This pro­ gram aims at helping learners improve their employability, prepare for completion of secondary education, access postsecondary or professional training, and increase their functional independence [translation].”10 It is also important to note that opportunities for adults to attend training seminars are no longer rare.11 Today, adult education is a social factor that helps ensure development in the broadest sense.

Finally, it is becoming increasingly urgent for certain individuals to acquire an adequate level of education to fully integrate into today’s society. According to UNESCO, there are more than

Carine Villemagne, Défis et principales orientations d’un projet de recherche ancré dans des problématiques socio-environnementales locales et destiné à des adultes peu alphabétisés en situation d’exclusion,” Éducation et francophonie 37, no. 2 (2009): 119-131.

6 Myriam Odyssée Amenanka Asezo, S’alphabétiser en français dans un milieu anglophone : défi à relever pour l’intégration des francophones analphabètes sur le marché de l’emploi de Toronto,” Reflets : Revue d’intervention sociale et communautaire 6, no. 2 (Fall 2000): 221-225.

7 Jungwee Park, Job-related training of older workers,” Perspectives on labour and income 24, no. 2 (Summer 2012): 4, https://www150.statcan.gc.ca/n1/fr/pub/75-001-x/2012002/article/11652-eng.pdf?st=LawYoiUn. 8 Ibid., 4.

9 Jean-Paul Lefebvre, L’éducation des adultes : comment relever les défis (Montreal, Boréal express, 1985).

10 Réseau pour le développement de l’alphabétisme et des compétences, La formation et le développement des compétences des adultes en Ontario : inventaires des stratégies gouvernementales, des politiques et des programmes (2015), 5, http://bv.cdeacf.ca/RA_PDF/56170.pdf.

11 Jean-Paul Lefebvre, op. cit.

5

Extent

774 million people aged 15 and over who are illiterate around the world. This has a negative impact on these individuals whose fundamental rights are threatened and who have difficulty adap­ ting to a rapidly changing world. For example, at UNESCO’s Fifth International Conference on Adult Education (CONFINTEA V) in Hamburg in 1997, participants agreed that “[t]he education of adults contributes to their self­reliance and personal autonomy, to the exercise of basic rights and to increased productivity and labour efficiency.”12 It is therefore evident that training offered by literacy centres has a positive impact on the country’s economic development.

AS SUCH, PROGRAMS ON LITERACY AND ESSENTIAL SKILLS DEVELOPMENT GIVE ADULT LEARNERS HOPE THAT THEY WILL BECOME USEFUL, FULL-FLEDGED CITIZENS CONTRIBUTING TO THE CONSTRUCTION OF THEIR COMMUNITY.

CONCLUSION In conclusion, adult education plays a critical role to reinforce, expand and promote human capital. The support needed today in this area will pave the way for the country’s economic develop­ ment. By recognizing the importance of adult education, literacy becomes a collective responsibility. Through the process of adult literacy, mentors and trainers’ roles are critical: a fact that interna­ tional organizations and civil societies do not dispute. Indeed, it is not without reason that documents resulting from CONFINTEA V and VI, namely the Hamburg Declaration, the Agenda for the Future and the Belém Framework for Action all support the idea that faci­ litators and practitioners in the adult education field play a critical role in ensuring the quality of learning and education. In fact, men­ torship programs offered by literacy centres are maintained so that the functional integration of newcomers into the workplace and the community becomes easier. This would reduce significantly the number of individuals receiving social assistance, thus facilita­ ting the country’s economic development.

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REFERENCE Council of Ministers of Education, Canada and Canadian Commission for UNESCO. The Development and State of the Art of Adult Learning and Education. 2008. http://uil.unesco.org/fileadmin/multimedia/uil/confintea/pdf/National_Reports/ Europe%20-%20North%20America/Canada.pdf.

12 UNESCO Institute for Education, Adult education: the Hamburg Declaration; the Agenda for the Future, Fifth International Conference on Adult Education (1997), 29, https://unesdoc.unesco.org/ark:/48223/pf0000116114.

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MAKING THE LABOUR MARKET ACCESSIBLE TO INDIVIDUALS WITH LOW LITERACY SKILLS By: Hussein Liban • Practitioner, Programme de formation à distance

Today, the labour market is becoming more complex and is rapidly evolving in a way that even the most informed and best educated individuals in society are continuing their education to be adequately equipped to respond to market requirements. They do so by participating in an essential skills upgra­ ding program, a postsecondary program, workshops or webinars, internships, etc.

That being said, there are numerous in­ dividuals in Ontario with low literacy skills for whom it may be particularly difficult to find employment. According to the Pro­ gramme for the International Assessment of Adult Competencies, 47.8% of Francophone individuals in Ontario scored 2 or less on the literacy scale, against 42.2% of Anglo­ phones1; a gap that can be explained by the fact that mentorship programs in French are often less extensive than those available in English.

Individuals with low literacy skills often do not have adequate skills to occupy certain positions that require high literacy, nume­ racy or computer skills. As such, in order to overcome these obstacles, they have no other choice but to apply for positions that require lower comprehension and reading skills, such as construction worker, assistant cook or housekeeping attendant positions.

While this solution is temporary, it allows people to earn an income, which in return alleviates their difficulties.

However, another major challenge remains.

The terms used in job advertisements, such as ability, experience, requirements, com­ pensation, are at best confusing and at worst misunderstood by individuals with low lite­ racy skills, thus putting them in a situation of failure when applying for any position. As Plato would have remarked: “Knowledge of words leads you to the knowledge of

things [translation].” In the absence of an ap­ proved standardized vocabulary at the pro­ vincial level, employers should ideally write in a simple style and use a consistent lexi­ con to ensure that terminology is commonly understood. Moreover, individuals with low literacy skills do not have the ability to fill out an application that meets requirements or is so much as understandable. In these cases, they are not able to land an interview and cannot find a job. So, what is the solution?

First, we immediately think of employment service centres, which support job seekers by offering training workshops, including resume writing and employment counselling services, as well as computer courses and much more. These services are essential for anyone who is looking to join the labour market and requires support in doing so. In addition, services provided by employment centres are free of charge.

1 Council of Ministers of Education, Canada, Employment and Social Development Canada, Statistics Canada, Skills in Canada: First Results from the Programme for the International Assessment of Adult Competencies (PIAAC) (2013), 104, http://www.cmec.ca/Publications/Lists/Publications/Attachments/315/Canadian-PIAAC-Report.EN.pdf.

Extent

That being said, are these training services and resources available to individuals with low literacy skills? In spite of all the help provided by these centres, there is a limi­ tation in that the fundamental question of literacy is not being addressed. As a result, job seekers are often back at square one because they do not have the skills required to access the labour market once they com­ plete their training at employment centres.

They continue to have difficulties reading, understanding and interpreting job offers.

Moreover, it is still impossible for them to write a suitable resume and cover letter.

meet the needs of learners in terms of lite­ racy, numeracy and digital literacy. These training opportunities allow individuals to fill knowledge gaps, and also lay the foun­ dation for acquiring new skills.

The particularity and strength of the LBS Program, an essential vehicle for per­ sonal and professional development, is that it aims to ensure sustainability of knowledge, and ultimately helps individuals become independent. As a result, LBS Program stakeholders in Ontario are constantly working to build on these efforts.

Through the “Find and Use Information” and “Communicate Ideas and Information” components of the program, learners acquire the necessary tools to identify, select, assess and interpret information sources, such as job postings, for example.

They explore verbal and written commu­ nication methods that allow them to assimilate the notions that are necessary to communicating messages effectively.

Since the LBS Program is based on an authentic task­based approach and indi­ vidualized learning plans, learners seeking employment have the opportunity to apply what they learned to reach their goals. They practise reading job postings or descriptions, as well as understanding their meaning and requirements to res­ pond appropriately. They write continuous and non­continuous texts, which enables them to acquire the necessary skills to write a formal application.

To begin with, they ensure that clients with low literacy skills acquire the essential skills identified in the Ontario Adult Literacy Curriculum Framework2 based on the five transition goal paths, namely employment, apprenticeship, secondary school credit, postsecondary education and indepen­ dence. They offer customized lessons that

At the end of their learning path, learners are independent and preserve their newly acquired knowledge. This is when refe­ rrals begin: job seekers are referred to an employment service centre that will provide them with additional training and resources to help them pursue and achieve their employment goals.

THE LITERACY AND BASIC SKILLS (LBS) PROGRAM: WITHOUT A DOUBT THE ULTIMATE SOLUTION

AS A RESULT, JOB SEEKERS ARE OFTEN BACK AT SQUARE ONE BECAUSE THEY DO NOT HAVE THE SKILLS REQUIRED TO ACCESS THE LABOUR MARKET ONCE THEY COMPLETE THEIR TRAINING AT EMPLOYMENT CENTRES.

In conclusion, the LBS Program is a power­ ful tool to combat job insecurity among people with low literacy skills. It goes without saying that we must intensify our efforts to prepare our fellow citizens for the labour market challenges, and thus enable them to achieve their full potential, because this will benefit society as a whole.

In the long term, despite the progress achie­ ved, increased efforts to reduce school dropout rates—one of the main reasons for low literacy—will be the ultimate solution to this problem.

•

2 Ministry of Training, Colleges and Universities, The Ontario Adult Literacy Curriculum Framework (OALCF),” last modified October 1, 2018, accessed December 17, 2018, http://www.tcu.gov.on.ca/eng/eopg/programs/lbs_oalcf_overview.html.

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Extent

EFFECTS OF DIGITAL SKILLS ON TODAY AND , TOMORROW S SOCIETY By: Chantal Hudon • Director, La Route du Savoir

If you were asked to define digital skills, would you be able to do so? Do you possess such skills? We must acknowledge that digital skills include much more than the ability to understand and apply information presented in different formats by computers or other digital devices. In their broadest sense, they now include commu­ nication skills and mastery of the Internet, computers and social media.1 In addition to using traditional scientific literary sources, we make enhanced use of digital resources not only in the edu­ cation sector but also in everyday life. A person with these skills should be able to recognize information requirements, ask appro­ priate questions, use effective research strategies and challenge

information content. In addition, this person should be able to recognize that adequate, relevant and sufficiently complete infor­ mation is the basis for good decision making and has the potential to integrate new information into an existing body of knowledge. 2 These are the skills that employers are looking for in today’s labour market. Studies have shown that most workers rank at Level 3 or less in terms of digital skills.3 Achieving higher skill levels is essen­ tial to achieving a highly skilled workforce.

Individuals with low literacy skills may be particularly disad­ vantaged in tomorrow’s labour market. Robotics and artificial

Digital literacy,” Wikipedia, last modified December 13, 2018, https://en.wikipedia.org/wiki/Digital_literacy.

Information literacy,” Wikipedia, last modified December 10, 2018, https://en.wikipedia.org/wiki/Information_literacy.

3 Community Literacy of Ontario, More Than Words Can Say – Literacy: Why It Matters,” Provincial Support Organizations for Literacy News Bulletin (December 2018), 4-8, http://www.communityliteracyofontario.ca/wp/wp-content/uploads/PSOL-Newsletter-December-2018.pdf.

1

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Évolution du réseau

intelligence are radically transforming the workplace and increa­ sing the demand for workers with the skills required for a growing market. “While the demand for highly skilled workers is increa­ sing (up 19% since 1998, according to Statistics Canada), the need for low­skilled workers is decreasing (down 11% over the same period).”4

GIVEN THE LITERACY AND NUMERACY LEVELS REQUIRED IN CANADA TODAY, MANY CANADIANS DO NOT HAVE THE LITERACY, NUMERACY AND DIGITAL TECHNOLOGY SKILLS REQUIRED TO OCCUPY THE JOBS OF THE FUTURE. 5

An international survey measured problem solving in an environ­ ment with a highly technological component. In Ontario, 44% of individuals scored the lowest in problem solving in technology environments (Level 1 or less), while 38% demonstrated skills at Levels 2 or 3 (the two highest levels); 18% did not respond to the survey.6 Currently, nearly all of the Canadian population under 45 years of age uses technology and computers. While we have seen improvement in digital literacy, higher literacy skills are required to see positive effects on self­reported health and political efficacy, for example. 7 Digital transformation is reinforced by the explosive growth of data and development of connected devices. Indeed, the GSMA esti­ mates that by 2020, we will live in a world with 25.6 billion connec­ ted devices, all technologies combined.8 However, transforming digital business is not just about automating and disrupting the business model; Ontarians need the knowledge, skills and expe­ rience to drive transformation and maintain economic benefits.

Employers are already redirecting their recruitment efforts to hire people with the skills needed to drive their digital transformation.

Ibid., 6.

Loc. cit.

6 Statistics Canada, Skills in Canada: First Results from the Programme for the International Assessment of Adult Competencies (2013).

7 Council of Ministers of Education, Canada, Figure 2.1 Literacy, numeracy and PS-TRE – Proportion of population aged 16 to 65 who report positive health and social outcomes, by proficiency level, Canada, 2012,” The Health and Social Dimensions of Adult Skills in Canada, Findings from the Programme for the International Assessment of Adult Competencies (2018), 29.

8 Global Affairs Canada, Investing in Canada (2016), 2.

4 5

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20 E x t e n t

Despite job losses in the service sector, companies are hiring more employees to acquire the skills required to provide mobile payment services and digital services, just to name a few. These skills are very different from those we had decades ago, but to succeed in the digital payments industry, employers will need to hire and train employees differently in order to innovate and grow.

Workers of tomorrow will actively participate in the development of digital capacity as part of their work, more specifically gene­ ral skills, digital skills, behaviour, mentality and corporate culture.

From a people management perspective, digital capacity includes where, how and who employers will recruit and how they will ensure the development of all employees. As part of digital capa­ city, employers are already working to further engage employees through digital media and e­learning.

The world of education emphasizes the added value of digital skills for learners in terms of motivation, self­esteem, independence, creativity and the ability to work in collaboration. The educational effects benefiting people in their use of digital tools should not be underestimated.

THE MINISTRY OF TRAINING, COLLEGES AND UNIVERSITIES UNDERSTANDS THIS WELL AND, AS SUCH, INJECTED FUNDS IN MARCH 2018 FOR THE RENEWAL OF INFORMATION TECHNOLOGIES IN LITERACY AND BASIC SKILLS (LBS) CENTRES. Through this initiative, LBS centres can now maximize the Ontario Adult Literacy Curriculum Framework’s (OALCF) competency D, Use Digital Technology. It is important to understand that this com­ petency includes tasks that require significant interactions with the digital component of devices as well as literacy and nume­ racy skills and abilities. In fact, when it comes to digital technology, several tasks require reading and interpreting data, entering text, etc. This is why this competency is becoming more and more essential. It includes several task groups identified in the OALCF, such as Interpret documents (A2), Write continuous text (B2), Complete and create documents (B3), Use measures (C3) and Manage data (C4).

Finally, we must remember the importance of providing quality service in a blended learning environment that allows learners to develop digital skills. The Programme de formation à distance (F@D), provided by the Coalition ontarienne de formation des adultes, is paramount in achieving LBS service delivery objectives.

OUR MISSION IS CLEAR: TO EDUCATE LEARNERS SO THAT THEY DEVELOP THE ESSENTIAL SKILLS AND ABILITIES THAT ARE MANDATORY TO BE PART OF A HIGHLY SKILLED WORKFORCE.

For this reason, it is important for LBS centres to include online courses in their training, which are offered through the Programme F@D. Blended learning provides adult Francophones in Ontario with the opportunity to achieve their learning objectives by taking classroom and online courses in two formats: live or self­directed classes. In concrete terms, blended learning provides learners with the opportunity to access quality training programs that meet their needs, personalized assistance, and the material and technology resources necessary to ensure their success.

By promoting the LBS Program’s contribution in helping develop technological skills among Ontarians, it will be easier for us to close the current gap in terms of digital skills in order to maintain a productive and forward­looking economy.

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Évolution du réseau

02

INTEGRATION

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IÉnvtoelgurtai toino nd u r é s e a u

THE ONTARIO COLLEGE CAREER ACCESS PROGRAM A GATEWAY TO SUCCESS!

By: Sonia Hotte • Chief, Programme d’accès (Alphabétisation et formation de base), Collège Boréal

Several options are available for adults who are looking to find a service provider that can help them achieve their goals of returning to school, getting a good job, being promoted in their current posi­ tion or improving their knowledge in any given field. All 24 colleges in Ontario offer the Academic and Career Entrance (ACE) program, which is a free component of the Literacy and Basic Skills (LBS) Program in Ontario. The ACE program is designed to prepare lear­ ners to successfully complete their postsecondary education and apprenticeship training. An adult learner who chooses this path is choosing success, no matter what his goals are.

A LITTLE HISTORY The ACE program, previously called the Basic Training for Skills Development Level 4 (BTSD 4), is one of the first programs that

was approved and offered in Ontario colleges since they were first established in 1967. More than 50 years later, this program remains the only one, system­wide, that is still delivered in all 24 colleges in the province.

In 2004, in an effort to modernize, refresh and restructure the pro­ gram, officials changed its name to Academic and Career Entrance (ACE) with the intent to: › ensure that it met the needs of adult learners who were pre­ paring for college or apprenticeship programs; › restore equivalency to Grade 12; › guarantee consistent and coherent delivery in all 24 colleges to promote program recognition and student mobility across all institutions.

Integration

noted that their mandate is to prepare students to succeed in their studies and in the labour market. Scoring below 70% does not bode well for success.

ACE: A MULTI-FACETED PROGRAM Grade 12 equivalency To obtain an ACE certificate, learners must successfully complete four courses: French communication (for French colleges) or English communication (for English colleges), general mathema­ tics and two elective courses from the following subjects: biolo­ gy, chemistry, physics, computer science, self­management/self­ direction or other mathematics courses.

As ACE courses are equivalent to courses offered in Ontario high schools, the program is recognized by colleges and apprenticeship programs in Ontario for the purpose of admission to training pro­ grams leading to a certificate or diploma of college studies. It is also recognized by a growing number of employers. Several years ago, the Ministry of Education asked Curriculum Services Canada to conduct a comparison between ACE courses and Ontario high school courses in order to establish equivalencies. Results of this analysis are identified in the table below.

In addition, once the program was approved, it was important for colleges to distinguish themselves from adult credit programs offe­ red by high schools where the pass mark is typically set at 50%. This remains important to this day. The mastery learning model is the model that most colleges use; this means that learners must obtain a pass mark of at least 70% on their assessments and formative activities before moving on to the summative assessment and finally to the following module. In general, this model ensures that learners pass their courses with a higher average than the pass mark.

BENEFITS OF THE ACE PROGRAM What does the ACE program represent for colleges?

HIGH EXPECTATIONS

A lot! The program generates income for colleges through ACE learners making the transition to college studies. In addition, qua­ lity ACE programs, courses and training help equip adult learners with the skills and knowledge they need to succeed in college.

In 2004, officials from all 24 colleges agreed that the pass mark for ACE courses should be set at 70%. Today, most colleges still require the same pass mark. This may seem demanding, but it should be

On the following page is some evidence supplied by the College Sector Committee for Adult Upgrading’s 2015­2016 and 2016­2017 reports1, which demonstrate the scope of ACE programs.

ACE COURSES

ONTARIO HIGH SCHOOL COURSES

ENGLISH ACE English Communications

Grade 12 English, College Preparation, ENG4C

MATHEMATICS ACE Apprenticeship Mathematics

Grade 12 Foundations for College Mathematics, College Preparation, MAP4C

ACE Business Mathematics

Grade 12 Foundations for College Mathematics, College Preparation, MAP4C

ACE Technology Mathematics

Grade 12 Mathematics for College Technology, College Preparation, MCT4C

ACE Core Mathematics

Grade 12 Mathematics for Work and Everyday Life, Workplace Preparation, MEL4E

SCIENCE ACE Biology

Grade 11 Biology, College Preparation, SBI3C

ACE Physics

Grade 11 physics, University Preparation, SPH3U

ACE Chemistry

Grade 12 Chemistry, College Preparation, SCH4C

1 College Sector Committee for Adult Upgrading (CSC), Prepared for Success 2015-2016 & 2016-2017, accessed on December 2, 2018, https://cscau.com/archives/past-preparedfor-success/.

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Integration

Number of students enrolled in ACE programs who subsequently registered for a postsecondary college program*:

2010-20 1 1 = 3,654 20 1 1-2012 = 3,792 2012-2013 = 3,807 2013-2014 = 3,589 2014-2015 = 3,070 2015-2016 = 3,364 2016-2017 ** = 3,750 * It should be noted that this data only includes students who continued their studies at the same college where they completed the ACE program and does not include students who completed the ACE Distance education courses. In reality, these figures are therefore much higher. ** Two colleges were unable to provide data for 2016-2017.

Additional data for 2016­2017: › The 3,750 students enrolled represent nearly $9 million in tuition revenue, in addition to operating grants, for all Ontario colleges. › The cumulative grade point average for these students is 3.15. › The success rate of these students was 77% after their first semester (11% incomplete and 12% failure). › 71% of students continued their studies in the second semester.

It is obvious that the ACE program represents added value for colleges, as it helps students mature and learn the tools they need to succeed.

What does the ACE program mean for learners?

Flexibility. Of course, not all learners are looking to obtain the full ACE certificate. Most of them only take the courses they need to meet the requirements of their postsecondary application. In fact, many already have an Ontario high school diploma or adult candi­ date status. However, not all of them necessarily meet the eligibi­ lity criteria for educational background. ACE courses, available à la carte, then become the solution.

The ACE program also allows learners to have a flexible schedule and complete their learning path in an accelerated or mode­ rated mode depending on their individual needs. Sometimes, life

circumstances make it impossible for a person to travel to school or to interrupt their studies temporarily. Fortunately, learners who interrupt their studies can pick up where they left off, and those who cannot travel have the option of taking all their ACE courses online through ACE Distance, a program also funded by the Ministry of Training, Colleges and Universities. ACE Distance provides asynchronous delivery of ten ACE courses in French and English. Technical assistance is available at all times. Thus, learners can take courses face­to­face, online, in hybrid mode, independently or in groups depending on their choices and needs.

Andragogy is the area of expertise of colleges. An adult in training who chooses to cross the threshold of a college to follow the ACE program is therefore assured of receiving quality training based on his needs. The college environment provides the necessary supervision to improve or acquire essential and academic skills. In addition, colleges are real one­stop shops and allow adults in trai­ ning to receive all training, upgrading and employment services under one roof. Candidates who enrol in an ACE course become students of the college and have access to all its services, inclu­ ding learning support services, immigration and settlement ser­ vices, child care, as well as services for people with special needs and Aboriginal students. Indeed, the great advantage of the ACE program is that the adult in training has the opportunity to prepare for college, in college.

The ACE program truly offers an individualized approach that focuses on the learner’s needs; this approach is the cornerstone of this flexible program.

In conclusion, the adult learner who chooses to enrol in the ACE program, provided in the friendly and warm environment of Ontario’s 24 colleges where the focus is on adult education, chooses a flexible and quality program that will allow him to be surrounded by his peers in an environment that promotes confidence and self­esteem as well as acquiring the skills and knowledge necessary to succeed, regardless of his purpose.

•

Reference:

Some of the information used in this article was taken from the Academic and Career Entrance (ACE) Reference Guide 2018 established by the College Sector Committee for Adult Upgrading.

Integration

FRENCH ADULT EDUCATION AND TRAINING PARTNERSHIPS:

AN INNOVATIVE PROJECT IN SERVICE COORDINATION B y : G u y L e v e s q u e • P ro j e c t C o o rd i n a t o r , C O FA

As a result of the development and opening of the Centre prototype et virtuel d’information, d’évaluation et d’aiguillage (CIEA) (Virtual Pro­ totype Information, Assessment and Referral Centre [translation]) for Northern Ontario, the Coalition ontarienne de formation des adultes (COFA), the Partenariats en éducation et formation des adultes fran­ cophones (PEFA) régionaux, and the Stratégie provinciale de l’édu­ cation et de la formation des adultes francophones (SPEFAF) are focusing their efforts on opening other centres in Eastern and Central Southwestern Ontario. The CIEAs are intended to be centralized entry points for adult education and training throughout the country. Within two years, if funding is avai­ lable, there will be three regional CIEAs in French­speaking Ontario with a governance structure that would fall under the regional PEFAs. To ensure a strategic future in the short and long terms, it will be important for the PEFAs, in cooperation with COFA and SPEFAF officials, to sit on the Provincial Table of Regional PEFAs. Given that the adult education and training sector must adhere to the five goal paths of the Ontario Adult Literacy Curriculum Framework, this consortium of provincial stakeholders should ex­ plore the development of actors in the apprenticeship and trades, employability (employment service centres) and immigration sectors.

This would ensure that the full spectrum of postsecondary education, training and employment is covered.

This journey to broaden the adult education and training framework is also based on the results of studies presented at the Sympo­ sium ontarien en apprentissage et métiers de langue française

CREATION March 2011: Activities were ini­ tiated under three PEFAs: › Central Southwestern, › Eastern › Northern Ontario March 2011: A regional PEFA was developed consisting of French­ language school boards and colle­ ges, Francophone community adult education centres and the COFA

(Symposium on French­Language Learning and Trades [translation]) held in Ontario in May 2015 and the recommendations that followed. One of the studies addressing labour shortages in the apprenticeship and trade sectors led to the following key recommendations: both French­language colleges in Ontario be­ lieve that better acquisition of basic skills for students (e.g. writing, reading and mathematics) is necessary to enable them to better succeed in apprenticeship and trades­related college programs.

Other recommendations stated that: › French­language colleges and school boards should work with local and regional partners, such as school boards, colle­ ges and adult community training centres to ensure that lear­ ners receive services tailored to their needs; › all network stakeholders (employers, employment service pro­ viders, Ministry of Training, Colleges and Universities regional offices, colleges, school boards and community adult educa­ tion centres) should work more closely together.

Issues related to networking, innovation and efficiency are becoming critical for stakeholders in the adult education and training, learning and trades, employability and immigration sectors. The three regio­ nal PEFAs are in line with the innovation effervescence and, with all the factual information, the alliance of the Provincial Table will be able to spread its vision and have a sense of responsiveness to the needs of its clientele, namely Francophone adult learners in Ontario.

•

EVOLUTION

IMPLEMENTATION

October 2011: The first meeting of the Provincial Table was held, bringing together the three regional PEFAs to develop their vision

October 2017: The CIEA for Northern Ontario was developed March 2019: Planned opening of the centre

Mars 2013: The Symposium ontarien de l’éducation et de la formation des adultes francophones (Ontario Symposium on the Education and Training of Franco­ phone Adults [translation]) was held October 2014 to March 2018: Fifteen regional community forums were established to raise awar­ eness among local and regional stakeholders of the concept of multiservice access for regional PEFAs

June 2019: Scheduled validation of the eva­ luation report and recommendations on the governance structure, financial management and development stage of the centre

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Integration

THE TOURISM AND EMPLOYMENT PROGRAM A FRUITFUL PUBLIC PRIVATE PARTNERSHIP

B y : G a b r i e l l e L o p e z • S e n i o r A n a l y s t , C O FA

As a provincial support organization, the Coalition ontarienne de formation des adultes (COFA) acts as a powerful voice in promoting literacy and lifelong learning. It raises awareness and advises key stakehol­ ders and the general public on the social and economic benefits of having a fully literate population, as well as providing pro­ fessional development and online learning opportunities for Francophone adults in Ontario. The COFA also believes in the importance of research to improve practice and stimulate innovation. As a result, the organization is involved in various projects.

The project “Tourisme et ressources humaines francophones dans les commu­ nautés de langue officielle en situation minoritaire — Une approche intégrée” (French tourism and human resources in official language minority communities—An integrated approach) is an example of such projects. It aims to find more efficient and effective ways to work with newcomers and adults with low literacy skills to meet the needs of the labour market.

The COFA, together with its service deli­ very partners, HT Hospitality Training Inc.,

the Centre Moi j’apprends and the Centre FORA, has undertaken a pilot project for hotel­based training.

Since June 1, 2017, the COFA and its partners have been offering 15 weeks of specialized training in French­language hotel services, including internships of three weeks, for Francophone newcomers and adults with lower levels of literacy. Building on the work done by the Centre FORA in developing course content, this training allows parti­ cipants to develop the essential, generic, technical and language skills required for the position of housekeeping clerk and to integrate into the hotel labour market in the Ottawa region.

THE OBJECTIVES OF THE PROJECT ARE AS FOLLOWS:

› to facilitate the professional and social integration of participants; and › to meet the ever­increasing human resource needs of Ontario’s tourism sector.

A first cohort was established between February 26 and May 16, 2018. Of the 23 participants in this cohort, 15 of them found employment in the hotel industry or through an alternative route created as part of this project. This alternative route was deve­ loped to provide employment opportunities for participants who were unable to obtain a position in the hotel industry, but who still acquired various skills that would allow them to occupy a housekeeping position in long­term care facilities.

› to address the literacy and essential skills gaps of Francophone minority participants in Ottawa;

A second cohort was established from May 28 to August 17, 2018. There were 17 participants, ten of whom found employ­ ment in the hotel industry and two in retirement homes.

› to increase their employability by pro­ viding them with the tools and skills necessary to access employment in the tourism industry;

As a result, of the two cohorts, 25 partici­ pants found well­paying jobs and left the Ontario Works program. It goes without saying

Évolution du réseau

that the economic, social and community benefits of such a project are considerable.

Three hotel employers participated in these first cohorts by offering internships and, in some cases, jobs. These hotels are Westin, Albert at Bay and BW Victoria Suites. Three employers representing long­term care faci­ lities in Ottawa also took part in the project.

Three more cohorts are planned for the remainder of the project. This program, which is the first of its kind in Ontario, brings together a Francophone adult education organization and an Anglophone partner in the private sector to establish an integrated hotel program in French for adults with low literacy skills. The challenges are great since the private sector operates on diffe­ rent bases than the public sector. Indeed, a private organization relies on the direct

contribution of individuals and quite natu­ rally seeks financial return, which is in kee­ ping with the order of things, while social enterprises, whose mission is the holistic development of adults with low literacy skills, aim to support learners to ensure their progress and success on several levels: their parental role, financial inde­ pendence, citizen engagement, etc. The adopted approaches focus on social and economic integration.

However, the advantage of such an asso­ ciation is that it is complementary. At the beginning, time is needed for partners to get to know each other better and to understand each other’s mandates and operations, and thus allow for mutual trust.

Once this period of adjustment has begun, it becomes possible to work more closely together. These partnerships eventually

become coherent and focus on the same goals: to implement one single project involving several partners. Our actions are becoming increasingly transparent for parti­ cipants, who only see one program.

Connecting with learners is a constant challenge for organizations working with people with low literacy skills. This type of partnership allows us to expand our training offer to better meet the needs of the labour market and those of participants who want to find a job quickly, as well as to reach a clientele that would not normally come to us. This represents a win­win situation for both partners and participants.

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28 I n t e g r a t i o n

THE IMPORTANCE OF

COMMUNITY PROJECTS FOR LITERACY AND BASIC SKILLS TRAINING By: Peggy Morin • Coordinator, C e n t r e d ’ é d u c a t i o n d e s a d u l t e s d e Ne w L i s k e a r d

We all know the Senegalese proverb “It takes a village to raise a child.” When a child reaches adulthood, that doesn’t mean that his learning is complete. On the contrary, he continues to learn throughout life, and a good “village” (i.e. his community) encou­ rages him to develop his skills and abilities and to seek opportu­ nities for development. This is why it’s important for Literacy and Basic Skills (LBS) service providers to foster connections with their clients’ communities.

The LBS Program, provided through Employment Ontario and the Ministry of Training, Colleges and Universities, helps adults achieve their goals by improving their literacy, numeracy and digital tech­ nology skills. By communicating with partners and learners, LBS service providers are better able to understand the needs of adults in their community.

So, what are the advantages for adult learning centres to work together with their partners? And above all, why do they carry out community projects? There are numerous reasons for this. By wor­ king with key players in the community, adult learning centres can: › learn the needs of the community and better respond to them; › observe the concrete impacts of the training they provide on the daily lives of learners; › empower certain individuals, groups and organizations and help increase accountability levels; › help learners develop a sense of belonging; › stimulate the economy; › provide opportunities for participants to demonstrate their knowledge in real life situations to make it meaningful; › provide opportunities for more individuals to become invol­ ved in adult learning and training;

› work towards developing a healthy, active and engaged community.

Obviously, there are many advantages to community involve­ ment for all parties concerned. We all benefit from participating in community projects. The team at the Centre d’éducation des adultes (CÉA) de New Liskeard understands the importance of such projects, and over the past year, has undertaken and completed a variety of projects with a wide range of partners who are committed to adult learning and training, including the following: › Through carpentry workshops offered at l’École secondaire catholique Sainte Marie, learners at the CÉA were provided the opportunity to demonstrate their numeracy skills in au­ thentic situations. For example, they built furniture for the Camp jeunesse en marche. On the one hand, they got to va­ lidate their newly acquired knowledge, and on the other, the community benefited from free labour. › Through co­operation between the Union culturelle des Franco­Ontariennes, women aged 50 and over in the Temiskaming Shores region attended a series of workshops in personal finance. These workshops allowed them to strengthen their new knowledge on money management principles.

By working together with community partners, adult learning centres can make a difference for learners and their communities.

Whether a project is carried out as part of workshops on carpentry or in personal finance, benefits go far beyond the learning envi­ ronment. Community actions are expanding exponentially, and in the end, the entire “village” benefits from such initiatives.

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É v o l u t i o n d u r é s e a u 29

03

RECOGNITION

30 R e c o g n i t i o n

WHAT EMPLOYERS HAVE TO SAY As we noted deficiencies in the French written skills of our employees, 11 of them took the online course Du français en quelques clics provided through the Programme de formation à distance (F@D), as well as an in­person trai­ ning session in our offices. Our employees were able to follow free training sessions on their own time and during work hours.

They have since improved their spelling skills and under­ standing of conjugation and grammar rules. They now use fewer Anglicisms. They have also increased their self­ confidence in writing messages in French to clients and management.

We recognize the importance of offering training and development options to our employees by providing them with regular opportunities. Often, these training se­ ssions are offered in English. As such, we would like to provide them with more advanced training opportunities in French. This was an excellent start.

- Association canadiennefrançaise de l’Ontario • Conseil régional des Mille-Îles

In 2013, the Centre culturel Louis­Hémon reached out to FormationPLUS to train two employees who needed to im­ prove their French written skills for a project in which they had to write reports, advertisements and a collection of texts and anecdotes from people in the Chapleau community.

Training was provided on­site and during work hours. Both employees worked on their writing skills, such as how to communicate ideas and information and how to research and use information.

We sold 225 copies of the collection of texts, three times the number planned, which shows how well the work was completed.

Through training and the Ontario Job Creation Partnerships, employees were able to work for a year on this project and then find jobs. One of them now works at l’École élémen­ taire catholique Sacré­Cœur and the other at a rehabilitation centre in Timmins.

To read the collection of texts: www.quatrain.org/heritage/regard.pdf

- Centre culturel Louis-Hémon

Recognition

Last year, I was approached to welcome an adult lear­ ner who needed a final credit for her Ontario Secondary School Diploma. She wanted to do a cooperative educa­ tion internship in an elementary school setting.

My colleagues and I had the honour of welcoming Sylvie Guy, who was mandated to support several of our stu­ dents in the field of reading. It was very clear to us from the beginning that we had won the jackpot. Mrs. Guy quickly tackled the work to help many students. Her interpersonal skills and great human qualities appealed to all the stu­ dents and staff she worked with.

During our daily conversations, Mrs. Guy shared with me some details of the last stages of her academic back­ ground. She was very proud to tell me that the few courses she took at the literacy and basic skills centre La Clef had allowed her to acquire several skills and competencies in the areas of numeracy, literacy and digital literacy. The authentic tasks allowed her to acquire several transferable skills applicable to the daily work of a teacher’s assistant.

In addition, she shared with us that these tasks ensured a logical continuity in her learning.

In short, Mrs. Guy is very happy and proud of her educa­ tional journey.

- École catholique St-Jude

The Kirkland Lake Payment and Collection Manage­ ment Directorate’s mandate is to promote both offi­ cial languages and strive to improve its employees’ French­language skills, as bilingualism is a very valua­ ble asset for public servants. Managers attend weekly French courses through a partnership with the Centre de formation des adultes (CFA) in Kirkland Lake. Since September 2017, some 15 participants have spent two hours a week on French­language training.

Concretely, employees have the opportunity to review and practise many elements of the French language, including conversation, reading and writing. The part­ nership encourages learning at all levels. This is an excellent approach for employees who are interested in French­language training and for public servants who want to improve or maintain their skills.

The employees of Veterans Affairs Canada travel to the centre to receive training. This gives them better access to learning resources. Four of them participate in one of the joint training courses through the Programme de formation à distance (F@D).

Veterans and their families, especially Francophones, are grateful to be served in French. The Payments and Collections Branch serves Veterans across Canada. This kind of initiative highlights the value and importance of providing services in both official languages. Funding from the Government of Canada and the Government of Ontario makes it possible to provide these services free of charge.

- Financial Services Officer, Ve t e r a n s A f f a i r s C a n a d a

- St-Albert Cheese Cooperative

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After the St­Albert Cheese Cooperative was destroyed by a fire, we reached out to the Centre Moi j’apprends. Their professionals helped us assess the skills of our employees and develop a training plan to prepare them to use our new equipment. The help and support provided by the Centre Moi j’apprends in helping us develop French­ language training tailored to our needs and those of our employees were essential in ensuring the successful start­up of our new factory, recovery of our activities and creation of numerous jobs.

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Recognition

Participating in a French­language development program with ABC Communautaire has increased the confidence of our employees and has successfully dissipated their doubts about the use of French.

Our employees take part in an online course two hours a week. Supervisors indirectly verify their learning and congratulate them on their progress.

When hiring new employees, we recognize the potential of learning French. The Ministry of Transportation requires, for most designated positions (often difficult to fill), an advanced level of French. We want to promote the learning of (advanced) French in the workplace in order to provi­ de services in French of equal quality to those provided in English.

The development program helps employees maintain the linguistic level required to better serve the Francophone and Francophile public in designated regions, thus ensu­ ring that they receive quality service in their language, in accordance with the French Language Services Act. Having employees trained in French can only be benefi­ cial to the organization’s professional image and reputa­ tion. Customer service is also improved, as employees are better equipped to serve people and understand the needs of Francophone clients in order to resolve requests more quickly. This earns people’s respect for the organization and minimizes the number of complaints received.

- O n t a r i o M i n i s t r y o f Tr a n s p o r t a t i o n (St. Catharines office) and Ministry of the Environment, Conservation and Parks

Our employees’ participation in a French­language development program with ABC Communautaire has given them the confidence to better express themselves in French at work. As a family organization, Niagara’s Children Centre employees must be able to serve diverse families, including people with limited English skills who may need to seek the assistance of an interpreter for some French­language services. Our workers must be certified to have the right to speak French with a client. To do this, they must pass a language proficiency test. The deve­ lopment program is a good start. Having the opportunity to speak French for an hour every week with colleagues during conversation classes helps a lot!

It is important for us to offer such a program because we want to ensure that the quality of our services in French is equal to those provided in English. Since there are many Francophone people in the Niagara region, providing good services in French is a priority, not only because our orga­ nization is required by law to provide services in French, but also because we want to offer the best possible ser­ vices to Francophone families.

Providing our employees with the opportunity to receive training in French encourages them to use French at work and potentially pass the language proficiency test. The fact that training is given during work hours is also a bonus for employees. This is effective and allows employees to have a better level of grammatical skills and to gain self­ confidence in order to communicate in French with clients.

This is thus an important first step in meeting the demands of Francophone clients.

- Niagara's Children Centre

In recent years, about 15 of our employees have received free training at the Carrefour de formation pour adultes, both on their own time and during work hours.

We reached out to the Carrefour de formation pour adultes to receive training for our employees on some essential aspects for the job, such as Excel to develop their ability to use the tabulator and increase their understanding of its usefulness; Outlook and Windows to help them develop basic skills and facilitate their promotion to foreman positions; and mathematics to help them perform production tasks.

These training opportunities have helped our employees increase their efficiency at work and, as such, maintain their positions within the company.

- Moulure Alexandria Moulding

Recognition

WHAT LEARNERS HAVE TO SAY

After being laid off, I went to the Employment Services Centre in Hawkesbury. I met the criteria of the Second Career program, so I chose the office clerk training, an online education program offered by La Cité. The pro­ gram had a section on Word and Excel, which I didn’t know about; in fact, I had no basic computer skills.

So I came to the Centre Moi j’apprends for help. My prac­ titioner identified my needs to succeed in my computer course. Thanks to the workshops I attended at the centre, I passed my training with an A+.

Now I work at Hawkesbury and District General Hos­ pital in my field of training. In addition, I passed on the knowledge that I learned to my spouse, and we bought a computer for our family’s daily needs.

I decided to take courses at the Centre de formation pour adultes de Greenstone (CFAG) to improve my verbal and writing skills in French. I was able to achieve my goal upon completing my training. I feel more comfortable writing sentences and speaking in French with my family.

In addition, my training in French helped me to join a board of directors in my community. The CFAG has given me the tools I need to get to where I am, and now, I would like to take my learning even further!

- Diane H. [Geraldton]

The online courses offered through the Academic and Career Entrance program help me improve my computer skills and give me more freedom with my schedule.

The English self­management and communication courses, based on the realities of life in Canada, as well as the mathematics course, will allow me to pursue my college projects. The continuous learning and the tools at my disposal help me above all to be more productive. The distance learning courses, the methodological approach that uses critical analysis and the in­depth research on the program to be studied meet my expectations because they show me how to better apprehend and understand the fundamental elements to build my future project.

- W i l f r i d D . [ We l l a n d ]

- S y l v i e F. [ H a w k e s b u r y ]

When I arrived at the Centre de formation du Nipissing, I was working part­time as a personal support worker. I came to the centre to be able to improve my ability to communicate with French­speaking clients.

Then I decided to change careers and join the Cana­ dian Armed Forces. I had to take the aptitude test to be admitted, but I needed help with mathematics to succeed.

The centre helped me. Once I passed the test, I got a job offer in the kitchen at the military base. Then, I partici­ pated in the culinary arts training offered by the Canadian Armed Forces, as well as a training camp to complete the final stage of my employment.

In January, I was back at the Centre de formation du Nipissing to continue my training in French in order to better serve clients.

- Je s s i e - L e e [ No r t h B a y ]

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Recognition

I am very grateful for the Academic and Career Entrance (ACE) program. Thanks to its quality and course content as well as its dynamic teachers, I was able to get to where I am now: a first­year student in the Techniques en administration des affaires (Business) program at Collège Boréal (Windsor Campus). The ACE program has made me committed to achieving my goals. I am also an emplo­ yee of the college, where I supervise other students in some courses while continuing to follow my program, which I will complete by next year.

- Martin Junior I. [Windsor]

I heard about the Centre Moi j’apprends from my mother who attended their courses. I enrolled in French classes to improve my writing skills as well as additional classes such as Estime de soi (Self­esteem) and Savais­tu que?

(Did you know?). These courses allowed me to learn new writing techniques and acquire new knowledge and skills in French.

My learning goal was to pursue my studies at La Cité and, as such, I registered for the Techniques des services en loisirs (Recreational Service Techniques) program.

During my studies, I took advantage of the services provi­ ded by the Centre Moi j’apprends to carry out some of my work and projects. I eventually successfully completed my college studies!

A few months after graduation, I decided to volunteer at the centre as an assistant practitioner. This allowed me to put into practice the new knowledge I had acquired and to better prepare myself to enter the labour market.

I registered at the Centre Moi j’apprends for support in French and mathematics while working towards my Ontario Secondary School Diploma (OSSD) with the Centre d’éducation et de formation de l’Est ontarien.

It was often difficult for me to stay motivated because my studies were not my priority. I often put all this aside but I knew that the Centre Moi j’apprends was always there for me.

A few years later, I came back more determined than ever. My daughter was about to start high school and I wanted to show her that you can accomplish what you want when you are determined, regardless of your age.

I think I have shown a lot of courage in reconciling family, studies and work. I would drive my children to school before going to the training centre, and then I would go to work in the evening. Although I was at times tempted to give up, I held on and managed to complete my courses to get my OSSD. My efforts have been rewarded: I am now enrolled in a carpentry apprenticeship program at La Cité.

After two years of volunteering at the centre, the direc­ tor offered me a part­time position. I would like to thank the centre’s staff for encouraging me to achieve my goals.

Today, I am proud to be a part of their team.

- J u l i e N. [ O t t a w a ]

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I was looking to improve my digital technology skills in order to produce reports for the various committees that I sit on. I found it difficult to use several computer programs and felt a certain fear of doing my job badly and losing it. Thanks to my training, I am constantly improving and I regularly use the skills I have acquired, whether it is to draft reports or send emails. My learning has also allowed me to join other organizations within the Francophone community.

- Alexandru P. [Cornwall] - Ni c o l e P . [ G e ra l d t o n ]

Recognition

I am really proud to have attended the Centre Moi j’apprends. It was my aunt who, in February 2007, enrolled me in the centre because I could not do so my­ self. I was then 18 years old and had been in the country for a few months.

In Haiti, I had not attended much school and had not learned to write French. I was very shy and could hardly express myself in Canadian French. From the very begi­ nning at the Centre Moi j’apprends, the practitioners and learners accepted me as I was and wanted to help me. I had to work hard if I wanted to succeed in school.

I attended the centre from September 2007 to June 2014.

It was a long time but that’s mostly because I had a lot of learning to do. Over the years, I have been able to count on the encouragement and help of many people at the centre. I am really grateful to have had the opportunity to acquire and deepen my knowledge of French, numeracy and computer science.

In September 2014, I went to the Carrefour for two years. In June 2016, I graduated from high school. I felt so happy and proud at my graduation! I now had the opportunity to pursue my dream of registering for professional training. In September 2016, I enrolled in the Gestion de la sécurité (Security Management) pro­ gram at La Cité. I always come back to the Centre Moi j’apprends whenever I need help with school projects.

In conclusion, it is thanks to the support of the Centre Moi j’apprends that I have shown so much perseverance and courage to undertake my college studies.

- Wislin X. [Ottawa]

The Academic and Career Entrance (ACE) program pre­ pared me well for entering the labour market, through trai­ ning in early childhood education. Upon completion of the first part of the training, I got my first job in Canada as an early childhood educator.

Working with children is not easy and requires endurance, patience and above all, communication with children and parents. The ACE program helped me develop all these skills. This program was very difficult in the beginning; I didn’t think I would succeed. But the advice of the pro­ gram manager and the motivation, encouragement and guidance of the practitioner gave me the confidence and perseverance I needed to continue and succeed.

Today, I am no longer afraid to enrol in any program. I owe my success in this first part of the training to all those who helped me at Collège Boréal and to the ACE program, which I strongly recommend.

- Ghislaine M. [London]

I have always been passionate about animals and their well­being. I wanted to get a college diploma in veterina­ ry care techniques but to do so, I needed to have a credit in Grade 12 biology, which I had not been able to get in high school. So I enrolled in the Academic and Career Entrance program and completed a biology course. As a result, I am now enrolled in my first year of college in the program of my dreams.

- Paige [Kapuskasing]

On the recommendation of the Employment Services Centre, I registered at the Centre Moi j’apprends, because I was unemployed. I took this opportunity to deepen my knowledge of Word and Excel.

This training helped me find a job. Currently, I am a multidisciplinary clerk at the Hawkesbury and District General Hospital.

My time at the Centre Moi j’apprends has increased my self­confidence and given me the motivation to persevere despite difficulties.

- Louise S. [Hawkesbury]

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Recognition

I discovered the Centre Moi j’apprends through the Employment Services Centre in Rockland. At my first meeting with the centre’s practitioners, I told them what my goal was: to register for a health office clerk training course at the Centre d’éducation et de formation de l’est de l’Ontario (CEFEO), which was beginning in October of that year.

By going to the Centre Moi j’apprends, I had the opportu­ nity to improve my knowledge of communications, nume­ racy and computer science. This training path also made me realize that my dream was achievable. Without reali­ zing it, my self­confidence increased.

As planned, in October I started my courses at the CEFEO, and I obtained my certificate in June of the following year.

As part of my course, I was to do an internship with the Clarence­Rockland Family Health Team. Everything went incredibly well! At the end of the internship, a position opened up. I was interviewed and got the job. I have now been working as a medical secretary for six years. I am very happy at work, and all this thanks to the Centre Moi j’apprends and their partnership with the CEFEO.

- Linda D. [Rockland]

The Academic and Career Entrance (ACE) program is ex­ cellent. The practitioners who supported me have good skills in various subjects. The training assistance allowed me to continue my studies without having to worry about childcare costs. I could never have done it without this pre­ cious financial support. I have developed knowledge and tools that will be useful to me in the long term and I have obtained a job as an early childhood educator, all thanks to the ACE program.

- Macy [Kapuskasing]

I decided to take a course to learn how to use Excel to better advance in my work. I certainly achieved my lear­ ning objective; my training helped me to complete more projects and create programs within my department. My learning has also increased my confidence in my skills at work and on a daily basis. Thanks to my experience, I am able to help my wife at home and I even had the chance to work on a project for a neighbour who has a small business.

- A l a i n F. [ A l e x a n d r i a ]

Following a work accident, since I could no longer work in the construction industry, I had to redirect myself to a new job. I quickly realized that nowadays, any job requires some knowledge of computers, something I didn’t have at all. The Workplace Safety and Insurance Board encouraged me to take a computer course. This is when I came to the Centre Moi j’apprends.

After my operation, I was able to enrol in a safety mana­ gement course at La Cité. The computer skills I acquired during my training at the Centre Moi j’apprends are very useful for my courses and homework. I also use these skills as a working tool for correcting my work.

I have now almost finished a semester and everything is going very well. In two years, I will have a certificate in hand, and many doors will open for me. I am happy to have had the opportunity to familiarize myself with computers while waiting for my operation. This will allow me to have a second career in a new field.

- S e r g e B . [ Ha w k e s b u r y ]

Évolution du réseau

04 SYN E R G Y

37

Referrals: AN INVALUABLE APPROACH By: Rycke Mialou • Acting Coordinator, Centre de formation des adultes – La Clé d’la Baie

I thought a lot about my contribution to this edition of Perfectio and I finally chose to write about referrals. They represent a key success factor in my career and my integration into a new community. Indeed, by moving to a city that I had only visited two or three times beforehand, I quickly discovered that those short visits were not sufficient to know where my family and I could get basic services.

Moreover, my employer, who had motivated my decision to move, encountered financial difficulties and, as a result, could no longer keep me employed. So I found myself out of work within a few months of moving to Simcoe County. I quickly reached out to employment agencies, without success.

I then turned to the YMCA for services for new immigrants, which I was not. But thanks to this organization, I was referred to another service provider who specialized in job search under Employment Ontario. This is when language barriers came to light, because although I could have a basic conversation in English, some terms were totally unknown to me. Fortunately, I came across a job offer at Collège Boréal. My arrival on the premises of the employment centre was like entering the “promised land”, if I may say so. The employees spoke French. Imagine, French!

Overnight, I learned that there were more Francophones in the city and its surroundings. I discovered that I could access services entirely in French—for employment, education, health or even

finance, and more. The French community was and is very active in my city. I just had to find it and I managed to do so through referral services. In summary, after all this, I went from being an isolated job seeker to an active member on the labour market and in my Francophone community.

My successful experience is the reason why I swear by referrals in my daily activities as Executive Director of an adult education centre. In our field of literacy and basic skills (LBS), it is increa­ singly difficult to be effective without being able to refer our clients —learners—to other available resources. Referral by definition is “the act, action, or an instance of referring” or “one that is referred.”1 Isn’t that what we, as LBS service providers, do every day with the people who come to us? The need for referrals is growing and very important to help those individuals who come to us in need of services.

In my opinion, there are two types of referrals in a results­based approach: effective and ineffective. My definition of ineffective referrals is to provide or offer a service that does not reflect our strengths. With all our partners offering different or similar ser­ vices to ours, it is very important to recognize where we excel or where we do not in order to serve our clients to the best of our ability. When we are unable to provide services that are requested, it is our duty to find out which agencies are better equipped to offer them and to refer our clients. This is called a wraparound approach, which is a preferred approach in the LBS sector.

1

The Merriam-Webster Dictionary

First, the holistic or wraparound approach in adult education is about becoming aware of the need to help adult learners in various aspects of their lives and, consequently, to avoid sticking only to the learning dimension. “Wraparound” refers to the fact that services are made available to surround the learners in a way that supports them in all aspects of their life, thus allowing them to be in the optimal state to succeed in their learning journey. The intervention of community agencies is essential to implement this strategy. What makes it effective is the cooperation of partners in different contexts, all of whom follow the same plan and work to help adult learners. Integrated services have proven to be effec­ tive in ensuring that learners can first access training and then successfully complete it.

To be able to practise a holistic approach with clients, we must first recognize their needs and know which community services are available. We also need to promote empathy. The individual in front of us may have already tried reaching out for support elsewhere, without success. We must listen to him and speak his language.

As we can see from my experience, referrals are paramount. The LBS Program is based on referrals because its services are a springboard for learners. Very often, LBS training is the first step in improving a personal or professional situation. Through the holistic approach of referrals, we can ensure that our clients’ goals are achieved quickly and effectively.

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40 É v o l u t i o n d u r é s e a u

THE DEVELOPMENT OF LITERACY RESOURCES: an Essential and Necessary Expertise B y : Ja c q u e l i n e G a u t h i e r • E x e c u t i v e D i re c t o r , C e n t re F O R A

Across the province and the country, an army of dedicated and deeply committed individuals invest hours and a lot of energy into providing training for adults who dream of a better future and who rely on this support mechanism to make a successful transition into employment, postsecondary education, apprenticeship trai­ ning, high school, or to increase their independence.

ADVANCED EXPERTISE IN RESOURCE DEVELOPMENT

However, practitioners working in the literacy and basic skills sec­ tor need a variety of resources to enable them to complete their work. Fortunately, over the past 30 years or so, the network of support organizations has evolved in Ontario. The result today is the beginning of a vast wealth of adult learning resources that spe­ cifically address the diverse cultural identities and training needs of thousands of French­speaking, English­speaking, Aboriginal, deaf, hard of hearing, blind and newly arrived learners in Canada.

In the 1990s, the Centre FORA and other supporting organiza­ tions devoted all their efforts to identifying and evaluating literacy materials from Canada. Since Franco­Ontarian culture was not reflected in the French­language material listed in French, the need for this type of resource for Francophones in the province quickly became evident, resulting in the production of many short novels for beginner readers, a series on health and another on history, and resources in mathematics and employability.

Among support organizations in Ontario, the contribution of those below should be highlighted:

Over the years, thanks to the Centre FORA’s unique publishing mandate, its members have developed a solid expertise in writing resources in plain and simple language, or, in other words, in plain writing (see below).

› the Learning Networks of Ontario, which bring together 16 literacy networks; › the Deaf Literacy Initiative, which provides services to the deaf and blind community; › the Ontario Native Literacy Coalition, which develops mate­ rials for Aboriginal learners; › the Coalition ontarienne de formation des adultes, which develops courses and offers an online learning program for Francophone adults; › Alpha Plus, which provides tools, training and coaching to orga­ nizations integrating technology into their training; and

› the Centre FORA (Centre franco­ontarien de ressources en alphabétisation), which is responsible for developing mate­ rials in French.

Simple writing… not always so simple!

What is writing in plain language? Essentially, it is about writing texts that present information in a way that is clear and easy for everyone to understand. Words are precise, clear and relevant; sentences are relatively short and simple. Much attention is paid to the way the text is arranged. Accessibility of information is at the heart of this writing style.

Synergy

Moreover, since the introduction of the Ontario Adult Literacy Curriculum Framework in March 2011, the focus, province­wide, has been on the apprehension and implementation of the framework, integrating employability and technology into de­ veloping materials and creating authentic tasks and activities focused on six broad competencies: › Find and Use Information › Communicate Ideas and Information › Understand and Use Numbers › Use Digital Technology › Manage Learning › Engage with Others In addition to in­depth knowledge in plain writing, several other areas of expertise are involved in the creation of andragogical material, while keeping in mind the preparation and support for employment, including: › linguistic and andragogical revisions;

community and provide essential concepts for their integra­ tion into the labour market; › Modules en numératie — two modules called La gestion de l’argent (money management) related to essential and generic skills for young Francophones; › AFMT (Apprentissage et formation en milieu de travail) — a program comprised of six trade­related modules that address the skills required to work in a small products and services company.

Due to the rapid evolution of technology and the ever­changing labour market, it is crucial that support organizations in the adult education sector be able to continue to be flexible while remaining responsive to new realities. With funding from the Ministry of Training, Colleges and Universities, the development of adult learning materials remains a key strategy to enable adult learners to achieve their training objectives. This will ensure that each individual, whether a native Ontarian or a newcomer, has the tools he needs to contribute fully to the province’s and the country’s economy.

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› layout and printing of materials; › knowledge, mastery and integration of essential skills; › knowledge and insertion of generic skills (see beside); › integration of audio, visual, audiovisual and interactive online elements; › design of teaching strategies for practitioners; › use of new technologies, an important element that has had a positive impact on remote communities.

This expertise, which is required for the development of resources, is evident in the Centre FORA’s productions, which is why it occupies a leading role in the publishing industry, thanks to numerous ministerial partnerships. In addition, over the years, the organization has been able to adapt to technological changes. The validation of materials is also an essential step in the development of resources.

Among its most popular productions, Centre FORA has issued the following [available in French]: › Expressions — a collection of texts written by learners; › PILA (Programme d’intervention en lecture pour adultes) — a reading program for beginner readers; › MÉTA­Phare — a job­readiness program; › Mode : Emploi — a collection of texts on trades, including adult education teaching sheets; › Ressources pour les nouveaux arrivants, Intégration Participation — a series of five booklets designed to facili­ tate the integration of Francophone newcomers into their

Soft skills Beyond the nine essential skills, employers are looking more and more for people with excellent soft skills. These are acquired through personal and professional experience. They enable people to learn, adapt to change, have self-confidence and work with others. In resource development, it is about developing materials that allow you to acquire behaviours and attitudes that are not necessarily associated with a particular job and can therefore be transferred from one job to another.

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Synergy

Continuing Education:

A PROFITABLE INVESTMENT! By: Julie Brisson • Practitioner, La Route du Savoir Ten years ago, my adventure as a practitioner at the education centre La Route du Savoir began. Since then, I have been constantly looking for development opportunities that will give me new ideas for courses or workshops to offer to learners who are seeking to develop new skills, and that will also allow me to better serve and guide them. Don’t we all need to add new tools in our arsenal, at some point in our lives?

Over the years, I have realized that having a bachelor’s degree in andragogy is not always sufficient in the field of adult literacy and basic skills (LBS) training. Our society is changing rapidly, and we must continually adapt to it. This is why I make it a point to attend workshops on different topics each year to increase my knowledge and skills to help me in my daily tasks and, at the same time, provide support to the learners I have the opportunity to train. I always try to adopt a wraparound approach when working with them.

Last spring, while researching available support services for lear­ ners, I came across a website that caught my attention: the Institut de formation en matière de violence faite aux femmes1, an Ontario action program on violence against women that offers comple­ tely free training. Having already had learners who were victims of domestic violence, I thought it would be interesting to register for a session to recognize the signs of a person who was a vic­ tim of violence and to learn how I could better support and refer future clients who might experience such situations. I also found that I was unaware of the extent of the phenomenon and that I had to make my learners aware of this delicate subject. I would never have suspected that following my learning journey, I would open the door to a huge project.

1

https://institutdeformation.ca/

After a meeting with the Kingston Sexual Assault Crisis Centre, my idea for an outreach project suddenly gained momentum. A few weeks later, several organizations joined the project to organize awareness days on violence against women. What was originally intended to be learning activities for the path to independence had been transformed, thanks to the collaboration of several indi­ viduals involved, into three days of conferences and information sessions, not only for the learners of La Route du Savoir, but for the entire Francophone community in Kingston. What a great way to inform people about all the French­language services offered in the community, while raising awareness about a subject that affects us all, near or far!

Whether it is about violence against women or anything else, conti­ nuing education is an investment that benefits everyone: learners, trainers, even entire communities. This project has allowed Kingston residents to be better informed on a subject that is rarely discussed, while demonstrating that training is everyone’s business and that when several organizations work together toward a common goal, the result can only be positive. In our case, this has led to better referrals for our clients.

It is with this in mind that I invite all practitioners working with adults to register to such training opportunities that can be beneficial not only for themselves, but especially for their learners. Moreover, as trainers in our communities, we have the opportunity to make a difference in the lives of our clients. So I only have one question for you: whose life do you have the power to change today?

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Funding provided by the Government of Canada through the Canada Job Grant Programs delivered by the Government of Ontario Opinions expressed in this publication do not necessarily reflect the views of the Ministry.