Together to Succeed! LBS Changes Lives

TOGETHER TO SUCCEED! LBS Changes Lives

Coalition ontarienne de formation des adultes

1 877 464-0504

info@coalition.ca

www.coalition.ca

435, Donald Street, Office 301, Ottawa (Ontario) K1K 4X5

COLLABORATORS

Louise Lalonde

Guy Levesque

Donald Lurette

Michel Robillard

Renaud Saint-Cyr

AUTHOR

Marie-Pier Garneau, Convergence

REVISION AND TRANSLATION

Claire Mazuhelli

GRAPHIC DESIGN

Chantal Carrière

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.

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

All rights reserved. © COFA, 2023

“Identity, even here and now, is rooted in beliefs drawn from the past, heritage and ancestry, and from belonging to a people, a place, a set of beliefs and a way of life. Among several means of expressing this sense of belonging, the language spoken by a person and how this person speaks this language is perhaps one of the most powerful, because it is through language that persons and places are named, that heritage and ways of life are preserved, and that people feel comfortable and safe.”

[Translation] Joseph, J.E. (2016)

WHERE DO FRANCOPHONES LIVE?

Most Franco-Ontarians live in the eastern part of the province, in and around Ottawa. Other main areas include north-eastern Ontario (Sudbury, North Bay) and central Ontario.

Economic Regions

Source: Office of the Commissioner of Official Languages (2017), Infographic: The French Presence in Ontario, Last modified on September 18, 2020, https://www.clo-ocol.gc.ca/en/statistics/infographics/ french-presence-ontario

INTRODUCTION

At the provincial level, Ontario implements its first literacy policy. In the field, several literacy groups get organized. With environmental scans in hand, they provide their first service offerings.

Particularly in the Francophonie, a debate is still ongoing around the use of shared terminology in the field of adult learning. On the one hand, some prefer the term alphabétisation, because a portion of their clients are seeking a type of training that enables them to learn the basics of reading and writing. On the other hand, some use the term littératie, because it refers to learning that encompasses a broader range of skills.

Ten years later, the Coalition ontarienne de formation des adultes (COFA) emerges, creating a strong network of centres across the province. Specialists in literacy and basic skills (LBS) represented by the COFA deliver training services that become steppingstones for Ontario’s Francophone adults, whether they wish to go back to school or find employment.

Based on robust and accessible evidence provided by, among others, the Ministry of Labour, Immigration, Training and Skills Development, the Conference Board of Canada, as well as data derived from the Programme for the International Assessment of Adult Competencies (PIAAC), the COFA is able to make informed decisions. This data ensures the relevancy of priorities for action, determines strategic orientations in matters of literacy, while supporting successful endeavours.

Throughout these 25 years, still seeking to optimize resources in the field and increase access to training for Ontario’s Francophone adults, the COFA developed partnerships with public and private organizations. It oversees the development of the education and training continuum, by coordinating initiatives that foster the integration of services provided by their partners, with a view to leading adults towards employment. These efforts are also made possible thanks to the Partenariats régionaux en éducation et formation des adultes francophones de l’Ontario (PEFA). Partners in the LBS sector, colleges, schoolboards and training centres, are the cornerstone of French-language literacy services delivered to Ontario’s adults.

In 1988, Canada establishes the National Literacy Secretariat, thereby recognizing that illiteracy is a major social issue.

“Alphabétisation and littératie?!”

Literacy is “the ability to apply communication, numeracy, and digital skills to find, use, create, and think critically about information and ideas. Literacy spans a continuum of learning that enables individuals to achieve their goals, solve problems, make decisions, participate fully in our diverse and technological society, and contribute to the innovation economy.”

Government of Ontario (2016)

Literacy Statistics in Canada

According to the International survey, Programme for the International Assessment of Adult Competencies (PIAAC),

Distribution of Levels for the Francophone linguistic group in Canada

Literacy:

Levels 0-1 : 18%

Level 2 : 34%

Level 3 : 37%

Levels 4-5 : 11%

Numeracy:

Levels 0- 1 : 21%

Level 2 : 36%

Level 3 : 32%

Levels 4-5 : 11%

Problem solving:

Below level 1 : 22%

Level 1 : 39%

Level 2 : 31%

Level 3 : 8%

Source: Les compétences en littératie des francophones de l’Ontario: état des lieux et enjeux émergents, Julien Bérard-Chagnon, Social and Aboriginal Statistics Division, Statistics Canada, April 2015

Literacy, numeracy and problem solving are three foundational information-processing skills. As such, they are intricately linked to one another. For example, more than 75% of respondents who had a proficiency level of 0 or 1 in literacy also achieved similar scores in numeracy tests. Inversely, more than nine respondents out of ten who were at levels 4 or 5 in literacy, reached levels 3, 4 or 5 in numeracy (Bérard-Chagnon, April 2015).

It is important to mention that the competency Problem solving in a technology-rich environment only has three levels, and that it “represents the intersection of what are sometimes described as ‘computer literacy’ skills (i.e., the capacity to use computer-based tools and applications) and the cognitive skills required to solve problems.”

(Programme for the International Assessment of Adult Competencies, FAQ, online https://www.peicacda.ca/590/FAQ.html)

Historically, it has been found that Canadian Francophones living in minority settings lag behind in terms of literacy and education, thus restricting their ability to fully invest in society [Translation] (RESDAC, 2008). As a result, this fallback had an impact on these communities’ literacy levels, in addition to affecting social, economic, cultural and identity issues. The transmission of Francophone culture and identity was put at risk (Bérard-Chagnon, J., 2015, p.21).

It must be noted that the development of literacy and essential skills (LES) in Francophone official language minority communities is greatly influenced by geographical dispersion, economic disparities, education levels, an ageing population, and immigration [Translation] (Bouffard, P. & Caron, M.,2021).

International Survey, Programme for the International Assessment of Adult Competencies (PIAAC)

PIAAC, an initiative launched by the Organisation for Economic Co-operation and Development (OECD), provides a highly detailed survey on essential skills such as literacy, numeracy and problem solving among adults aged 16 to 65. It is conducted in more than forty (40) countries, including Canada. These skills are the foundation for the development of further abilities required for life at home, in school, at work, and in the community.

A publication of recent data is planned for in 2023-2024.

“Low literacy levels among the citizens of a nation are a social fact, not just an individual fact: socio-historical, political and economic conditions have a direct bearing on a population’s level of literacy.”

Wagner, S. (2002)

Literacy Statistics in Ontario’s Francophonie

Distribution of Levels for the Francophone linguistic group in Ontario

Literacy:

Levels 0-1: 13% Level 2: 36%

Level 3: 39%

Levels 4-5: 12%

Numeracy:

Levels 0-1 : 21% Level 2 : 35%

Level 3 : 33%

Levels 4-5 : 11%

Problem solving

in technology-rich environments:

Below level 1 : 21% Level 1 : 38%

Level 2 : 34%

Levels 3 : 7%

Source: Bérard-Chagnon, J., April 2015.

“Data from the PIAAC revealed that Ontarians whose first official language spoken is French achieved similar scores as those of their Anglophone homologues in literacy, numeracy and problem solving in technology-rich environments. This result comes in the wake of the constant increase in performance by the Franco-Ontarian population in competency tests observed since the early 1990s. It attests to the progress made since the Laurendeau-Dunton Commission started its work. The significant increase in levels of education among Franco-Ontarians over the last decades was the main catalyst for this population catching up in matters of literacy competency. Despite this recovery, a number of issues still persist for the Franco-Ontarian population in terms of literacy competencies” [Translation] (Bérard-Chagnon, J.,2015).

The LBS Program seeks to enhance literacy levels 1 to 3 inclusively. However, it should be noted that one person may be classified under more than one level, since levels will vary depending on the subject matter at hand. Persons who are at lower levels, from 0 to 2 in all subject matters, are those who most concern us, because they are likely to face more difficulty dealing with such a modern and complex society as ours.

03

LBS Service Providers in Ontario: Members of the COFA Network 25 43

training sites across the province member organizations

Region : Eastern Ontario

Alexandria - Carrefour de formation pour adultes inc.

Cornwall - Centre moi j’apprends

Hawkesbury - Centre moi j’apprends

Kingston - La route du savoir

Ottawa - Centre moi j’apprends

Ottawa - La Cité

Rockland - Centre moi j’apprends

Region : Central

Barrie - Le service de formation aux adultes - La Clé

Barrie - Collège Boréal

Brampton - Le Collège du Savoir

Chapleau - FormationPlus

Cochrane — Centre de formation

Cochrane-Iroquois Falls

Penetanguishene - Le service de formation aux adultes - La Clé

Toronto - Alpha-Toronto

Toronto - Collège Boréal

Region : Southern Ontario

Hamilton - Collège Boréal

London - Collège Boréal

Welland - Collège Boréal

Welland - ABC Communautaire

Windsor - Collège Boréal

Region : Northern Ontario

Chapleau - FormationPlus

Cochrane - Centre de formation

Cochrane-Iroquois Falls

Elliot Lake - Centre d’apprentissage d’Elliot Lake

Geraldton - Centre de formation pour adultes de Greenstone

Hearst - Centre de formation de Hearst

Hearst - Collège Boréal

Kapuskasing - Centre d’éducation alternative

Kapuskasing - Collège Boréal

Kirkland Lake - Centre de formation des adultes inc.

Manitouwadge - Centre de formation

Manitouwadge Learning Centre

Mattice - Centre de formation de Hearst

New Liskeard - Centre d’éducation des adultes

New Liskeard - Collège Boréal

North Bay - Collège Boréal

North Bay - Le centre de formation du Nipissing

Sault Ste. Marie - Centre d’éducation et de formation pour adultes

St-Charles - Alpha en Partage de Sudbury Est

Sturgeon Falls - Collège Boréal

Sturgeon Falls - Le centre de formation du Nipissing

Sudbury - Le Centre de santé communautaire du Grand Sudbury

Sudbury - Collège Boréal

Thunder Bay - Novocentre

Timmins - Centre de formation pour adultes francophones

Timmins - Collège Boréal

Timmins - La CLEF

The COFA’s Vital Role in Ontario’s Social Development

The Coalition ontarienne de formation des adultes (COFA) is a non-profit organization whose role is to promote access to French-language education and training for Francophone adults in Ontario. As a support organization, the Coalition stands as a pillar in Ontario’s Francophone community. It assumes regional coordination among Francophone and

Roles and responsibilities

Represent, guide and support its members.

Provide services through the Distance Training Program (F@D).

bilingual service providers and partner agencies in the field of literacy and basic skills training leading to employment. Its members are responsible for the delivery of French-language literacy and basic skills services and programs across the province.

Along with its members, create an environment that fosters identity-building among Francophones, reduces their linguistic insecurities, and promotes the expansion of the Francophone footprint in Ontario.

Emphasize the importance of French-language training for adults in Ontario.

Contribute to knowledge-building related to adult training.

“When so many literacy groups at the provincial and national levels have struggled, COFA is certainly an example of what it takes to survive and thrive.”

Brigid Hayes

Distance Training Program (F@D)

Since its inception in June of 2012, the F@D Program has trained more than 3,000 Francophone adult learners in Ontario.

An increasing number of employers from various sectors call upon training services provided by the F@D and COFA members, whether they are delivered in person, in members’ centres or remotely, in order to train their employees in a variety of subject matters. A substantial proportion of the program’s clientele is composed of newcomers.

In fact, this program embodies the expertise developed by Ontario’s Francophonie. The benefits of distance training extend well beyond Ontario, as training centres from outside its borders frequently refer to tools and programs designed in the province. The F@D Program contributes to the Canadian Francophonie through its Canadian Distance Learning Platform (PCFAD, in French) or services provided by the Conseil scolaire acadien provincial. In doing so, the F@D takes part in promoting the COFA network and supporting the successful journey of Francophone adult learners across the country.

“Francophones do not enjoy the same prospects and opportunities for social and economic development as their fellow citizens from the majority. Francophones in minority communities taking ownership of literacy and skills development models is the only way for them to develop their levels of social, economic and cultural skills, such skills being essential to the vitality of Francophone minorities in Canada.”

[Translation] RESDAC (2018)

The LBS Program in Ontario

The Government of Ontario offers free training, through different service providers under the auspices of Employment Ontario (EO). Several training options are made available to adults aged 19 and older.

These training opportunities aim to:

Earn credits for an Ontario high school diploma.

Source: Government of Ontario

Upgrade skills to prepare for college, university, apprenticeship training or employment.

Improve essential skills to live with more confidence and independence.

Among training programs, Literacy and Basic Skills (LBS) is useful to adult learners whose goal is to successfully transition to employment, postsecondary studies or finish their high school education, thereby increasing their independence.

A few basic principles

Andragogy or adult pedagogy

Two fundamental principles must be considered when discussing adult training.

PRINCIPLE OF EXPERIENCE:

in order to foster adult learning, their experience and living context must be taken into account.

[Translation] (Pudelko, B., 2017)

PRINCIPLE OF SELF-DIRECTION:

it is more efficient for adults to take responsibility for their learning.

Lifelong learning

Lifelong learning (LLL) “includes learning activities undertaken by people of all ages, in all life circumstances, taking place through a range of modalities, that together, meet a range of needs and demands in terms of learning”

[Translation] (UNESCO Institute for Lifelong Learning). This notion considers the existence of a multitude of learning spaces and that learners enjoy a variety of means and pathways to gain access to these spaces. Individuals’ ever-more diversified life trajectories pave the way to formal, non formal and informal learning, in all spheres of life. It is also recognized that “non formal and informal learning contribute to [...] impeding assimilation, reengaging dropouts and fostering the integration of newcomers” [Translation] (RESDAC, p.18, 2018). Approaches that promote informal and non formal learning are often favoured and valued over those offered in a school setting, because they are more accessible to learners.

Types of learning according to a learner’s intent and learning context.

Formal

INTENTIONAL LEARNING

• State-regulated and accredited.

• Quality assurance mechanisms.

• Structured learning objectives.

• Leads to certification.

Non formal INTENTIONAL LEARNING

• In terms of objectives, time and resources, learning is integrated into structured activities.

• Not necessarily taken up by an educational or training institution.

• Can be achieved in a workplace, within the family or through community organizations.

Informal

UNINTENTIONAL LEARNING

• Not structured, organized, nor evaluated.

• Everyday life activities, in the workplace, related to family, citizen and community life or leisure, in an interactive exchange of knowledge.

UNESCO Institute for Lifelong Learning (2021)

Sources: Hart, S.A. (2013); Werquin, P. (2010); Beauchamp St-Onge, E. (2021)

“The challenges humanity faces, those resulting from the climate crisis and from technological and demographic change, not to mention those posed by the COVID-19 pandemic and the inequalities it has exacerbated, call for societies that understand themselves as learning societies and people who identify themselves as learners throughout their lives.”

A Framework-based Program

Ontario Adult Literacy Curriculum Framework (OALCF)

“The OALCF links the LBS program to the requirements of employers, educational and training service providers, and community partners in an easy-to-understand way and furthers the EO service promise of building a highly skilled, highly educated workforce in Ontario.” Government of Ontario (2016)

“The OALCF is a competency-based approach that aims to facilitate the execution of tasks considered ‘authentic’. These tasks are used to develop and assess targeted competencies in contexts of application that are as close to real life as possible. This competency-development system comprises the use of documents and situations drawn from adults’ daily life, in order to develop and assess the ability to mobilize the competencies needed to execute tasks (forms, work schedule or a memorandum to accomplish a task that requires efficient use of such documents).

However, it is noteworthy that in environments where Ontario’s Francophones living in minority settings work, documents are mostly written in English. Occasionally, bilingual documents do exist, or document are available in both languages.” (Ministry of Training, Colleges and Universities of Ontario, March 2011)

The LBS program is built on foundations established by the OALCF, which proposes six (6) competencies. “This approach extends literacy instruction beyond discrete skill building and focuses, instead, on the interaction of skills, knowledge, and behaviours that reflect learners’ needs, goals, and interests.” (Ministry of Training, Colleges and Universities, 2015)

These competencies relate to authentic tasks that carry a specific objective allowing for the transfer of one learning to another. These competencies are:

1.

2.

3.

4.

5.

Manage learning

6.

Engage with others

In addition to defining the competencies from which the LBS program is derived, the OALCF is also a reference document for the purpose of assessing learners, since it divides task complexity into three (3) levels. These are the levels where people with low literacy skills and clients of the LBS program can be found. In order to function in a modern society such as ours, it is beneficial to have a literacy level of 3 or higher.

Definitions and examples of requirements for levels 1,2 and 3 in literacy, numeracy and problem solving

Literacy

“The term literacy refers to reading written texts and does not relate to oral understanding or production, nor to the production of written texts.” [Translation] (Desrosiers, H., p.25, 2015) E.g., read the instructions on the label of a cleaning product, calculate the change to be returned after a purchase, log into a session with a user account on a computer.

LEVEL 1

• Read relatively short texts.

• Locate a piece of information that is identical or synonymous with the information given in the question.

Numeracy

LEVEL 2

• Make matches between the text and information.

• Paraphrase or make low-level inferences.

LEVEL 3

• Understand lengthy or dense texts and rhetorical structures to successfully complete tasks.

• Identify, interpret or evaluate one or more pieces of information.

“Evaluate how mathematical concepts are applied in the real world – not whether someone can solve a set of equations in isolation.” (Statistics Canada, 2013) E.g., follow a recipe, calculate one’s part of a restaurant bill including the tip, send and receive emails.

LEVEL 1

• Conduct basic mathematical processes (counting, sorting, basic arithmetic operations…).

Problem solving

LEVEL 2

• Apply two or more steps or processes (calculate with whole numbers or common decimals; interpret relatively simple data and statistics...).

LEVEL 3

• Understand mathematical information that may be less explicit.

“The use of digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks” (OECD, 2012). E.g., interpret a project plan to determine whether there needs to be changes to deadlines or activities, compare costs and services from several providers to choose a cellphone plan...

LEVEL 1

• Apply basic mathematical processes in familiar and real-life contexts.

LEVEL 2

• Define the goal of the problem.

• Use inferential reasoning.

LEVEL 3

• Use tools to make progress towards the solution.

• React to unexpected outcomes and impasses.

Competency Frameworks and Canada’s Essential Skills

Initially, the OACLF built upon the Competency Frameworks and Canada’s Essential skills developed at the federal level. These competencies are:

• Reading texts

• Using documents

• Numeracy

• Writing

• Oral communication

• Working with others

• Thinking

• Computer use

It is agreed that people who have a low level of “fundamental competencies are at risk of loosing their job or facing difficulties when trying to reintegrate the labour market” [Translation] (COFA, 2021). In addition, requirements generated by technological progress tend to favour people who have higher socio-emotional competencies that enable them to adapt to the reality of ever-changing everyday life, and to flourish (Palameta, B., et al., 2021).

Skills for Success framework

Since 2021, the Canadian Government has been relying on an updated model called Skills for Success. “Skills for Success are foundational and transferable to all aspects of work, learning, and life. It also responds to a growing demand for socio-emotional skills from employers across sectors.”

(Social Research and Demonstration Corporation, p.1, 2022)

The name Skills for Success opened the door for dialogue in workplaces where people are still reluctant to address needs associated with literacy (Shohet, L. & Coutant, I., 2019).

Since the fall of 2023, the Ministry of Labour, Immigration, Training and Skills Development (MLITSD), which supports the LBS Program through Employment Ontario, has called on its network of service providers across the province, asking them to update and develop new resources based on the Skills for Success framework.

The 9 Skills for Success targeted by the federal government

Source: Employment and Social Development Canada (2021)

For new hires,

67%

52%

of employers are looking for general competencies (e.g., adaptation, resilience, creativity...)

are looking for technical competencies

Source: [Translation] COFA (2021).

The name Skills for Success opened the door for dialogue in workplaces where people are still reluctant to address needs associated with literacy.

Shohet, L. & Coutant, I. (2019)

A Structured Program

LBS trainings are intended for adults who are below level 3 in literacy, numeracy and digital literacy. Service providers are at the core of service coordination, while representing but one step in a learner’s journey, ultimately leading to employment. All training centres, as well as the F@D Distance Training Program, provide four main services.

1

2 3 4

Information and referrals Assessment Training Follow-up to training

When an adult contacts an LBS Program agent, this person is provided with information on the types of training and courses available. The agent takes care to capture the person’s needs, in order to refer the individual to the type of training or course that would be more suitable for them.

Before starting any program, an adult who wishes to pursue training must go through a diagnostic assessment to review their achievements. Training personnel from the LBS Program will use the results of this assessment to create, along with the adult, a customized learner plan (e.g., transition, goal paths, courses, assessments, follow-ups, support and assistance, etc.). It is at this stage that the adult becomes a learner.

The training follows, taking place in various forms: in person in a training centre, virtually or mixed (in person and virtually), addressing different competencies (acquiring knowledge, know-how and soft skills), according to the learner plan. Training is tailored to the person’s chosen goal path. Throughout this journey, the learner enjoys full support from the training team.

LBS service providers conduct follow-ups with their clientele at 3, 6 and 12 months after training completion. In doing so, they can measure the impact of the training on goals defined by their clients and provide additional support.

“Service providers are at the core of service coordination, while representing but one step in a learner’s journey, ultimately leading to employment.”

A positive client-centric approach

Trainings under the LBS Program propose an andragogical approach centred on tasks and transition. They consider the fact that adults learn differently than when they were at the elementary or high school levels. The training uses learners’ experience and accomplishments as a starting point. It enables them to improve their competencies and achieve their goals more quickly. It leads them toward level 3 competencies, the level considered essential to deal with daily life and work requirements in an evolved and complex society.

Learners who are below level 3 represent a unique clientele. These individuals face several challenges when participating in distance training, notably problems with reading, a low level of digital literacy and trouble using learning platforms. These factors have a direct impact on the retention rate, compelling field staff to constantly innovate.

A holistic approach to support (wrap-around)

Service providers use a holistic approach. Contacts in training centres are initiated in person, with the learner, and on a daily basis in programs delivered in hybrid format. Thus, close relationships are developed. Indeed, it is not unusual to see centre staff help jobseekers. Furthermore, learners often come back to visit after their training, to talk about their outcomes, celebrate their success or receive additional support.

The COFA members already provide numerous services based on this well-known approach within organizations dedicated to supporting newcomers. In training centres, it involves the following aspects:

• Support to training that translates into financial assistance for transportation, childcare, etc.

• Ongoing support to comfort a learner who may be dealing with:

• A lack of self-esteem;

• Mental health issues (e.g., people who have gone through trauma, refugees, or persons who have experienced various forms of violence);

• Learning disorders.

• Referrals to alternative, more specialized support resources.

• Help in finding employment (writing resumes, referrals to an employer, etc.).

A professional network

Staff in training centres who provide services to learners are trained to interact with an adult clientele. Thanks to these dedicated workers, the network is able to offer high-quality and innovative services that result in improving the life of adult learners.

The COFA engages in the professional development of network members, to ensure they are well prepared and possess the skills required to support adults in training.

Type of Clientele

Ontario’s Literacy and Basic Skills Program is intended for Ontarians aged 19 and over who live in rural or urban areas. It is delivered according to four different streams: Indigenous, Francophone, deaf and Anglophone. The COFA is responsible for the Francophone stream. Learners are divided into two distinct categories according to their learning circumstances.

The first one provides services to persons who are unemployed or receive income support. The second category targets people who are employed, but “need to improve their literacy and basic skills in order to maintain or upgrade their work skills” (Government of Ontario,2016). It is noteworthy that workplace training will tend to increase in the coming years.

A large proportion of our members’ clientele, as well as our Distance Training Program, is composed of:

4,500

Average number of clients served by the COFA network per year*

*This number may vary depending on social and economic contexts.

People aged between

24 and 54

Women

Immigrants

People who are older in rural areas

“Vocabulary and technology have changed, but the nature of needs, which is to solve problems, remains the same. [...] It is not the needs of people that have changed, but life altogether.”

[Translation] Toukaleh, M. (2018)

WHO IS FRANCOPHONE?

The recognition of Francophones in Ontario is mostly based on the inclusive definition of the Francophone population developed by the Government of Ontario in 2009. Hence, are considered Francophones “those whose mother tongue is neither French nor English, but who have a particular knowledge of French as an Official Language and use French at home, including many recent immigrants to Ontario.” This definition also recognizes persons whose first language is French, who understand French but can no longer conduct a conversation in that language. Notwithstanding their linguistic history, learners strive to work, become more independent, improve their work conditions or contribute to the development of their family and community. These Francophones are from Ontario, and increasingly, from elsewhere.

Sources: Government of Ontario, 2009; Bérard-Chagnon, J., p.21, 2015; Ministry of Francophone Affairs, p.13, 2022.

An excellent rate of market penetration

Francophones in Ontario represent 4.7% of the demographic weight in the province. According to MLITSD statistics, Francophones account for 7.3% of people who use LBS programs.

4,7%

7,3%

demographic weight in Ontario people who use LBS programs

How LBS is Profitable for Ontario

“After a fire destroyed the Fromagerie St-Albert, we contacted the Centre Moi j’apprends. They helped us document our employees’ competencies and develop a learning plan to prepare them for using our new equipment. The help and support provided by the Centre Moi j’apprends, standing along us to develop French-language training tailored to our needs and employees, were instrumental in successfully starting up our new factory, reactivating our activities and creating several new jobs.”

Fromagerie St-Albert, Eastern Ontario, [Translation] (Perfectio, 2019)

Vocational training has positive outcomes

• The return on investment in vocational training can reach 23% and an increase of worker retention of 8%. [Translation] (Employment and Social Development Canada, Compétences pour réussir: L’évolution des compétences essentielles, Power Point Presentation – Working Paper)

• “Increasing the literacy skills in the workforce by an average of 1% would over time lead to a 3% increase in GDP and a 5% increase in productivity.”

(Murphy, S.T. et Lane, J., p.4, 2018)

On-the-job training leads to improved competencies

Literacy and basic skills are important to the development of capacities for work and learning, but they also have a direct effect on adults’ quality of life (Murphy, S.T. et Lane, J., p.17, 2018). It has been shown that there is a direct link between poverty and literacy. Thus, literacy proficiency influences opportunities to find a job or shorten unemployment periods. “Recent evidence clearly demonstrates that literacy upgrading has large positive impacts on not only skills but also improved job performance, increased employment, higher earnings, and longer-term job retention.” (Frontier College, p.5, 2019)

Literacy has several benefits:

Economic benefits

• Lessen the risk of unemployment

• Increase participation in the labour market (reduce labour shortages)

• Enjoy higher income

• Implement structural and technological changes required to increase productivity and ensure business competitiveness

• Increase productivity at work

• Lead to a return to school (e.g., Academic Career Entrance [ACE], OSSD...)

Social benefits (community)

• Facilitate the integration of newcomers into a host community

• Participate in volunteer or associative activities focused on social, citizen or political engagement

• Improve self-esteem, resilience and confidence

• Encourage civic engagement

Health benefits

• Live longer and healthier lives

• Actively participate in taking charge of one’s health and of people of the entourage

Frontier College (2019)

“Recent evidence clearly demonstrates that literacy upgrading has large positive impacts on not only skills but also improved job performance, increased employment, higher earnings, and longer-term job retention.”

Characteristics of a Minority Context

Monolingual learning mechanism

Generally, in academic settings, the provision of training is mainly based on a rationale that is more focused on the mechanism, rather than a rationale that builds from the needs of adults who are living in environments that may be multilingual and complex. The minority milieu does not escape this trend. In that sense, adult training and skills development services seek to develop learning activities, presuming that only one language is used, therefore selecting monolingual mechanisms that are less complex. This being said, it would be useful to pay particular attention to minority language contexts (and the multiple literacies that arise from these contexts), if we seek to better understand the limits of monolingual approaches. Furthermore, most of the competency frameworks and curricula in adult education surmise from the outset that there exists a uniform linguistic experience (whichever language is used); it is rarely the case for Francophones in Canada who live in minority settings. Minority environments are not homogenous, and the nature of the use of a second language varies from one community to another, and from one workplace to another. It then becomes extremely difficult to develop a representative range of authentic and uniform learning tasks for all milieux.

[Translation]

The challenge of self-identifying one’s needs as a Francophone

Some may describe the choice of a training language for minority Francophones as a behaviour demonstrating a typical “minority complex,” who constantly find themselves in a complex power struggle between asserting their cultural identity and the strategic integration into a dominant culture. A large part of the explanation comes from the fact that these adults live in contexts where two languages coexist (sometimes more): their first language (French) and the language used in different professional and personal contexts (English). As a result, they developed habits (competency muscles) related to tasks they usually accomplish in anglodominant settings (e.g., tasks in the workplace, tasks related to public affairs, such as surveys on competencies, etc.), and they will choose to accomplish these tasks in the working language. This refers to multiple literacies developed in response to the evolving needs of a person’s living environment. This sociological reality strongly influences the perception of one’s own needs and the strategic use of language to meet these needs. [Translation]

Source: Les grandes enquêtes internationales sur les compétences des adultes: Des enjeux andragogiques pour les milieux linguistiques minoritaires; apprendre du passé, préparer l’avenir. Lurette, D., July 2013

For these reasons, among others, the mere translation of resources from English to French, or an andragogical scheme that does not account for the needs and the context surrounding an adult learner, are inadequate.

Our Foundations

The reality of Francophones in minority settings

Franco-Ontarian demography is significantly influenced by an ageing population, who on average, is older than the total population of the province. Recent immigration also comes into play in the changing face of Ontario’s Francophonie.

Historically, the Franco-Ontarian population living in minority settings has had some catching up to do in terms of education, when compared to the Anglophone majority (Bérard-Chagnon, J., p. 15, 2015). It is noteworthy that workers trained in French often work on sites that are predominantly Anglophone. Consequently, working in English requires modifications and compromises, since the issue of ensuring an accessible workplace for Francophones transcends the translation of documents from English to French. Adaptations are frequently needed to reflect the level of language that is understood and acquired in the workplace, as well as various contexts related to provincial, territorial and even regional characteristics.

Access to French-language services,

in

Canadian Charter of Rights and Freedoms

Among other provisions, Section 23 of the Charter grants minority language educational rights to children throughout Canada.

Official Languages Act

With its Official Languages Act, the intention of the federal government is to enable Francophone minority communities “to thrive and to enjoy the same benefits as the rest of the population.” (Office of the Commissioner on Official Languages, 2022)

French Language Services Act

With the French Language Services Act, the Government of Ontario guarantees an individual’s right to receive services in French from Government of Ontario ministries and agencies in twenty-six (26) designated areas, including adult education services.

Politique d’aménagement linguistique (PAL): A Policy Framework for French-Language Postsecondary Education and Training in Ontario

Frontier College (2019)

Ontario has the largest Francophone community outside of Québec (Government of Ontario, 2021). Despite their number, Franco-Ontarians still face difficulties in accessing some French-language services. In order to improve the situation, the Government of Ontario developed the Politique d’aménagement linguistique (PAL): A Policy Framework for French-Language Postsecondary Education and Training in Ontario that came into effect in 2004. It “was developed to enhance the ability of French-language and bilingual postsecondary education and training partners to meet the unique needs of Ontario’s pluralistic francophone community in a minority setting.” (Ministry of Training, Colleges and Universities, p.10, 2011)

“Governments need to recognize literacy as not only a policy priority but a basic human right.”

education and training

Ontario is based on federal and provincial laws and policies, such as the following:

At Issue

A diversified clientele and tailored approaches

Initially, the LBS clientele was mainly composed of illiterate individuals. Currently, the clientele is extremely diversified. It includes functionally illiterate persons, newcomers, refugees, jobseekers, people enrolled in workplace training, young dropouts, etc. This transformation of the client landscape requires us to review our approaches to training, so they are tailored to the needs of these new clients. Not to mention the digital shift that compels us to revise our delivery approaches and training contents. To do so, it is crucial to increase funds dedicated to development time and training intended for practicians.

Continuum of French-language education

In Ontario, the Francophone literacy and basic skills sector is a unique ecosystem, created through the development of the continuum of adult education brought by three types of service providers: community centres, schoolboards and colleges. However, currently, this continuum does not distinctly include the training sector, and LBS in particular. LBS is under the postsecondary component, which is generally associated with institutions. As a result, community centres are left behind. Yet, these centres propose flexible training designs, tailored to the needs of adults who face several barriers to learning, which is something institutions can not offer. These centres are able to deal with adults at level 1 in terms of literacy, who can not access training provided by colleges or schoolboards. These circumstances bear a direct impact on the space awarded to LBS within decision-making bodies in various ministries and programs touched by our services, affects the level of funding we receive, as well as client referrals.

“We respond to labour shortages, we respond to the challenges of the labour market, we play the role of firefighters, but the real challenge is to build a new humanity for the future, or, for Canada, to build the citizen of the 21st century.”

Daniel Baril, Perfectio, Spring 2023

Funding LBS training centres

In Ontario, although the LBS sector is financially supported by the provincial government, funding is consistently insufficient, because centres must deal with:

• The complexity of building a Francophone clientele in a predominantly Anglophone environment.

• The recruitment and retention of qualified Francophone personnel.

• Challenges created by having to adapt practices to the new requirements of the quick-paced digital shift and the Skills for Success framework.

• New types of clienteles who need tailored training content and delivery approaches.

• The time required to develop partnerships in their community. Furthermore, the community sector being solely responsible for services and supports for individuals at level 1 and below poses significant challenges for centres who must double their efforts to ensure an awareness of, and access to, available programs (Shohet, L. et Coutant, I., 2019).

Employment Ontario’s transformation

At this time, LBS is not part of Employment Ontario’s transformation, which consists in hiring Service System Managers (SSMs) as intermediaries between the provincial government and employment service providers in the field. However, without being under the management of these new SSMs, who for the moment are focused on employment centres, LBS must become an integral part of the initial assessment process as soon as a person enters an employment program.

Coordination of services

Where people with low-literacy competency levels are concerned, the first phase in terms of service coordination in training and education for Francophones should include a path to the Literacy and Basic Skills Program. This first step, upon entry in an employment program, is essential to their successful learning journey, and to accessing and maintaining employment, while ensuring their economic, social and community prosperity. However, employment programs in Ontario do not work much with LBS programs when assessing a person who is entering one of their programs.

Partnership development

A sizable number of our clients come directly to us. However, it is important to recognize that the general population does not know about our services. This is why we rely on referrals from clients of other Employment Ontario programs, along with those from partner community organizations (legal aid, health services, schoolboards, municipalities, immigration, etc.). Developing these partnerships requires time to make LBS known and raise awareness among new partners about the benefits of training their staff or referring their clients to our services, in order to enhance their literacy levels. And as we all know, time is money.

Human resources

Maintaining and hiring qualified Francophone resources

It is difficult to find qualified Francophone resources (management and training personnel), particularly in remote areas.

Succession planning

Centre managers have been working for years to find sustainable and predictable solutions to safeguard the retention of personnel and plan for their succession. Most of them are long-time activists and they question whether the new generation of managers will adhere to working in the same conditions. In centres across the province, succession is of great concern within the network.

Vision for the Future – A Time for Action

An

LBS assessment upon entry in an EO program

• To ensure that the person finds and maintains a job that is adequately remunerated,

• To ensure smooth coordination between EO programs and the LBS Program for which client referrals is essential,

• For taxpayers to save on costs related to a person returning to an EO program after less than one year on the job,

• And for Service System Managers (SSMs) to achieve expected results,

• A person potentially presenting a low level of literacy is assessed in LBS upon entry in an Employment Ontario (EO) program,

• The common assessment questionnaire includes improvements put forth by the COFA, in order to take account of the person’s potential LBS needs.

Adequate funding

• To support the development of offerings adapted to the labour market, competencies for the 21st century and diversified clienteles,

• To take account of the complexity of building a Francophone clientele in a predominantly Anglophone context, as well as the time and costs incurred,

• To ensure that field staff enjoy work conditions that are competitive with other similar offers in the market, according to location and considering inflation and the scarcity of resources,

• To strengthen the COFA network so it is able to offer effective and efficient programs and services in Ontario’s five (5) regions (North, East, South-West, Centre-East and Centre-West),

• For the COFA to be one of the essential pillars supporting the regional coordination of these services,

• For the COFA to pursue its research and development activities in terms of gathering environmental evidence/ statistics, targeting new segments of clienteles, as well as reflecting and analyzing through municipal, regional and provincial symposiums or forums,

• Adequate funding is granted to the COFA and its members.

• In collaboration with stakeholders in the continuum of French-language education initiated by the Ministries of Education and Colleges and Universitie, recognized in the Politique d’aménagement linguistique (PAL) in Ontario,

• In collaboration with the Réseau pour le développement de l’alphabétisme et des compétences

(RESDAC) and the Canada-wide education sector,

• LBS is included in the postsecondary component within the provincial and national continuum of education, occupying a distinct position. Furthermore, lifelong learning is recognized in its formal, non formal and informal modalities.

Continuum of education and lifelong learning

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