Adult Literacy in the Northwest Territories

Overview

NWT demographics International Adult Literacy and

Skills Survey (IALSS)Adult Literacy and Basic Education

(ALBE) program2009 - 2010 NWT Literacy Strategy

initiatives to support adult literacy

NWT Demographics 2008 NWT population: 43,268

Children, 0 – 14: 9,635

Youth, 15 - 24: 7,252

Adults, 25 – 59: 22,782

Seniors/Elders, 60+: 3,614

Total NWT population, 15+: 33,648

Number of NWT adults, 15+, without high school diploma: 10,900 (34.8%)

International Adult Literacy and Skills Survey (IALSS)

Before IALSS, the NWT measurement for literacy was self-reported grade levels from census data.

The measurement for low literacy was grade 9 or less.

This usually meant that an individual sat in a grade 9 classroom at one time.

IALSS provided us concrete data on actual adult skill levels.

What IALSS Measured

IALSS measured four adult skill domains on five levels.

Level 5 is the highest level of literacy.

Level 1 is the lowest level of literacy.

Level 3 is considered the international standard for functional literacy.

IALSS Skill Domains Prose literacy – using information from texts,

such as news stories, brochures and instruction manuals.

Document literacy – using information from a variety of printed materials, such as forms, schedules, charts and maps.

Numeracy – managing the mathematical demands of diverse situations.

Problem solving – goal-directed thinking and actions in situations for which no routine solution exists.

Level 1 Numeracy Task

Find the total number of bottles.

Level 2 Document Literacy Task

Identify the country other than the Netherlands in which women teachers are the minority.

Level 3 Document Literacy Task

Describe the relationship between fireworks sales and injuries.

Level 4 Prose Literacy Task

Write in your own words one difference between the panel and the group interview.

NWT IALSS Results

42.6 % of NWT adults were below level 3 in prose literacy.

Scores in the other three domains were lower.

11,000 NWT adults are below functional literacy.

Level 1 Level 2 Total Below Level 3

Percentage Number Percentage Number Percentage Number

16.5 4,000 26.1 7,000 42.6 11,000

Aboriginal/Non-Aboriginal NWT Adult Skill Proficiencies

IALSS confirmed a wide discrepancy between NWT Aboriginal and non-Aboriginal adult literacy levels in all skill domains and for all age groups.

Percentage of NWT adults, 16+, below functional literacy (IALSS level 3)

Aboriginal Non-Aboriginal Prose Literacy 68.9 29.8 Document Literacy 71.0 30.1 Numeracy 75.8 38.5 Problem Solving 91.5 59.6

Prose Literacy

Aboriginal Non-Aboriginal0%

20%

40%

60%

80%

100%

Level 1 Level 2 Level 3 Level 4/5

Document Literacy

Aboriginal Non-Aboriginal0%

20%

40%

60%

80%

100%

Level 1 Level 2 Level 3 Level 4/5

Numeracy

Aboriginal Non-Aboriginal0%

20%

40%

60%

80%

100%

Level 1 Level 2 Level 3 Level 4/5

Problem-Solving

Aboriginal Non-Aboriginal0%

20%

40%

60%

80%

100%

Level 1 Level 2 Level 3 Level 4

Adult Literacy and Basic Education (ALBE) ALBE program allows NWT adults to upgrade their

literacy skills.

K – 12 level instruction in English, Math, Science, Social Studies, Information and Computer Technology (ICT), and Career Planning/Life Skills.

ALBE equivalencies: 110 (K – 3), 120 (4 – 6), 130 (7 – 9), 140 (10 – 11), 150 (12 applied), 160 (12 pure).

Aurora College offers ALBE in 23 community learning centres and three campuses.

ALBE also taught at two non-governmental organizations in Yellowknife.

Adult Literacy and Basic Education (ALBE)

Average annual enrollment in ALBE is 500 adult learners.

Changing ALBE demographics – increasing numbers of students under 25.

Majority of ALBE students are women with families.

ALBE 140 – 160 is quite successful with many students progressing to postsecondary programs or transitioning to the work force.

Recruitment and retention of adult learners with very low literacy (ALBE 110 – 130) remains a challenge all across Canada.

2009 -2010 NWT Literacy Strategy Initiatives to Support Adult LiteracyObjective 1.4.1 Develop an integrated approach to adult literacy programming, which includes a broad range of support for learners.

Research into learning barriers and success factors for adult learners.

Non-academic outcomes research and follow-up applications.

Development of prior learning assessment and recognition (PLAR) course to validate learners’ knowledge and skills.

Learning Support for Persons with Disabilities program.

2009 -2010 NWT Literacy Strategy Initiatives to Support Adult Literacy

Objective 1.4.2 Implement innovative approaches to adult literacy programming.

Increased learning opportunities through distance education, especially in smaller communities.

Objective 1.4.3 Increase support for adult literacy practitioners.

Annual professional development (three regions) for adult educators and ALBE instructors.

Development and distribution of culturally relevant instructional resources suitable for adult learners.

2009 -2010 NWT Literacy Strategy Initiatives to Support Adult LiteracyObjective 1.4.4 Ensure standardization of ALBE programs in the NWT.

Implement NWT Secondary School Diploma for adults.

Development of ALBE placement package.

Revisions of English curricula.

Development of new courses for Information and Communications Technology (ICT), Career Planning and Life Skills.

Development of learner assessment instruments (exams) for ALBE English and Science.

Parting Thoughts In today’s society, rapid changes in technology and expansion of

knowledge are driving an increase in skill demands.

What was considered an adequate skill level 10 years ago is not considered adequate today.

Because technology and knowledge are still expanding, we can assume that adequate skill levels for today will not be considered adequate 10 years from now.

Because skill demands are continuously increasing, NWT adults who lack sufficient literacy skills are falling farther and farther behind.

It is imperative for NWT adults not only to achieve functional literacy levels, but also to engage in lifelong learning to keep up with evolving skill demands.