Social Indicators of Literacy Needs. A Project To Examine Literacy Needs of Northwestern Ontario Member Communities. Report.

Autor/in	Gammage, Anne
Titel	Social Indicators of Literacy Needs. A Project To Examine Literacy Needs of Northwestern Ontario Member Communities. Report.
Quelle	(1992), (262 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Basic Education; Basic Skills; Canada Natives; Educational Needs; Educational Research; Foreign Countries; Literacy Education; Needs Assessment; Social Indicators + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Ausland; Bedarfsermittlung; Social indicator; Sozialer Indikator
Abstract	A pilot project developed a survey of social indicators of literacy within the Northwest region of Ontario, Canada. The project aimed to identify the following: social, economic, and cultural characteristics of the region; ways that local service providers were responding to them; and successes, gaps, and unmet challenges in literacy provision. Of 235 surveys sent to a reputational sample, 119 were returned. Fifty-four percent of respondents expressed the need for literacy programs in their communities and programming was needed for aboriginal groups. Situational barriers, such as lack of transportation and child care, were the most frequently cited barriers to learning. The following reasons were cited for existing literacy programs not meeting local needs: waiting lists, lack of funding, irrelevant material, and need for programming in remote, rural areas. Common gaps in services were identified: lack of enough early intervention, lack of programming for special needs population groups, gaps in services to outlying areas, lack of variety of programs in small communities, and lack of awareness/information of other programs. The future issues cited most often revolved around marketing of programs. Recommendations included elimination of barriers and improved access, advocacy, expanded funding, and improved referral systems. (Appendixes include 59 endnotes, 25-item bibliography, survey, and reports for 11 communities. Each report consists of three sections: community profile, observations, and community survey results.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC