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Improving Literacy and Numeracy Lessons from the Canadian Approach to Essential Skills

Learn key findings and insights on improving literacy and numeracy skills from the Canadian educational system. Discover practical strategies, academic success sessions, and international dimensions to enhance student achievement.

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Improving Literacy and Numeracy Lessons from the Canadian Approach to Essential Skills

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  1. Improving Literacy and Numeracy Lessons from the Canadian Approach to Essential Skills • Presentation to CollegesWales T&L Conference • February 29th 2016

  2. The Visit ColegauCymru T&L Network British Council (IPLC) Ontario Training Colleges

  3. The Visit 22nd – 29th November 2014

  4. The Visit 22nd – 29th November 2014 Algonquin Georgian Centennial Seneca Sheridan Fanshawe

  5. Key Findings • Literacy and Numeracy Development • Academic Success Sessions • Links with Industry • International Dimension • Impact of Deprivation on Attainment • Bilingualism

  6. Academic Success Sessions

  7. Current Practice How do you and your institution currently develop literacy and numeracy skills? • Specific Qualifications • Individual Plans / Targets • General Development • Vocational Expectations

  8. College Student Achievement Project - CSAP The ultimate purpose of the College Student Achievement Project is to increase the retention and success of Ontario college students through improving their achievement in Mathematics and Language.

  9. College Student Achievement Project - CSAP • Background • Research http://csap.senecacollege.ca/docs/CSAP%20Cycle%202%20final%20report%2011Jun15.pdf • Main Findings

  10. CSAP - The Sheridan Perspective (Technology) Introduction to Sheridan College • Target group – domestic and international (post-secondary) • Assessment through past education performance – course completion and or equivalency

  11. CSAP - The Sheridan Perspective (Technology) • Decision between remediation and or integration • Remediation strategy – students missing appropriate credits and or grades for admissions provided conditional acceptances and provided accommodations by entry into remedial classes • Integration strategy – extensive use of tutors to provide undergraduate students additional instruction – provided through library and student services • Retention Strategy – introduction of boot camps for students who are struggling at midterm. Specifically designed for 1st and 2nd semester students

  12. CSAP - The Sheridan Perspective (Technology) • Target Group – mature student (age 21 no secondary school matriculation) • Investigation of online assessment strategy - https://accuplacer.collegeboard.org/students • Use of tool to place student into remedial classes – • Remedial classes designed to achieve secondary school graduation equivalency

  13. CSAP – Other Colleges Use of Admissions Testing • Students not achieving a set grade are required to take remedial classes – particularly communications / mathematics

  14. National Occupation Classifications • Overview • Specific vocations • https://bc.tradesinfo.ca/ • Specific expectations for each vocation and role

  15. NOC – Sheridan Perspective • Use of NOC for development of new programs and courses • Demonstration of requirements for justification of new courses / programs utilising NOC/ HRDC (Human Resources Canada), Stats Can and employment data • Value of NOC in creating program/ course outcomes

  16. Adapting Practice How could the Canadian approach apply to the way you and your institution develop literacy and numeracy skills? • Specific Qualifications • Individual Plans / Targets • General Development • Vocational Expectations

  17. Reflective Practice Reflect on what you have heard about Canada and identify some action points you can develop in your practice or that of your institution.

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