Literacy and Basic Skills program

Contents
Introduction
1
The Literacy Delivery System in Ontario
1
Process
2
Product
3
About London/Middlesex
3
Number of Clients in Literacy Programs
6
Report for 2008-2010
7
Western Region Literacy Service Report
8
Literacy Services That Can Be Provided in London/Middlesex
10
New Services and Programming in 2009-2010
14
Outline of Other Literacy Priorities in London/Middlesex
16
Introduction
Each year, since 1994, regional literacy networks in Ontario have produced local Literacy
Service Plans. Literacy Service Planning (LSP) is both a process and a product. Through the
process of Literacy Service Planning, regional literacy networks, such as Literacy Link South
Central, invite literacy providers from across a community to come together to talk about how
and where literacy services are provided. These discussions evolve into an annual report
that outlines gaps in literacy services as well as the ways in which literacy programs have
collaborated with one another and with other agencies that have a stake in literacy.
The Literacy Delivery System in Ontario
Ontario has a rich literacy delivery system with a history of collaboration. In Ontario, the
provincial government funds three sectors to deliver literacy training: colleges, school
boards, and community-based organizations. In total, there are about 300 organizations that
provide adult literacy instruction, many of which deliver out of multiple sites. For example,
a single school board provider might deliver instruction in ten different sites throughout the
community.
Each sector plays a distinct role in the literacy delivery system. Colleges provide literacy
instruction for adults who are preparing for postsecondary or who are moving into
apprenticeship. School boards provide literacy for individuals who are working towards
getting a Gr. 12 Diploma. Community-based programs work well for individuals who only
have a few hours a week to commit to learning; who may not feel comfortable within an
academic institution; or who may require one-to-one learning because they are at a low level,
they have special needs, or they have learning disabilities. All literacy programs, regardless of
the sector, can prepare individuals to write the GED.
In addition to three delivery sectors, Ontario has four streams of literacy programming:
Anglophone, Francophone, Deaf and Native. Each stream approaches its work – delivery and
development – through a cultural lens, which makes its delivery more relevant to the needs of
adult learners.
It is through literacy service planning, organized at the regional level by literacy networks, that
the sectors and streams meet regularly to discuss programming trends, issues and potential
solutions.
1
Process
The process of literacy service planning varies from year to year, to respond to changes in
the environment in which literacy programs operate. For example, in Western Ontario, many
communities have been hit hard by the economic downturn. Many people have lost their jobs
and are now seeking to take advantage of the Second Career initiative. In order to be eligible
for postsecondary programming, many displaced workers have to upgrade their academic
skills. This year’s Literacy Service Planning discussions revolved considerably around
displaced workers, their needs, and the impact of their increasing numbers on local literacy
programs.
Next year (2010/2011), it is unfortunately likely that some of the displaced workers will
exhaust their Employment Insurance benefits and will look to access Ontario Works as an
income support. In 2010/2011, many Literacy Service Planning groups will develop stronger
linkages with Ontario Works and initiate discussions and partnerships, in an effort to support
this new group of clients.
In addition, literacy networks have been developing stronger linkages with organizations that
provide literacy services for adults but that have not historically been funded through the
Literacy and Basic Skills system. As Employment Ontario undergoes its transformation, all
agencies are now funded through the Employment Ontario and broader community planning
is both desirable and required. While it takes more resources to support more organizations,
by including all agencies that provide literacy training in literacy service planning, the result
will be a more comprehensive and effective literacy plan and better service for clients.
Each year, regional literacy networks work with their local training board(s) to ensure that
literacy is well represented in discussions that result in the development of the TOPs Reports
(Trends, Opportunities, and Priorities). TOPs reports identify factors that impact local economic
development and it is not surprising that literacy and Essential Skills have slowly been making
their way into the top local issues in most communities.
2
Product
Literacy program staff don’t just discuss literacy and associated issues – we document
them. This documentation serves a number of purposes. First, it makes our planning
more concrete. Second, the documentation enables us to share the results of our
literacy service planning, and the assumptions upon which it is based, with a broader
range of stakeholders. Each year, each literacy service planning group produces three
documents: a plan of literacy services that is folded into a report, an evaluation, and
a work plan for the upcoming year. These documents, especially the literacy service
planning report, may look differently from year to year. Given the changes within
Employment Ontario and with Ministry staff, last year’s report provided more of a
background to literacy service planning, in an effort to show how literacy fits within
Employment Ontario.
About London/Middlesex
The data in this local section focuses on plant closures, unemployment rates, Ontario
Works caseloads, and the Second Career initiative. Year-over-year data collected
from literacy agencies on their clients tell us that Literacy and Basic Skills programs
serve significant numbers of Employment Insurance and Ontario Works clients. As
the numbers of people on EI and OW increase, so too will the demand for literacy
services.
Plant Closures
London and Middlesex saw a high number of plant closures this past year.
Employment Ontario agencies have met regularly with MTCU staff in an effort to
determine how best to respond to these closures. Through these meetings, agencies
strive to provide Action Centres with streamlined information on available services as
well as timely services for displaced workers.
Unemployment Rates
The unemployment rates in London and Middlesex County are among the highest in
Ontario, undoubtedly affected by the economic decline, especially the plant closure
activity in Elgin County (as a result of commuting patterns. The unemployment rate
in London and Middlesex County is 10%.
3
Ontario Works Caseloads
Here are some statistics from the City of London Caseload Profile Report: Ontario Works 2009
Participant Profile, that have a bearing on literacy program planning and design:
•
•
•
•
•
•
Number of households on the caseload has increased from 8,192 in 2008 to 9,616 (yearto-date) in 2009.
The London caseload has grown by 30%. St. Thomas caseload has grown by 88%, while
Oxford’s caseload has grown by 49%, from June 2006 – June 2009.
Fewer Ontario Works participants are gaining employment – 12% in 2009 versus 20% in
2008.
Only 9% of the caseload reported employment income in 2009 versus 11% in 2008.
Fewer OW participants are leaving OW for employment – only 14% in 2009 compared
to 21% in 2008.
The reported level of education for OW is:
o
7.4% less than Grade 9
o
38.2% have Grade 9-11
o
28.4% have Grade 12 or 13
o
25.9% report postsecondary
Source: City of London Caseload Profile Report: local data extract, City of London, Ontario
Works 2009 Participant Profile.
4
Second Career Initiative
The high numbers of clients accessing literacy as part of their Second Career path is promising.
All parts of the Employment Ontario system, especially the employment programs, are
increasing referrals to literacy so that clients can be successful in further education and
training. As a result, employment programs are not only referring clients who lack Gr. 12
credentials (a Gr. 12 diploma or its equivalent); they are also referring some clients who have a
Gr. 12 but who may not have levels of literacy skills that correspond to a Gr. 12.
The increase in the number of individuals accessing Employment Insurance for the purposes
of participating in Second Career has had a dramatic impact on adult literacy programs
in London/Middlesex, both in terms of the numbers of clients who require service and
on the information management and problem-solving requirements of literacy program
staff. The eligibility rules for Second Career are constantly evolving and literacy program
staff must work closely with employment counsellors to ensure that reporting mechanisms
are satisfactory and that clients do not jeopardize their EI claims. There are still different
interpretations of rules that govern at what point and for what period of time an EI claimant
can access literacy training. This issue, and other arising issues, highlight the continued need
for all Employment Ontario funded agencies to work closely with one another.
Integration of Employment Ontario Services
In May 2009, the literacy sector and the employment sector of London/Middlesex began an
exciting project, designed to look at how the two sectors could work collaboratively to better
address the needs of clients who present with both literacy and employment needs/goals.
Through this project, the community will:
•
•
•
•
host four roundtable discussions
engage in joint community planning – to look at services that exist or should exist to
serve clients who have need of services from both sectors
develop information and referral protocols – one for the literacy sector that explains the
employment programs and one for the employment sector that explains the literacy
sector
develop recommendations for collaboration beyond the life of the project (ending April
2010)
5
Number of Clients in Literacy Programs
This chart is included to show the increased demand on literacy programs, particularly over
the past two years. While all literacy programs received additional funds in 2009/2010, at
mid-year some organizations were already at or over capacity, even with the additional
funds. If funding is not increased for 2010/2011, and if the increases are not confirmed for
programs so that they can plan appropriately, then services will have to be cut and clients
will experience disrupted service or a lack of service.
Literacy Program
2007/2008
2008/2009
2009/2010
(at mid-year)
Literacy London
112
149
131
Centre for Lifelong
132
149
183
876
807
472
553
434
567
College Boreal
31
16
14
Nokee Kwe
84
90
113
CNIB
10
15
10
1660
1490
Learning
;
Gateway to Learning
TVDSB
Fanshawe College
(London Site)
Totals 1798
6
Report for 2008-2010
Having an annual Literacy Service Planning Report that indicates it’s for two years is
confusing. However, there is a good reason! Literacy Service Planning is both a look behind
at the year just finished and a look ahead to the coming year. As a literacy community, we
analyze the data from the year just completed, and we use that data to plan for the services
we think we need to provide in the year ahead. For this reason, even though the report is an
annual product, it often encompasses information that spans two planning years.
As was mentioned earlier, this year’s report is focused on displaced workers and the impact
of increasing numbers of displaced workers on the literacy system. Fortunately, all Literacy
and Basic Skills programs and support organizations (like regional literacy networks)
received additional funding this year (announcement was in June 2009) in order to address
the increased stress upon the literacy system and to create more spaces for adult literacy
learners. As a result of these two forces – increased demand for services and increased
funding to address them – this year’s Literacy Service Planning Report will have four
sections:
1.
A Western Region Literacy Service Planning Report that outlines the higher level
impacts of the literacy delivery system in Western Ontario, the additional services that
have been provided through the additional funding, and a snapshot of the capacity of
literacy programs in the western part of Ontario. This piece was developed to assist
decision makers and policy makers who may not have time to read all the individual
Literacy Service Reports that are developed on a county-by-county basis.
2.
A chart of literacy services that will be provided in London / Middlesex with the
annual resources that were traditionally made available to providers (before the
funding increase).
3.
Next is a chart that outlines the additional services that literacy providers put in place
as a result of the additional funding they received in June/09. This additional funding
was for the balance of this fiscal year. If additional funding is not received again in
2009/2010, then the services outlined in this chart may not be provided in 2010/2011.
4.
Finally, each community has identified additional community literacy needs that
need to be addressed in order to assist Ontarians in reaching their individual goals and
to contribute to a robust labour market.
7
1.
Western Region Literacy Service Report
The full Western Region Literacy Service Report is too lengthy to include within the
local planning reports, so what we have done is we have documented the highlights
here. For the full Western Region Literacy Service Report, please contact Literacy Link
South Central.
Highlights
Clients Served
•
85% report serving an increased number of clients compared to last fiscal year (96%
report the same level or more)
•
88% report serving an increased number of clients compared to April 1, 2009 (98%
report the same level or more)
•
50% of agencies have already met their increased clients targets tied to the additional
funding
Capacity
•
62% report a waitlist as of September 2009 (29)
•
64% experienced a waitlist last fiscal year (30)
•
45% report being over capacity
•
79% of agencies with waitlists at the end of last fiscal year have seen their waitlists
increased this year (19)
•
7 agencies have reported a decreased waitlist after receiving the additional funding
8
Enhanced and Expanded Services
•
80% of agencies report offering additional hours of training since receiving additional
funding
•
43% of agencies report moving or expanding existing sites
•
36% of agencies report adding additional locations
•
79% of agencies report adding new types of programming to their services
•
84% of agencies report purchasing new resources to better serve its clients
A sampling of the types of news programming options made possible with the additional
funding:
•
“Math support for apprentices.”
•
“2 day essential skills program to increase hours of learning for students.”
•
“expanded existing program to provide more hours of class time to small groups to
have students improve skills and move through quicker.”
•
“We also added 4 Computer classes to support the existing LBS learners currently
attending.”
•
“we have provided short one month programs ( 2 days a week) that offers computers
and some certificate programs eg smart serve and WHMIS ...we also plan to grow and
add CPR to the mix as well. short programs to add skills to a persons resume...”
•
“GED Prep classes”
•
“Essential Skills assessments for learners with disabilities and employment goals”
Working with Action Centres
•
Over 97% of agencies operate in close proximity of an Action Centre.
•
50% of agencies report providing some level of service at the Action Centre.
•
16% of agencies report delivering Employment Track Express at Action Centres.
9
2.
Literacy Services That Can Be Provided in London/Middlesex
with Status Quo Funding in 2010/2011
Delivery Agent(s)
Which agency/ agencies
Client Focus
Program
Outcomes
Training Delivery
Advantage/Rationale
Relate to the
priorities identified
in the community
profile
Main Program
Focus:
Model; Level
(LBS 1, 2, 3, 4, 5,
OBS IV)
Relate the delivery information in the plan to
the needs and gaps identified in the planning
process
18 years of age and
older; OW, EI,
WSIB, ODSP,
EAP-referred
clients; Levels 1-5
learners.
Training/Education
40%
Class; LBS 1-5
One-stop intake, assessment, and referral by the
same staff member for consistent results.
Manager, practitioners, and volunteers are
members in good standing of the Ontario
College of Teachers (OCT).
Destinations of education and training,
employment, and civic participation.
Transition to Credit and to Employment
programs available. Essential Skills tasks
employed to enhance competency and taskbased training.
Thames Valley District
School Board
G.A. Wheable Centre for
Adult Education,
70 Jacqueline St., London,
ON
N5Z 3P7
Unemployed,
underemployed,
OW, EI, WSIB,
Aboriginals, shift
workers
Training/Education
85%
Class; LBS 2-5
Day Classes
Primarily preparation for Credit courses offered
at the same location, but all goal paths served.
Includes computer literacy.
Thames Valley District
School Board
G.A. Wheable Centre for
Adult Education,
70 Jacqueline St., London,
ON
N5Z 3P7
Unemployed,
underemployed,
OW, EI, WSIB,
ODSP,
Aboriginals, shift
workers
Training/Education
53%
Class; LBS 2-5
Evening Classes
Preparation for Credit courses offered at the
same location. Skill development to help
maintain employment. Includes computer
literacy.
Thames Valley District
School Board
Hutton House,
654 Wonderland Rd. N,
London, ON
N6H 3E5
Unemployed,
underemployed,
OW, ODSP, people
with disabilities
Employment,
Independence 50%,
50%
Small group;
LBS 1-3
Community location. All referrals from agencytransition, further education and independence
for people with disabilities.
Thames Valley District
School Board
Elgin Middlesex Detention
Centre,
711 Exeter Rd.,
London, ON
N6E 1L3
Incarcerated,
unemployed,
underemployed,
men,women
Training/Education
75%
Class; LBS 2-5
Community location. All referrals from within
agency. Preparation for Further Education or
Employment. Includes computer literacy.
London District Catholic
School Board
Evening Classes: Centre
for Lifelong Learning,
1230 King Street, London,
ON
N5W 2Y2
Daytime Classes:
RBC Building,
383 Richmond Street,
London, ON
N6A 3C4
x Employment (direct
workforce readiness)
x Training/Education
(indirect workforce
readiness)
x Independence
10
Delivery Agent(s)
Thames Valley District
School Board
Strathroy Adult Learning
Centre
51 Front St. E., Strathroy,
ON
N7G 1Y5
Client Focus
Unemployed,
underemployed,
OW, EI, WSIB,
ODSP, shift
workers
Program Outcomes
Training / Education
60%
Training Delivery
Class and small
group; LBS 2-5
Advantage/Rationale
Regular LBS program co-located at GAIN
Centre with on-site OW, Emp. Ontario,
LEADS. Includes computer literacy.
Thames Valley District
School Board
Middlesex Community
Living
82 Front St. W., Strathroy,
ON
N7G 1X7
Unemployed,
underemployed,
OW, ODSP,people
with disabilities
Employment 50%
Class and small
group; LBS 1-3
Community location. All referrals from agencytransition to employment programs, further
education and independence for people with
disabilities. Includes computer literacy.
Thames Valley District
School Board
Chippewa of the Thames
First Nation, 320
Sutherland Road, Muncey,
ON
N0L 1Y0
Unemployed,
underemployed,
OW, ODSP
Training / Education
60%
Class and small
group; LBS 2-5
Community location. All referrals from agencyAboriginal learners preparing for
getting/keeping employment or accessing
training and education. Includes computer
literacy.
Nokee Kwe
Native Literacy Program
(also referred to as Native
Literacy @ Nokee Kwe)
Nokee Kwe Native
Learning Centre
137 Dundas Street, 2nd
Floor,
London, ON
N6A 1E9
Aboriginal
population, Ontario
Works Native
Client population,
non-aboriginal
population
Employment,
Training / Education
45%, 45%
One to one, small
group and class; LBS
1-5
Nokee Kwe serves a specific target group. It
specializes in a holistic approach to learning.
This approach attracts non-native clients from
time to time, but the majority of Nokee Kwe's
clients are aboriginal.
Literacy London Inc.
Wheable Centre for Adult
Education, Beacock
Library, Central Library,
Crouch Library
Learners reentering the
training system,
emphasis on shift
workers,
unemployed,
employed, those on
income support,
SLD students,
those whose
schedules/needs are
better met in a parttime, one-to-one,
small group
program
Employment,
Training / Education
41%, 41%
One to one and small
group; LBS 1-5
Only 1-1 service delivery available in City of
London. Offers flexible day and evening hours
to accommodate shift schedules. LLI works in
partnership with London Public Library,
Employment Resource Centres, TVDSB and
other agencies to ensure wrap around services
to clients. Continuing to increase in number of
students, increased referrals from agencies due
to successful outcomes show a strong need for
this service for both learners and volunteers.
Streamlined and consistent services for learners
as Intake, Assessment, Training, Exit &
Followup all done by same staff. Essential
Skills, Self Management & Self Direction and
Computer Training built into curriculum to
maximize learner success and employability.
11
Delivery Agent(s)
Literacy London Inc.
Employment Track
Express Program
Client Focus
Adults who have
been displaced
through
manufacturing
downsizing who
want to improve
their computer
literacy, their
knowledge of
Essential Skills and
their access to
labour market
information.
Fee-for-service
program.
Program Outcomes
Training Delivery
Small group (6-15
learners); LBS 1-5
The program is based
on ACE curriculum
so it is most
appropriate for LBS
3-5
Advantage/Rationale
This program was developed to offer a way for
displaced workers to re-engage in learning. This
60-hour, 15 hrs/wk training program helps
displaced workers gain computer skills while
learning about Essential Skills, the labour
market, and how their individual skills compare
to the types of jobs they are considering. Each
worker takes a TOWES test so that they can
plan realistically for their next career.
Employment Track Express, thanks to the
labour market research component, is an
excellent gateway to Second Career Strategy.
CNIB Literacy Program
for Deaf/Blind Adults
749 Baseline Rd. East,
London, ON
Deaf/Blind adults
Independence 80%
One to one and small
group; LBS 1-5
Only service available to this client group flexible hours.
Fanshawe College
Citi Plaza,
London, ON
Sector specific
based on local
employment trends
(new program
pending)
Employment 80%
Class; LBS 3-5
Delivered in partnership, program specifically
geared to individuals requiring literacy,
numeracy, computer literacy, employability
skills for entry level positions or further
training.
Fanshawe College
Citi Plaza,
London, ON
Students with Post
Secondary Goals
Training / Education
80%
Class / computer lab;
LBS 5 – OBS IV
Students who choose to access post-secondary
education opportunities in specific areas of
study to meet future career and employment
goals
Fanshawe College
1001 Fanshawe College
Blvd.,
London, ON
Apprentices facing
difficulties with
math and English
during in-school
training
Employment 100%
Small group, one to
one; LBS 3-5
Based on foundations in numeracy and literacy
prior to acceptance into PS program to ensure
student success and support the needs of the
learner.
Fanshawe College
1001 Fanshawe College
Blvd.,
London, ON
Upgrading for preapprenticeship
programs
Employment 80%
Class; LBS 5 – OBS
IV
Developing closer links to apprentriceship,
providing academic support to ensure access to
apprenticeship.
Collège Boréal à London
355 Wellington, Unité 279,
Citi Plaza,
London, ON
Clients parrainés:
OT surtout, certains
AE et
compensations
Employment 75%
Modules
d'autoapprentissage,
petit groupe, tutorat 1
à 1 ; AFB 3, 4, 5 et
FBO (le niveau
FBO a le même
niveau de difficutlé
qu'un cours en
12ième année)
Nouveau programme. Le site à London a ouvert
ses portes en janvier 2007.
12
Delivery Agent(s)
Collège Boréal à London
355 Wellington, Unité 279,
Citi Plaza,
London, ON
Client Focus
Clients désirant
augmenter leurs
compétences
essentielles
Program Outcomes
Training / Education
100%
Collège Boréal à London
355 Wellington, Unité 279,
Citi Plaza,
London, ON
Clients à temps
partiel ayant un
travail à temps
partiel ou à temps
plein
Training / Education
95%
ATN Access Inc.
141 Dundas Street, Suite
504
London, ON
N6A 1G3
ATN provides
literacy and
numeracy
upgrading to clients
with disabilities.
Many of ATN's
clients have
employment as
their long-term
goal.
Training Delivery
Advantage/Rationale
Nouveau programme. Le site à London a ouvert
ses portes en janvier 2007.
Nouveau programme. Le site à London a ouvert
ses portes en janvier 2007.
One to one, small
group and class; LBS
1-5
13
ATN specializes in providing upgrading
services through the use of assistive and
adaptive technology. ATN has significant
experience in working with adults who are
impacted by learning disabilities. In 2007, ATN
served 325 adults in London/Middlesex.
3.
New Services and Programming in 2009-2010 Put in Place
with Additional Funding in London/Middlesex
If additional funding is not provided to literacy programs in 2010/2011, then the following
services may be cut, resulting in a loss of service to over 400 individuals.
Program
Gateway to Learning
TVDSB
Fanshawe College
Literacy London Inc.
Centre for Lifelong
Learning
Nokee Kwe
College Boreal
Service
Gateway to Learning opened an afternoon class at
Wheable (at the end of September)
Gateway to Learning offered an additional
afternoon class and additional summer class
The school board offered Employment Track
Express at no charge to displaced workers from
Veltri Industries, (total 75 hours of instruction) plus
LBS 2 days (10 hrs/wk)in Glencoe - ongoing.
Fanshawe is expanding its facilities at Galleria.
Upgrading is now offered from 8:30 am until 9:00
pm. Fanshawe offers 3 intakes of Level 3, 3 intakes
of Levels 4-5, and 2 intakes of ACE. One part-time
ACE intake is offered. 250 new learners started in
Second Career, all of whom touched LBS services.
Literacy London has increases its services by 2.5
hours of instruction per week, and is serving more
clients. It has already met its new targets and may
need to expand if numbers keep increasing. Literacy
London is seeing more EI referrals.
St. Patrick campus has built a Transition-to-Credit
program for learners in Levels 3-5 who wish to
move into credit courses to work toward their
Ontario high school diploma. Adults from OW, EI,
and those coming from the regular high school are
participating in this program.
In the New Year, CLL will be creating a Transitionto-Employment program for learners in Levels 1-3
who wish to prepare for careers either in Hospitality
and Clerical/Administration. Acceptance into the
program is based on a standardized assessment and
an interview by the employment coordinator.
Nokee Kwe has been strengthening its program from
within. It’s not expanding at this time, but it has
been seeing lots of OW referrals and word of mouth
referrals.
College Boreal is strengthening its program and is
making partnerships with Francophone community
agencies to get more students. Attendance is very
good
14
Number of
Participants
23-30
8
20
250
30
15
15
17
14
CNIB Deaf/Blind
Program
CNIB Literacy Program for Deafblind Adults is now
offering ASL Literacy (American Sign Language) to
learners who need to strengthen their sign language
skills in order to access information.
We are also incorporating online learning for those
learners who are isolated both geographically and
socially.
10
Hutton House
in partnership with
TVDSB
Hutton House has introduced a new program called
LITERACYworks. The project will improve
employment prospects and job skills for persons
with disabilities. Essential Skills strategies will be
used to identify and address skill gaps between the
individual’s skills and the skill requirements of their
occupational goal.
50 individuals will be
assessed
30 will complete a
Work Action Plan
20 will be placed in
employment
15
4.
Outline of Other Literacy Priorities in London/Middlesex
While literacy programs are very busy working with clients who walk in their doors,
we try to regularly look at additional services we could offer in the community, should
funding become available. The following chart outlines priority areas identified by literacy
providers for the next fiscal year.
Gap in services within
the community
Why is this an
important gap to fill?
What would the
service/program look
like?
Who would deliver it,
when, and where?
There is a need to hire a
literacy professional for
20 hrs/wk to assist OW
staff with literacy
identification and
referrals. Historically,
Fanshawe College has
helped OW participants
to understand the
educational options
available to them.
Fanshawe is unable to
continue this service as
of April 1, 2010.
There is a need to
provide more
programming that is
specifically designed for
youth (18-24).
The London OW
caseload is growing and
the number of
participants leaving for
employment is
declining. Putting
literacy expertise onsite
will increase the number
and accuracy of
referrals.
The literacy staff person
would be onsite at OW
and would assist with
identification of literacy
issues and referrals.
S/he would also
document and follow up
with referrals in the
community.
The service would be
coordinated by Literacy
Link South Central,
delivered out of the OW
office and would run
from April/2010 –
March/2011.
This is the most rapidly
growing demographic
within literacy programs
and at OW.
Literacy programs
would like to work more
closely with
apprenticeship.
Many apprentices
struggle with the inschool portion of their
training. In some cases,
apprentices fail
repeatedly. With some
good literacy needs
identification and
interventions, the
numbers of apprentices
who pass their in-school
training will increase.
It is most likely that this
service would be
provided by the Thames
Valley District School
Board, should additional
funding become
available.
Some groundwork
would have to happen to
develop the
relationships that would
result in delivery. It is
likely that Fanshawe
would be approached to
deliver any required
programming, as
Fanshawe has the
expertise in working
with apprentices.
Programming specific to
a local Union. The
Union identified that
many of its apprentices
struggle with math.
This is a very important
gap to fill because the
need was identified by
the Union. Fanshawe
has been able to address
the need this fiscal year,
but may not be able to
do so next year if
funding is status quo.
The program would be
offered through an
existing youth literacy
provider, most likely
YOU. It would be a
small group, running
two session per week.
Developing better
linkages with MTCU
staff responsible for
signing apprentices. In
addition, the literacy
community will work
with the Apprenticeship
Network in
London/Middlesex,
which is a consortium of
apprenticeship service
agencies, to look at
programming options.
The program would be
one night a week for 12
weeks. It would run
continuously as long as
there are apprentices
who require math
upgrading.
16
Fanshawe would deliver
this service on site at the
Union. The Union’s
preference is to have on
site programming.