The Process to Get There

This section of the report presents recommendations related to the suggested process that could be implemented to move the LBS program through the paradigm shift. A key principle of the process is to ensure that any change in the LBS program and the assessment approach be developed in consultation with the literacy field in order to enhance its ultimate acceptance. The process outlined below covers all the tasks necessary to move the LBS program through the paradigm shift. The actual sequencing of the tasks will be described in the final section.

The approach has been developed with reference to the creation of other models of learner skill attainment and assessment; most notably Equipped for the Future in the US.

The process covers the following:

• Confirming the TRPs;
• Confirming the exit criteria or transition skills;
• Confirming the current approaches to assessment and tools in use;
• Describing the new approach to assessment; and
• Developing a process for regular reporting of assessments results

Resourcing, Governance and Coordination Committee

1. We recommend that the MTCU form a Resourcing, Governance, and Coordination committee to oversee, manage, resource and coordinate the tasks involved in the paradigm shift. Membership on this committee would include key MTCU/LBS personnel, an assessment training expert and literacy field representatives. The terms of reference for this committee would include:

1. Finalizing the work plan to implement the new approach;
2. Identifying the assessment training requirements necessary to implement the approach;
3. Identifying the financial and human resources required;
4. Creating mechanisms to ensure the shift is undertaken in a coordinated and deliberate way; and
5. Overseeing and managing the tasks and activities required to actually implement the paradigm shift.

Confirming the TRPs

2. We recommend that the MTCU convene at least two additional focus groups with a sample of literacy agencies who train learners across all the TRPs previously identified in this project. The purpose of these focus groups is to further confirm the four TRPs and to identify any others that may arise. The key questions for the meetings could be similar to those already defined.

• For the purposes of providing the Ministry, the program deliverer and the learner with a meaningful assessment result of learner attainment, does it make sense to assess the skills, knowledge and behaviours according to the criteria of TRPs?
• If so, do the TRPs represent key points of transition in learners’ programming in LBS? Are there any others?
• What names should be given to the TRPs such that they are commonly understood by learners, agencies, employers, the MTCU and other key stakeholders?