The Consultation on Adult Literacy in Manitoba: What We Heard

What We Heard

The ‘What We Heard’ section presents a summary of the views, ideas and opinions that consultation participants shared and discussed with the consultation team.

This section is organized according to the questions that were included in the discussion paper, Adult Literacy in Manitoba. Summary points are clustered conceptually; the order of presentation does not reflect the frequency of comments or priority.

What literacy-related competencies are necessary for an individual’s meaningful participation in Manitoba in the year 2016?

Consultation participants supported the need for literacy competencies. There was no fundamental disagreement with the description of the literacy skill base as articulated in the Discussion Paper. In addition a number of points were emphasized:

The increasing need to be able to use literacy foundation skills to analyze and process information was a recurring topic. In one case this was referred to as document literacy.

The inclusion of Essential Skills instruction in adult programming was noted as an important means to focus learners on work readiness.

The importance of functional literacy was identified. To this end there were a number of references to the need for better ‘health literacy’ for patients, particularly for seniors, immigrants and those functioning at low literacy levels.

A number of other functional challenges were referenced, with particular mention of understanding and completing government-related documents, including the wording of client registration procedures and regulatory guidelines.

There was expressed need for plain English in government service to the public. Many participants placed emphasis on the way oral communication is conducted by government personnel when communicating with the public.

The difference between literacy training and English as an Additional Language (EAL) for immigrants who are already literate in their native language was emphasized. EAL is considered to be language training and not literacy training.

The importance of cultural context particularly in literacy development with our Aboriginal citizens was noted.

The importance of not being tied to one definition of literacy but to recognize the range of literacies that exist in our diverse population and complex society was identified.

Related to many of these ideas was the emphasis on literacy skills as fundamental to an individual’s active participation in society and the opportunity to gain access to a better way of living.