GENERAL COMMENTS

There was significant feedback received on teaching and learning. The following points provide summary comments:

• Despite their commitment to local literacy activity, all the participants saw the value in some kind of facilitative structure to promote the flow of learners through the system, a learning continuum.
• There are currently a large number of literacy and ALC programs as well as a number of specific literacy support agencies/organizations. Many felt that this array provides confusion at the local level and there is a need to provide rationale for this array in order to clarify the over-all roles of the players.
• Staff turnover remains problematic despite practitioners’ strong commitment to the literacy cause and government’s commitment to the literacy field. Better wage levels and training were regarded as important to provide staff stability.
• There were many strong requests for better cross-departmental coordination within the provincial government. This would include departments who are delivering programs as well as those who are supporting learners.
• The calls for centralization and coordination were often tempered by the strong desire for local control. Discussions of the regulatory provisions in the new legislation were limited. However, in many cases participants were wary of too many regulations and bureaucratic controls.

What are the best ways to raise the literacy levels of those with the greatest needs?

The Manitoba literacy landscape is characterized by a variety of strong commitments by programs to instruct those with low literacy levels. The students and the practitioners spoke passionately about the importance of their endeavours.

Many of the students have had significant interference or interruptions in their education. They are now trying to develop a much needed literacy foundation. Some of these have the ability to learn quickly. Some have been struggling with learning for most of their lives because of some form of intellectual disability or learning disability.

Students with low literacy skills present a unique challenge. In many ways their needs are similar but more intense than the other students. Retention of these learners is a serious problem. However there are some special points of emphasis and unique approaches that were referenced in the discussions.