The evaluation design used a case study approach for several reasons. First, this approach was an effective method to obtain in depth experiences from people in various occupations, enabling comparisons between occupation levels and family literacy expectations, achievements and expectations. While the data collected are rich in quality, they are not generalizable to all occupations and job categories. Second, this method provided a way to identify effects or relationships that are difficult or impractical to measure. For example, while a relationship between literacy and employment success has been established, literacy is one factor among many that determines success in the workforce. Finally, case studies provide detailed understanding of complex family literacy issues and much can be learned from a small number of exemplars. Case histories add strength to interpretations of quantitative data and findings from other research.
Occupations were categorized according to the National Occupational Classification Matrix (Human Resources Development Canada, 2001) with a minor revision. The matrix provides classifications based on skill level and skill type. Five skill levels were used for the current research as follows:
Within in each skill level, job types are categorized into major groups according to industry or skill types. The major groups are organized numerically and are then broken down into specific jobs.
The National Occupational Classification Matrix was chosen as the method to categorize occupations because it is standardized and represents a logical way to identify skill levels. Table 5 provides examples of occupation skills and types included in the matrix. Skill levels and types that do not have occupations are shaded to indicate they are not applicable.