connections to other individuals and groups and often result in improved self-esteem and confidence for learners. Although many current reporting systems for literacy and numeracy do not recognize or report social capital outcomes because they are difficult to measure, doing so would likely provide a more complete and accurate picture of how literacy programs contribute to learners and communities.

Perhaps there is a growing sensitivity to these tensions. A report by the Canadian Council on Learning (2008) comments on broader benefits of literacy in addition to economic ones, “We are coming to appreciate the contributions that ongoing learning makes to our health and well-being, and to the quality of life within our communities” (p. 3).

Striking the right “accountability” balance for an assessment framework is critical. Campbell (2006) would agree, “A flexible system that employs multiple assessment tools and approaches has the potential to meet the needs of diverse student populations and honour the complex nature of learning” (p. 61).

In developing the framework, the prescription model served as a useful tool for examining the government’s needs for increased accountability while the human capital versus social capital model provided a balanced perspective for exploring philosophical issues related to literacy learning and assessment.