OVERVIEW OF THE LSA INITIATIVE

The literacy field has long supported the need for a more valid, reliable and manageable approach to assessment. In particular, the field suggested the need for a new assessment language and approach that would:

• describe learning outcomes in terms of what learners will be able to do or where learners will be able to go at the completion of their training
• describe gains in skills and knowledge in a meaningful way to key stakeholders such as Apprenticeship, Job Connect, Adjustment Advisory and Ontario Works
• clearly link LBS/AU to other models in use
• enhance the role of LBS/AU as a key player in skills training in Ontario

The field supported the notion of “transition paths”. Each transition path would define the core skills and performance indicators that would help learners make successful transitions to their goals. Although LBS/AU programs had traditionally focused on learning goals such as employment or further education and training, the goals had not been explicitly linked to the individual skills or level descriptions. Defining goals for learning within the broader educational/training environment of Ontario would provide a sound structure for the framework and identify specific areas of knowledge and specialized skills that are tied to those goals.

The six transition paths initially identified were:

• lifelong learning basic platform
• lower skills level employment
• higher skills employment
• credit study
• postsecondary
• pre-apprenticeship and apprenticeship training