CESBA participated in numerous meetings with the LSA Framework Development Project Team, both face-to-face and via teleconference, to look for lines of correspondence and evidence of commonalities that would help support a Learner Skills Attainment Framework that would be relevant to all five transition pathways. Efforts were undertaken at this level to develop a common understanding of transitions within five distinct pathways and to bring together Ministry-driven priorities and expectations with respective research findings to shape a framework to satisfy all stakeholders. Written summaries and reports on the Adult Credit Pathway were submitted on a regular basis to the Project Team and a presentation was made to the larger LSA Framework initiative working group at one plenary, face-to-face meeting.

Challenges/ Constraints:

The main challenges encountered by the adult credit pathway project team included

1. constructing a transition-oriented learner skill attainment framework for the adult credit pathway that involves learner transitions between two Ministries that have, at this level, different, and not necessarily compatible, expectations and practices related to program delivery and assessment
2. competing theories and conflicting understandings related to Essential Skills and authentic assessment in an academic environment
3. difficulty in identifying appropriate assessment tools for measuring Essential Skills in Reading Text, Document Use and Numeracy that are clearly related to core transition skills and tasks for the academic pathway to Adult Credit

Key Findings:

Re: learner readiness for transition from LBS to Adult Credit

• Learning outcomes in Communications at LBS level 3-to-4 correspond to expectations (i.e., outcomes) of several entry level courses described in the Ontario Curriculum
• Learning outcomes in Numeracy at LBS level 4 correspond to the expectations of math courses at entry level described in the Ontario Curriculum.
• Demonstrated learning outcomes in Communications and Numeracy at LBS Level 3 are adequate for Adult Credit PLAR process preparation.
• Barriers to successful transitions include a range of factors related to:
  
  • Academics (core skills, learning strategies, capacity)
  • Emotional/social/thinking capacities (self-esteem, confidence, ability to seek help, ability to fit in, work with others, set goals, problem-solve, etc.) Life management (self-management and self-direction, organization, planning, prioritizing, time management, etc.)
  • Getting necessary information (how to find the information you need, where to go, when to be there, what to do first, what is expected, what will happen, who does what)
  • Necessary Supports (child care, transportation, financial resources, support network).
  • Geographic proximity (travel distance)
  • Common understanding of program delivery and assessment held by LBS and Adult Credit
  • Transition strategies (planning and processes) that close the gap between LBS and Credit

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