1.3 Adult Literacy Organizations in HRM
Adult literacy has moved a long way up the educational, social and employment
agendas internationally, as well as in Canada and in Nova Scotia, with
the release of the findings of the International Adult Literacy Survey. In recent years, significant
effort, resources and funding have been allocated to the adult literacy agenda
in Nova Scotia.
There is no shortage of literacy providers in the region.
Fifty–four programs appear to be suitable for the target population in
this study. The descriptions of these programs are found in the accompanying
document, Adult Literacy Programs in the Halifax Regional Municipality.
Nova Scotia School for Adult Learning (NSSAL)
NSSAL is a new multi–phase learning initiative announced by the Government of Nova Scotia in November
2000 and launched in September 2001. It is a key component of Skills Nova Scotia. NSSAL is a
continuum of educational programs for adults ranging from basic literacy to high school completion
delivered in a partnership arrangement with a number of education and community-based organizations.
In 2001 / 2002, 3700 students were enrolled in NSSAL, 2223 in levels 1 and 2 and 1477 in levels 3 and 4. The same year, 154
adults received high school diplomas.
Other Service Providers
There is a wide variety of other literacy service
providers based on the information provided on the HRM Library website.
Some of these organizations have a very specific focus either in providing literacy training
to support employability or in the student population they serve. In some
cases, they do both; such as Anchor Industries, which is a vocational centre for mentally
challenged adults which provides basic literacy and work skills training
and community employment opportunities.
1.4 Findings – Barriers and Issues
A recent study carried out by ABC Canada found that less than 10 per cent
of Canadians who could benefit from literacy upgrading programs actually
enrol. So while outreach has increased significantly in the
past number of years, success has been minimal. The research indicates
that barriers like job or money problems, lack of childcare and transportation
are some of reasons preventing people from enrolling.
The findings from this study generally support the study carried out
by ABC Canada. Our findings fall into two primary categories – those
which are specific to literacy students with disabilities and those
which apply to literacy students in general. The project surveys showed that
the two barriers which service providers indicated were most significant were those
which literacy students in general would experience. These were:
- Learner's lack of confidence; and
- Personal financial barriers.
The third most significant barrier related specifically to students with disabilities:
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