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1. Manitoba Adult Literacy Programming. Good Practice Guide. 1991-1992.

Author

Manitoba Dept. of Education and Training, Winnipeg. Literacy Office.

Abstract

This guide contains forms designed to help adult literacy programs in Manitoba to formulate their development plans for the next year. An introductory section discusses the purpose of the program evaluation that precedes the writing of the development plan. Section I focuses on writing the development plan after completion of all sections of the guide. It identifies the four main groups that should be consulted (program managers, practitioners, learners, and funders) and suggests the use of the following headings to provide a structure for writing out the development plan in a narrative form: funding needs, funding sources, organizing, teaching plan, staff development, support and advice, and specific needs and wants. Section II, the program managers' analysis, includes forms for recording information on organizing the funding. The organizing checklist covers the following items: publicity, type of program, student supports offered, program delivery, kinds of instruction offered, support received, training/staff development, paid instructors, and volunteers. The funding portion consists of a questionnaire concerning the availability/adequacy of heat, lighting, and space and various types of learning and teaching resources and equipment. Sample and blank budgets are attached. Section III is the practitioner analysis, which each tutor and instructor should fill out individually. It requests information regarding literacy needs and/or levels (initial assessment of students and materials), teaching activities used, lesson planning, and recordkeeping. Section IV is the learner analysis to be done orally with learners by someone other than the instructor. The evaluation covers time available, space, barriers to attending, and learning activities, including reading, writing and spelling, and curriculum. (YLB)

Published
1992

2. Literacy in Corrections: What's Happening?

Author

Manitoba Dept. of Education and Training, Winnipeg. Literacy Office.

Abstract

In the past several years, almost all provincial and federal correctional institutions in Canada have established literacy programming. Current programming is organized in three potential combinations: peer tutoring, tutoring by community volunteers, and paid staff. Each strand has advantages and disadvantages. The Manitoba Literacy Office (MLO) has provided initial training to introduce both volunteers and resident tutors to literacy work through 3-day training events. MLO has offered support and advice to organizations in their grant applications. Through the Literacy Workers Alliance of Manitoba and a new Literacy in Corrections Group, MLO has offered workshops and forums for literacy practitioners in corrections to share their problems and successes. Recently, MLO conducted an informal survey to determine problems practitioners may face in correctional settings and to identify particular needs. The main issues practitioners identified are as follows: inadequate support from administration, guards and correctional staff that impede the work, problems with recruiting and maintaining appropriate volunteers, coordination problems, and lack of continuous funding. MLO recommends the following: provide tutors and learners with regular, consistent access to books and libraries; provide orientation about literacy programs to correctional staff at regular intervals; secure extra institutional support for recruitment and support of volunteers; and provide long-term continuous funding for literacy programs in correctional institutions. (YLB)

Published
1990

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