Why low literacy and poverty are intertwined

Definition of Literacy

“Literacy is the ability to understand and employ printed information in daily activities, at home, at work, and in the community, to achieve one’s goals and to develop one’s knowledge and potential”.  International Adult Literacy Survey (IALS) 1994  

The size of the problem:

Percentage of Students who have not graduated, from 2006 Census

		Hamilton
Aged 15 -24		40%
Aged 25 to 34	10.2%
Aged 35 to 64	17.3%

However these figures do not give a full picture of the problem. Even those who graduate may not maintain their literacy skills.  In 2003 the national literacy survey calculated that 42% of the Canadian population function at the lowest two levels of literacy, which are those below the minimum level required for initial or ongoing employment. It has been calculated that using the 2006 census a minimum of 174,163 people in Hamilton are functioning at these levels. Yet In 2007- 08 only 1,250 adults were taking adult literacy courses. (LBS) (Adult Literacy Services in Hamilton: Literacy Service Plan for 2009-2010)

Impact of low literacy:

Unemployment and Poverty

Using the International Adult Literacy Survey, a survey that tests functional literacy levels, researchers at the Centre for International Statistics and the Canadian Council on Social Development have been able to demonstrate that there is an established “link between literacy and economic security, showing that Canadians with weaker literacy skills are more likely to be unemployed, work in lower-paying jobs, and live in low-income households.” The probability of some-one between the ages of 25-64, who is without high school certification, reporting an income below Low Income Cut Offs (LICO) after tax in 2005, is nearly one in three. (Drop Outs, John Richards C.D.Howe Institute 2009)

Lower Educational Outcomes for their Children

Apart from income and employability, low literacy levels in an adult have other implications for the educational success of their children.

“           The transmission of educational achievement takes place largely in families. People who do well at school and who obtain higher qualifications tend to have children who do the same20. The differences show up very early in a child’s development.

Three-year-olds: The Millennium Cohort Study, which is tracking more than 15,000 children born in 2000 and 2001, shows that many youngsters from disadvantaged backgrounds were educationally already a year behind their more privileged peers by the age of three. Vocabulary assessments revealed that the sons and daughters of graduates were 12 months ahead of those with the least-educated parents. A second ‘school readiness’ assessment measuring understanding of colours, letters, numbers, sizes and shapes that was given to more than 11,500 three-year-olds found an even wider gap – 13 months – between the two groups.

 (Social and Personal Benefits of Learning”, the Centre of Research on the Wider Benefits of Learning,  Institute of Education, University of London, October 2008 UK)

So parents with low levels of literacy cannot support the educational development of their children to the same extent as more educated parents, and so the problems of low literacy may become generational. Some evidence exists for this in our community as the Early Development Index (EDI) shows children in this community are below the provincial average in language and general knowledge skills.  Graduation rates form high school are also below the provincial average.  

“Teaching adults literacy through family literacy is seen as effective. Family literacy works better than traditional approaches to adult education, early childhood education, or stand-alone parent programs for the most vulnerable adults and children.” (Research: Literacy Facts and Figures, 26 June 2000, http://www.famlit.org/research/research.html)).   However, there is little public funding per se for family literacy. In Hamilton, some family literacy work currently takes place, amongst other activities, at Family Literacy and Parenting Centres in 10 schools in the district, and at Ontario Early Years Centres.

Actions

The Canadian Centre for Learning in its “State of Adult Learning and Workplace Training, September 2009” looked at the recommendations made by the Organisation for Economic Co-operation and Development (OECD) about adult education in Canada and recommended that “Canada can begin to address the challenges faced both in the short-term and long- term, by:

·         Ensuring appropriate levels of participation in adult education and training

·         Improving the literacy levels of adults

·         Enhancing labour-market information

·         Responding to groups with significant needs

·         Improving prior learning assessment and recognition (PLAR)

·         Increasing research efforts on the effectiveness of adult education and learning; and

·         Developing a Pan –Canadian forum on adult education and learning.

Some cities in Canada have already embarked on declaring themselves learning cities.  Vancouver followed Victoria in 2006. The Canadian Centre on Learning in “Learning Cities: Optimizing Economic and Social Well-being through Life-long Learning for All”, November 2007” describes Vancouver’s approach. There are “Guiding Principles: Competitive Business Climate notes that the “Learning City is a vital element of a healthy business climate.”[City of Vancouver. Guiding Principles: Economic Development in the City of Vancouver. June 2006, p. 1. Accessed 15 July 2007.  The city’s Learning City Proclamation reads, in part,

Whereas many cities worldwide are using lifelong learning as a framework to capitalize on the opportunities and address the challenges of the emerging knowledge-based economy and society, these cities are strengthening the social settings that foster literacy and lifelong learning […] This is contributing to effective parents, family members, active citizens and community members, environmentally conscious consumers and productive workers.

And whereas Vancouver, to enhance its status as a world-class city, as one of the best places to live, will need to ensure access to lifelong learning […] It will also need to acknowledge the contributions of Aboriginal, ethnic and immigrant communities to the learning fabric, while recognizing and supporting their rich culture of learning.

And whereas Vancouver, through collaboration and partnership, has developed a lifelong learning strategy […] This strategy builds on the capacities of individuals, groups and organizations […] while addressing barriers and gaps which inhibit learning from occurring.

An ambitious Lifelong Learning Strategy] supports Vancouver’s aspirations to be a Learning City.  The desired outcomes established in the Strategy are intended to contribute to the city’s “triple bottom line,” i.e., its social, economic and environmental health, and include:

• Enhanced access to learning opportunities for at-risk, disadvantaged and marginalized community members and groups;
• Higher enrolment and completion rates for students at all levels;
• Higher rates of literacy and numeracy;
• Increased access to and use of learning technologies;
• Greater citizen engagement and social inclusion;
• Increased recognition and support for Aboriginal and ethnic communities and their rich culture of learning;
• More collaboration among educators and trainers—the creation of a seamless system;
• Stronger partnerships between business, labour and education (Lifelong Learning Strategy for the City of Vancouver. Vancouver Learning City Initiative, 2006, p. 2.)’

Next Steps for the Learning and Innovation Committee of the Jobs Prosperity Collaborative

·         Take this or a similar document to the JPC for their awareness  and their support

·         Bring together  a Hamilton-wide forum to discuss  family literacy and adult literacy concerns  using all of JPC connections

·         Use best practice in this field:

§         Partnership. It is crucial to build real partnerships between all sectors (civic, economic, educational, public and voluntary) and to mobilize their shared resources.

§         Participation. A successful learning city must foster conditions in which citizens increase their participation in lifelong learning, but learning cities must first ensure that their citizens participate in the process of policy development for learning city initiatives.

§         Performance. Learning cities must learn to assess their progress, document good practice, and measure impact.( R.Faris  2006)

·         Develop a strategy to bring back to JPC for approval