370 resources were found.
This resource was developed to expand the abilities of adult foundational learning practitioners to work effectively with adults with reading difficulties.
Developed by CanLearn Society, supported by Calgary Learns with funding support provided by Alberta Advanced Education.
This report uses data from the Survey of Adult Skills conducted under the OECD Programme for the International Assessment of Adult Competencies (PIAAC) to look at the relationship between skills, health, and civic and social engagement in Canada. It attempts to gauge whether or not skills have an independent influence on health and social outcomes, and whether improved skill proficiency might support better outcomes in certain populations. Analysis is conducted for the Canadian population as a whole and for various sociodemographic groups within it.
Retrieved from http://www.piaac.ca/607/CANADA.html. March 6, 2018.
The Canada Post Community Foundation's vision is to ensure every child in Canada is happy, healthy and part of a community that supports and cares for them.
An annual granting process (call for applications, March • deadline for applications, April • Grant Advisory Committee decisions/Trustee approval, June/July • decisions communicated to applicants, August) will be used to distribute funds for projects that best meet the Foundation’s vision.
Funding from the Foundation will not exceed $25,000 per application. The funds must be spent within 12 months of receipt. The Foundation will not fund more than one project per applicant during any given grant cycle.
Applications from registered charities, school programs or community organizations are invited for funding of projects consistent with the Foundation’s objective to provide support for initiatives that benefit children. Applications from registered charities, school programs or community organizations are invited annually for funding of projects consistent with the Foundation’s objective to provide support for initiatives that benefit children.
The Answers May Vary Guidebook focuses mostly on activities, strategies, and resources that practitioners can use to help a person improve in seven of the nine essentials skills: reading, writing, document use, numeracy, digital literacy, thinking, and continuous learning skills.
This post contains information about collaborating for youth internship programs, economic development activities, creating resources such as publishing books, and Project Naming. Engaging our communities helps build and strengthen relationships with indigenous peoples. For more information please visit the following pages.
Government of Alberta indigenous internships program
Developing indigenous entrepreneurs
How to create indigenous children’s books
How to publish indigenous children’s books
Library & Archives Canada’s Project Naming and Reconciliation gathering
App and online numeracy course presented by Workplace Education Manitoba. Description quoted from their website:
"Numeracy @ Work: Using numbers and thinking mathematically to measure and make calculations, to estimate, to work with money, to analyze numerical trends and to create schedules and budgets.
Download Numeracy: The Basics on Apple© App Store and Google© play
All of the materials for Numeracy: The Basics are now downloadable as the first learning module in our FREE app – ES On Demand – designed to support workplace Essential Skills learning anywhere… anytime!
IOS users – Click here to download and install ES On Demand, or search for Essential Skills On Demand at the Apple© App Store.
Android users – Click here to download and install ES On Demand, or search Google© play for Essential Skills On Demand.
Numeracy: The Basics (self-assessment, video and workbook tutorial series)
This tutorial includes an online numeracy self-assessment (optional), a set of 50 videos explaining essential numeracy topics broken into concept and practice sets, and a downloadable workbook for each set.
The online assessment is for learning. It is made up of 30 math questions that will identify the skills you are strong in and show where you have gaps. The gaps are areas where you will want to go to the videos and workbooks to review and practice.
The assessment is entirely optional."
Retrieved from http://wem.mb.ca/learning-on-demand-numeracy/, January 3, 2018
From the Introduction:
"The Aboriginal Research Protocols sub-committee was tasked with producing
a set of ethical research practices with Aboriginal communities for the Alberta
Mental Health Board in the area of mental health services.
The sub-committee, facilitated by Jeannine Carriere (Consultant), comprised of
Andy Black Water (Standoff), Dr. Joe Couture (Wetaskiwin), Carol Carifelle-Brezicki
(Métis Settlements General Council), and Elsie Bastien (Aboriginal Mental Health
Retrieved from: https://www.albertahealthservices.ca/assets/healthinfo/MentalHealthWellness/hi-mhw-aborigina-research-protocols.pdf, December 22, 2017
From the Introduction:
"The purpose of this document is to provide a guideline for University of Lethbridge faculty,
staff, students, board, and senate members when incorporating Blackfoot and other First
Nations Metis and Inuit (FNMI) cultures into activities or ceremonies on campus. These
guidelines will continue to evolve as we progress as a community.
In the Blackfoot culture, traditional teachings express that education should be perceived as
a gift. Giving and receiving are viewed as equally important and create an environment
where sharing is of utmost importance. Given that the university rests on traditional
Blackfoot territory, it is important to recognize elements of the Blackfoot culture in
appropriate ways across campus. This pays respect to our mutual identities and the
knowledge that we are sharing our land and our ways with each other. In the words of Andy
Black Water, Blackfoot Elder, “sharing brings honor and we will all move forward together”.
The university is within the geographic location of a Blackfoot legend about a “medicine
rock”. Based on Blackfoot legend, the Blackfoot gave the university the Blackfoot name
“Nato’ohkotok” (Medicine Rock) to indicate the wisdom, knowledge, solidarity, and
connection to the land and people of Blackfoot territory. This is a great honor for the
University of Lethbridge, and so in the spirit of sharing, we are committed to recognizing the
Blackfoot and other FNMI peoples who are such an integral part of our community."
Retrieved from: http://www.uleth.ca/policy/blackfoot-and-first-nations-metis-and-inuit-protocol-handbook, December 22, 2017
"Kehteyak (meaning “the Old Ones” in Cree): The concept of an Elder in the Aboriginal community is often difficult for non-Aboriginal people to understand. The difference is in the language: in English, it is a title, a noun. In Indigenous languages, it is a verb that describes the role. Consequently, the English word “Elder” does not capture the full meaning of Kehteyak, or describe what a person does. Every Indigenous language describes the role of an old person recognized as having been earned, and some of these “old ones” are sought after for their wisdom, philosophy on life, cultural knowledge, ceremonies and gifts that have been nurtured over time.
Who is an Elder? What are the proper protocols? How do I approach an Elder to have them bring their gifts, ceremonies and traditional knowledge to campus?"
Retrieved from: http://www.toolkit.ualberta.ca/CommunicationsTools/AboriginalElderProtocols.aspx, December 22, 2017
"This Elder Protocol project is centered on Indigenous ways of knowing and doing. As the facilitator of this project, I have been blessed to work with our Calgary based Elders, knowledge holders and partner Cultural Mediators to make this happen. I am merely the gatherer of stories, and share the wisdom and words with you in hopes of fostering the ethical space where we can make our community stronger together. – Monique Fry, Xwchíyò:m Band, Stó:lÅ Nations
First and foremost, we would like to acknowledge the Creator, our ancestors and those who will come after us as providing the sense of spirit and intent for this work. We also would like to acknowledge that this project is centred on the Treaty 7 First Nation territories shared by the Blackfoot Confederacy- Siksika, Piikani, and Kainai, the Tsuut’ina Nation, Stoney Nakoda and the peoples of the Metis Nation who also call Mohkintsis their home.
This document is not meant to be a prescriptive piece that will teach you how to engage with Indigenous Elders in a step-by-step format. This is meant to set the stage for community to build relationships and understand what each other’s roles are in that relationship. It is a very difficult task that we have to put the wisdom and knowledge that we shared in circle together over the year into words on a paper. Given the unique and diverse makeup of our community in Calgary and our Elders, we sought to provide a perspective that highlights the universality of their spirits, knowledge and ways of living."
Retrieved from: http://obrieniph.ucalgary.ca/files/iph/elders-protocol-.pdf, December 22, 2017