Literature Citations Timeline

Years 2006 - 2008

Introduction

The Project's literature reviewer identified important citations that she believed would be interesting reading for website visitors. Organized chronologically, you can clearly see how these two topics interact with one another over time.

Each of the highlighted titles below is linked to the actual online document. Refer to the code to assist you in locating documents related to literacy or accountability. On this page are documents from 2006 to 2008. Please click below for provincial/territorial documents and those from earlier years.

2004 - 2005

2000 - 2003

Prior to 2000

Provincial / Territorial Selections

2007

2006

  • Campbell, P. (2006). Student assessment in adult basic education: A Canadian snapshot.

    Presents the findings of an online national survey, that gathered information on the types, procedures and practices used for student assessment in Canada’s adult basic education programs. With a 79% response rate from contacted colleges, school boards, community-based agencies, and workplaces, survey findings exposed a general lack of suitable instruments, and resulted in recommendations to: develop assessment tools for specific populations and skills; create an on-line directory of tools; expand professional development opportunities; develop and support capacity; and promote some level of uniformity while respecting diversity. [NWT Literacy Council/CE]
  • Canada, Office of the Auditor General. (2006). Management of voted grants and contributions. In 2006 status report of the Auditor General of Canada (May, Chapter 6).
  • Canadian Council on Social Development. (2006). Pan-Canadian funding practice in communities: Challenges and opportunities for the Government of Canada.

    Commissioned by the Government Task Force on Community Investments, this report examines the Government of Canada's current funding practices for the voluntary sector based on extensive interviews with funders, representatives of the federal and provincial governments, and the private sector. While it describes many challenges (furthering the discussion on issues identified by CCSD’s report Funding Matters, 2003), it also offers a comprehensive inventory of innovative approaches to funding, involving higher levels of coordination and relationship-building among government and private sector funders and the organizations and communities they support. [Web site/CE]
  • Centre for Literacy of Quebec. (2006). Accountability and the Public Trust: Restoring the Balance. (Annotated bibliography).
  • Faris, R., & Blunt, A. (Eds.). (2006). Report on the CMEC Forum on Adult Literacy, June 19-20, 2006, Prince George, British Columbia.

    There are currently nine million Canadian adults (forty per cent of Canadians) with literacy and numeracy difficulties. IThe forum produced 18 recommendations presented in a contextual framework as a coherent argument for focused action by CMEC. Some recommendations focus on the need for collaboration to overcome jurisdictional barriers to the development of a national adult literacy strategy; others address policy issues at the provincial/territorial government and public institution levels; and others focus on issues of partnership and the engagement of stakeholders in program planning and implementation. (Excerpt from published report reprinted by permission of the copyright owner. VOCED web site)
  • Independent Blue Ribbon Panel on Grant and Contribution Programs. (2006). From red tape to clear results. (2006).

    Given the mandate of recommending ways to make federal grant and contribution programs “more efficient while ensuring greater accountability”, this report synthesizes the perspectives of leaders from all major sectors of Canadian society, including government, the private and non-profit sector, the Aboriginal community, and scientific and research institutes. Based on written submissions, and consultations with more than 1,100 funding recipients, and 500 federal program managers, the Panel presents three conclusions: 1) there is a need for fundamental change in how the government manages its grant and contribution programs; 2) it is not only possible to simplify administration while strengthening accountability, it is necessary to do the former to ensure the latter; and 3) change will require sustained leadership at the political and public service levels. Four key proposals summarize the intent of 32 specific recommendations: 1) Respect the recipients—they are partners in a shared public purpose; 2) Dramatically simplify the reporting and accountability regime to reflect circumstances and capacities of recipients; 3) Encourage innovation through sensible risk management and reporting; and 4) Organize information to serve recipients and program managers alike. [web site/CE]
  • Myers, K., & de Broucker, P. (2006). Too many left behind: Canada’s adult education and training system.

    Drawing on national and provincial statistics, and recent Canadian studies, this report documents the availability of formal adult learning opportunities in Canada and examines the factors influencing the participation of less educated / less skilled workers. Its final recommendations to governments are to: 1) implement a public policy framework that acknowledges the right to learn; 2) develop financial support programs for adult learners; 3) provide incentives for employers to support training of least-skilled workers; 4) increase government investment in basic skills training; and 5) develop a coordinated approach and response to adult learners’ needs. [CE]
  • Peters, B.G. (2006). Public accountability of autonomous public organizations. In Canada, Commission of Inquiry into the Sponsorship Program & Advertising Activities, Restoring Accountability – Research Studies, Volume 3: Linkages, Responsibilities and Accountabilities (pp. 297-336).
  • Task Force on Community Investments. (2006). Achieving coherence in Government of Canada funding practice in communities: Report.
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