The process to develop the Inventory, identify Markers of Promising Practice and select the Case Studies is outlined below. The process blended active research methods with the involvement of and input from the Community of Practice at each stage of development. Each component of the FIMESIP project has been supported by evidence-based research and through the contributions and insights of the Community of Practice.

  1. Build a Community of Practice
    • The Project Team began by working with its partners (the Steering Committee) to build a Working Group to collaborate with on the project. The Working Group was comprised of representatives of post-secondary institutions and training organizations involved in Essential Skills (ES) training programs for First Nations, Métis and Inuit peoples. The Steering Committee was responsible for overseeing the project and the Working Group's role was to support the research (helping to identify sources and programming in the field) and to connect the Project Team to key networks to build a strong Community of Practice.
    • The role of the Community of Practice is to provide input on the inventory, disseminate the results of the research and promote ongoing innovation in the field through sharing of promising practices in Essential Skills applications and evaluation.
    • A list of individuals and organizations in the Community of Practice was developed with the assistance of the Steering Committee and Working Group. The Community of Practice developed throughout the project includes approximately 400 contacts.
  2. Literature Review and Markers of Promising Practice
    • At the same time that the Community of Practice was being developed, the Project team began researching the state of practice of ES programming and resource development for First Nations, Métis and Inuit peoples in Canada.
    • A Literature Review, "The State of Practice:Essential Skills Applications with First Nations, Inuit and Métis in Canada was written describing the current level of need for ES development among First Nations, Inuit and Métis, exploring the state of practice of ES initiatives with these populations in Canada and examining innovative practices in an effort to determine potential “Markers of Promising Practice” in ES programming.
    • Through the Literature Review, the Project identified 12 Markers of Promising Practice. This initial draft of markers was reviewed by the Steering Committee and the Working Group and refined throughout the development of the inventory. The final Markers listed on the site guided the selection of the Case Studies. The Project Team, Steering Committee and Working Group see the list as a living document that we hope the Community of Practice will use and adapt to develop an evidence-base for practice in the field.
  3. Inventory
    • Together, the Project Team, Steering Committee and Working Group identified Inclusion Criteria for the inventory.
    • With the support of the Steering Committee, Working Group and Community of Practice, the Project Team gathered and reviewed a list of 130 recommended programs/resources for the inventory. All initiatives that met the Inclusion Criteria (107) were added to the Inventory.
    • All initiatives included in the Inventory were sent a Data Capture Template (DCT) to fill-out (see Associated Files below). The DCT is a comprehensive information gathering tool with 27 items. It targets both ES training programs (direct and indirect) and resources and focussed on gathering information based on the 12 Markers of Promising Practice. Seventy-six initiatives of the 107 submitted DCTs. The DCTs were added to the associate initiative in the Inventory.
  4. Case Studies
    • The Case Studies were chosen using a selection tool (Research Key - see associated documents below) that was based on the Markers of Promising Practice identified in the Literature Review. The Research Key was used to score an initiative's integration of the Markers. Those that were rated in the top 10 were selected and approached to be Case Studies.
    • The Project Team developed field observation tools and interview protocols for staff, participants, employers, educators and community stakeholders.
    • Field visits were conducted for each Case Study.  During the site visits, the Project Team gathered resources, assessments, tools and templates and evaluations from each Case Study.
    • All Case Studies were compiled and vetted by the host organizations. The Case Studies and supporting resources are available on this site.

See the Final Report for full project details.

Associated Files: