Literacy and Basic Skills Program (LBS); Native Stream
Nokee Kwe Native Education Centre provides basic educational and literacy services to adult Native and non-Native learners. The Centre ensures that programming respects the culture and heritage of the learner, while ensuring their literacy and numeracy needs are met in a holistic and supportive environment.
In addition to assisting adult learners with reading, writing and numeracy, Nokee Kwe assist learners with academic upgrading services to help individuals develop the necessary skills for entry into college/university/trade/apprenticeship programs, GED preparation and Ontario Secondary School Diploma (OSSD) credit courses.
Nokee Kwe Native Education Centre also provides an orientation and exposure to Native culture, which enhances oral and cultural preservation and supports those learners who have a desire to learn more about Native "Traditional Teachings".
Specifically in regards to Essential Skills training, Essential Skills are embedded in all curricula.
Jake Martell, Literacy Coordinator, Nokee Kwe - Native Education Centre
1069 Wellington Rd. S., Suite 104 London, ON, N6E 2H6
Generally, the main purposes for our evaluation are:
- assessing needs and planning effective programs
- monitoring program implementation and progress to ensure efficiency and effectiveness
- assessing program results, measuring success and improving program services and operations
Key results, outcomes, and impact:
- LBS Program evaluation outcomes – assessing needs and planning effective programs; monitoring program implementation and progress to ensure efficiency and effectiveness; assessing program results, measuring success and improving program services and operations
- LBS Program Performance Management – emphasizes the management of outcomes or results via careful monitoring of key performance indicators or measurements. By monitoring progress in the three domains of effectiveness, efficiency and customer service, LBS agencies can adjust/modify their program delivery to achieve more productive results
- LBS Programs constantly participate in program development – is a positive evolution of practice; some areas of current development: Professionalization of Practitioners; Family Literacy; Workplace Literacy; Literacy and Technology; Links between Literacy and Essential Skills
- LBS Program outcomes – explores transition-oriented, task-based, goal-directed, and learner-centred program planning; describes an approach to program planning for individual learners and for learners in groups; recommends some key resources and supports for program planning
- LBS Program results – provides academic upgrading for students in reading, writing, mathematics and computers; caters to adults who wish to improve their literacy and numeracy skills in order to obtain GED certification, obtain employment, enter apprenticeship, move towards Post-Secondary College or University, achieve personal growth and/or independence
The main challenges are negative-effect issues that learners bring along with them and stem from a wide range of possibilities.
They may come from:
- Past experiences – from external or internal influences absorbed and learned in the experiences of life. They can be the results of the influences of other people during formative years, or past events or situations that have shaped the learner’s beliefs and values.
- Present conditions in the learner’s physical, mental and emotional health resulting from choices the learner has made (or continues to make) along the way. Other negative-effect conditions such as FAS, ADD or LD are present from birth, and still others, such as aphasia, can come as a result of trauma or injury. Present conditions also include the learner’s sense of self.
- Life circumstances that seem to conspire against, and overwhelm the learner. They can include: conflicting roles and responsibilities, cultural expectations, socio-economic status, family demands, and the logistics of managing daily life.
Difficulties arising from any one of these possibilities can be enough to create significant barriers to learning. Many of our learners are affected by all three.
Most common barriers:
- child care
- learning disabilities/challenges
- minimal public education (little educational foundation)
- transient home life
- no organizational and/or time management skills
- abusive relationships
- lack of social skills
- lack of supports (home/family)
- lack of Aboriginal self-identity
- lack of self-confidence
- medical issues
- legal issues
Managing and administering a LBS Program – Administrators, managers, program coordinators, instructors and staff need become very familiar with LBS Ministry documents (LBS contracts, LBS Guidelines, LBS Service Provider Guidelines, Audits, Monitoring Visits and Program management/improvement strategies). This is critical to the functioning of an LBS agency. The documents provide Program and Information Management System information and guidelines which will need to be referenced in order to comply with requirements.
Also, it’s important to become very familiar with EOPG Website to retrieve documents and updates. There is a “Reports” section which posts the most recent agency and site reports. The Ministry of Training, Colleges and Universities asks all agencies to compare the reports generated here with the reports you generate at your own site when completing your monthly statistics. Consequently, it is necessary to visit this website at least once a month. The website also contains the Business Plan guidelines and Audit guidelines. It is where documents are posted to help with the Information Management System (IMS), and where the statistics posted each month will appear.
Incorporation of Essential Skills
The program incorporates Essential Skills in all curricula, including:
- Aboriginal Essential Skills Journey
- Essential Skills for Personal Success
- Skills at Work (Workplace Literacy)
- Essential Skills for Job Search Success
- Connect Essential Skills From Home to Work
- Essential Skills for Trades
- Initial: Basic Skills Testing (ICTS)
- Ongoing: learning tasks and activities (LBS Centralized Task-based Activities Portal) and OALCF Milestones
- Exit: OALCF Culminating Tasks and GED Certificate/Diploma
Aboriginal Teachings in the program include:
- Drums and shakers for learners for singing and dancing
- Daily smudging ceremonies
- Stone carving workshops
- Drum making workshops
- Dream catcher making workshops
- Moccasin making workshops
- Elder services
- Field trips to local reservations for ceremonies, feast and traditional teachings
- Aboriginal community guest speakers
LBS Manager/Practitioner: Master’s degree in Education; Bachelor’s degrees in Psychology, Education and Aboriginal Education; Ongoing professional development in literacy education, cultural teachings, financial management, database management (CaMS); leadership & program management skills; financial management skills; experience in R&D proposals to implementation and evaluation; and qualified Ontario College of Teachers (OCT) for instruction and curriculum development.
Part time LBS Administration Assistant: CaMS data input training, assessment training (initial, ongoing and exit), excellent computer skills (Word, Excel, PowerPoint and Presenter for newsletters) and files/ record keeping.
|London Municipal Government (Ontario Works)||Access to their Aboriginal client base, payment for educational assessments and referral source||Referral source|
|Employment Ontario Service Agency (Career Directions at Nokee Kwe)||Access to employment services, payment for educational assessments and referral source||Services include: personalized vocational assessments, career planning and training, access to a resource centre, labour market info, resume/cover letter/interviewing workshops, access to employers, Apprenticeship Specialist, Second Career Applications and in-house referral service source|
|Ontario Native Literacy Coalition (ONLC)||Provides information, support and training to Native literacy practitioners in Ontario; enhancing ability and awareness of literacy issues||Keeps abreast of research and developments in Literacy and ES curricula; Source of service providers support and training|
|Independent Learning Centre (ILC)||Provides GED certification and Grade 12 High School Equivalency diploma; provides curriculum for Grade 12 Math and English high school credits||GED exam scheduled through ILC and they provide accreditation (eg. they conduct the exam and provide the diploma); same with the Grade 12 Math and English high school credits|
|Frontier College||Provides tutor training and tutor volunteers at Nokee Kwe Native Education Centre||Volunteer tutors provide support to learners at Nokee Kwe|