Literacy

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  • 61. Literacy and the Labour Market: The Generation of Literacy and Its Impact on Earnings for Native Born Canadians Archived
    Articles and reports: 89-552-M2007018
    Geography: Canada
    Description:

    This study examines the distribution of literacy skills in the Canadian economy and the ways in which they are generated. In large part, the generation of literacy skills has to do with formal schooling and parental inputs into their children's education. The nature of literacy generation in the years after individuals have left formal schooling and are in the labour market is also investigated. Once the core facts about literacy in the economy have been established, the study turns to examining the impact of increased literacy on individual earnings. Both the causal impact of literacy on earnings and the joint distribution of literacy and income are explored. The authors argue that the latter provides a more complete measure of how well an individual is able to function in society.

    The study focuses mainly on data from the Canadian component of the 2003 International Adult Literacy and Skills Survey (IALSS), composed of a sample of over 22,000 respondents. The Canadian component of the 1994 International Adult Literacy Survey (IALS) is also used in order to obtain a more complete picture of how literacy changes with age and across birth cohorts.

    Release date: 2007-11-30
  • 62. Adult Learning: A Comparative Perspective: Results from the Adult Literacy and Life Skills Survey Archived
    Articles and reports: 89-552-M2007017
    Geography: Canada
    Description:

    This study provides comparative estimates of participation in adult education and training courses and programmes, duration of studies, engagement in informal learning and sources of direct financial support, based on results of the 2003 International Adult Literacy and Skills Survey (IALSS), the Canadian component of the Adult Literacy and Life Skills study. It also examines levels of inequality in adult learning and reasons for participating in adult education and training, including the role of labour force status and job and workplace characteristics. Finally, it presents a review of the relationship between actual skill use and participation in both organized and informal forms of adult learning. Comparisons are made between Canadian provinces and territories and three selected countries, namely Norway, Switzerland and the United States.

    Release date: 2007-10-12
  • 63. Gaining and Losing Literacy Skills over the Lifecourse Archived
    Articles and reports: 89-552-M2007016
    Geography: Canada
    Description:

    Recent findings from the International Adult Literacy Survey (IALS) and the 2003 Adult Literacy and Life Skills Survey (ALL) suggest that improvements in literacy skill flowing from the initial education system are being eroded by significant levels of literacy skill loss in adulthood. This study uses data from IALS and ALL to explore how Canada's stock of literacy skill evolved over the nine year period from 1994 to 2003. It analyzes net skill change for various demographic groups for Canada and the provinces and explores the individual characteristics that influence whether a particular group has gained or lost skills on average over the nine-year reference period.

    Release date: 2007-07-06
  • 64. The Canadian Component of the 2003 International Adult Literacy and Skills Survey (IALSS): The Situation of Official Language Minorities Archived
    Articles and reports: 89-552-M2006015
    Geography: Canada
    Description:

    This monograph focuses on the differences in performance on the IALSS tests between people whose mother tongue is French and those whose mother tongue is English in Canada, particularly those living in a minority situation. Various factors are examined with the goal of explaining these differences. Schooling, age, reading and writing habits of everyday life, as well as the living environment explains a large part of the differences between linguistic groups.

    Release date: 2006-12-19
  • 65. Educational Outcomes at Age 19 Associated with Reading Ability at Age 15 Archived
    Articles and reports: 81-595-M2006043
    Geography: Canada
    Description:

    This paper examines educational outcome at age 19 associated with reading ability at age 15. Does ability in reading at age 15 have an impact on subsequent high school completion and postsecondary participation? Are different postsecondary opportunities realized by those with varying reading ability levels?

    This paper investigates these questions using Canadian data from the Programme for International Student Assessment (PISA) and the Youth in Transition Survey (YITS). It is not the intent of this paper to explore the complex pathways and processes associated with dropping out of high school or pursuing postsecondary participation. Rather, by examining only the direct pathways between reading literacy at age 15 and education outcomes at 19, this paper provides a general overview and first glance at the nature of this relationship.

    Release date: 2006-06-07
  • 66. Human Capital and Canadian Provincial Standards of Living Archived
    Articles and reports: 89-552-M2006014
    Geography: Canada
    Description:

    This paper examines the role of human capital accumulation in explaining the relative levels of income per capita across Canadian provinces. We use principally two different types of human capital indicators based respectively on university attainment and literacy test scores. A synthetic time series of the average literacy level of labour market entrants for each period between 1951 and 2001 is constructed from the demographic profile of literacy test scores taken from the 2003 Adult Literacy and Lifeskills Survey. The percentage of the working-age population holding a university degree is available since 1951 from the census figures. Our main results are the following. First, both human capital indicators are strong predictors of the relative levels of per capita income (minus government transfers) across provinces, along with the relative rates of urbanization and specific shocks in Alberta and Quebec. Second, the skills acquired by one extra year of schooling result in an increase in per capita income of around 7.3 percent. Third, we find that our literacy indicator does not outperform the university attainment indicator. This contrasts sharply with our recent result found at the cross-country level (Coulombe, Tremblay, and Marchand [2004]) and suggests substantial measurement error in cross-country schooling data. Fourth, by focusing on regional economies that have similar levels of social infrastructure and social development, our analysis provides potentially more reliable estimates of the contribution of human capital accumulation to relative living standards.

    Release date: 2006-04-05
  • 67. The Importance of Functional Literacy: Reading and Math Skills and Labour Market Outcomes of High School Drop-outs Archived
    Articles and reports: 11F0019M2006275
    Geography: Canada
    Description:

    This study assesses the effects of literacy and numeracy skills on the labour market outcomes of Canadian high school drop-outs. We find that these skills have significant effects on the probability of being employed and on hours and weeks of work for both men and women, and also have strong (direct) influences on men's, but not women's, incomes. These findings imply that high school curricula that develop literacy and numeracy skills could provide significant returns even for those who do not complete their programs and wind up at the lower end of the labour market. Our findings similarly suggest that training programs catering to drop-outs could substantially improve these individuals' labour market outcomes by developing these basic skills. The results also have implications for dual labour market theory, since it is often assumed that the secondary market is characterized by minimal returns to human capital'contrary to what is found here.

    Release date: 2006-03-27
  • 68. Literacy skills among Canada's immigrant population Archived
    Articles and reports: 81-004-X20050059112
    Description:

    This article draws on the results of the 2003 International Adult Literacy and Skills Survey (IALSS) to examine the skill profiles of Canadians in four domains: prose literacy, document literacy, numeracy and problem solving. Skill levels are compared for three groups: the Canadian-born, recent immigrants (those who have been in Canada for 10 years or less) and established immigrants (those who have been in Canada for more than 10 years). Other dimensions considered are age, education and mother tongue.

    Release date: 2006-02-28
  • 69. Literacy and Digital Technologies: Linkages and Outcomes Archived
    Articles and reports: 56F0004M2005012
    Geography: Canada
    Description:

    This paper investigates relationships between adult literacy skills and use of information and communications technologies (ICTs). Using the Adult Literacy and Life Skills Survey (ALL), it becomes possible to compare respondents' ICT use, based on self-assessed ICT use patterns and attitudes toward computers, with literacy skills and a number of socio-demographic characteristics, including age, gender and educational attainment. The paper offers data for Canada, its provinces and territories, as well as five other countries (Bermuda, the United States, Italy, Norway and Switzerland), allowing international and inter-provincial comparisons. An important objective of the paper is to examine outcomes associated with literacy skills in combination with patterns of ICT use, and this is achieved by profiling these characteristics and studying their relationships with respondent income. In addition, it offers a portrait of adults' computer and Internet use, including purposes of use, attitudes toward computers, and use of other ICTs, and analyzes such use, with a detailed focus on Canada.

    Patterns of Internet and computer access confirm the existence of "digital divides" both within and between nations. Apart from Italy, differences between the countries included in this study are not large. However, as found elsewhere, large divides exist within countries when examining respondents grouped by their level of income. In Canada, the Western provinces, the territories, and Ontario emerge as leaders in ICT use, although regional patterns are complex and vary depending on the specific technology examined.

    Many other factors are also strongly associated with respondents' ICT use. Age, gender, educational attainment, and level of literacy proficiency help predict whether a respondent is a "high-intensity" computer user. A significant decline in ICT use is found to occur after age 45 in all countries. The findings for ICT use by gender, however, were mixed. In the European countries included in this study (Italy, Norway and Switzerland), clear gender differences emerge but no such gap exists in North America. Respondents with less than upper-secondary education are significantly less likely to use computers for a range of purposes, and this pattern is most pronounced in Italy and Bermuda. In addition, scales that measure individuals' use of computers and the Internet, and attitudes toward computers, tend to increase with the literacy proficiency of respondents.

    Finally, literacy and computer use profiles are strongly related to the likelihood that respondents have high earnings. In most countries included in this study, adults who have average or higher literacy skills and who are intensive computer users have about three to six times the odds of being in the top quartile of personal income, compared to respondents with below average literacy skills and less intensive computer use.

    Release date: 2005-12-05
  • 70. Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey Archived
    Journals and periodicals: 89-617-X
    Geography: Canada, Province or territory
    Description:

    The International Adult Literacy and Skills Survey, undertaken in 2003, measured the proficiencies of a representative sample of Canadian adults aged 16 and over in four domains: prose literacy, document literacy, numeracy and problem solving, and benchmarked performance against an international standard. The proficiency scores are compared between provinces, territories and nations, and over time. Moreover, literacy performance is examined in relation to differences in variables such as educational attainment, employment and unemployment, earnings and self-assessed health. Analyses of the literacy performance of groups of special interest, including women and men, young adults and seniors, recent and established immigrants, and Aboriginal populations are included.

    Release date: 2005-11-30
Data (21)

Data (21) (0 to 10 of 21 results)

Analysis (100)

Analysis (100) (40 to 50 of 100 results)

  • 41. Literacy skills of Canadians across the ages: Fewer low achievers, fewer high achievers Archived
    Articles and reports: 81-004-X200700610528
    Description:

    In a recent study, David Green and Craig Riddell investigate the distribution of literacy skills in the Canadian-born population and how those skills are generated. They also investigate the nature of literacy generation in the years after individuals have left formal schooling and are in the labour market, and the relationship between literacy and income. This article summarizes the results of their research. The data sources for the analysis are the International Adult Literacy Survey (IALS 1994) and the International Adult Literacy and Skills Survey (IALSS 2003). The focus of the research is on literacy generation in the Canadian economy. As a result, anyone born outside of Canada is excluded from the analysis in order to focus attention on the Canadian educational system. Information on Aboriginal peoples was also excluded from this analysis, being reserved for a separate report.

    Release date: 2008-02-25
  • 42. Learning Literacy in Canada: Evidence from the International Survey of Reading Skills Archived
    Articles and reports: 89-552-M2008019
    Geography: Canada
    Description:

    Using data from the International Survey of Reading Skills, this report identifies the reading profiles of different groups of adult Canadians with low literacy skills, examines in depth their reading abilities, and describes their varied literacy learning needs. The new insights offered will inform the development of more targeted literacy policies and will be useful to both researchers and practitioners in designing and delivering appropriate and effective reading instruction programs for Canadian adults.

    Release date: 2008-01-09
  • 43. Literacy profile of off-reserve First Nations and Métis people living in urban Manitoba and Saskatchewan: Results from the International Adult Literacy and Skills Survey 2003 Archived
    Articles and reports: 81-004-X200700510500
    Description:

    Until very recently, reliable data on the literacy of Aboriginal people in Canada have been scarce. The 2003 International Adult Literacy and Skills Survey (IALSS) collected data from large enough samples of Aboriginal people living in urban areas in Manitoba and Saskatchewan, as well as Aboriginal people living in selected communities in the territories, to answer key questions about the literacy proficiency of these populations. The off-reserve Aboriginal population in Manitoba and Saskatchewan is comprised of significant proportions of individuals who self-identify as First Nations and Métis. The IALSS background questionnaire allows researchers to make distinctions on the basis of self-reported Aboriginal identity group.

    This report uses data from the 2003 International Adult Literacy and Skills Survey to provide a profile of the level and distribution of adult literacy among the off-reserve First Nations and Métis populations residing in urban areas in Manitoba and Saskatchewan. Literacy profiles are provided for males and females, for different age groups and by educational attainment. Finally, the article examines the literacy profiles of the employed and unemployed sub-groups within these populations.

    Release date: 2008-01-07
  • 44. Literacy and the Labour Market: The Generation of Literacy and Its Impact on Earnings for Native Born Canadians Archived
    Articles and reports: 89-552-M2007018
    Geography: Canada
    Description:

    This study examines the distribution of literacy skills in the Canadian economy and the ways in which they are generated. In large part, the generation of literacy skills has to do with formal schooling and parental inputs into their children's education. The nature of literacy generation in the years after individuals have left formal schooling and are in the labour market is also investigated. Once the core facts about literacy in the economy have been established, the study turns to examining the impact of increased literacy on individual earnings. Both the causal impact of literacy on earnings and the joint distribution of literacy and income are explored. The authors argue that the latter provides a more complete measure of how well an individual is able to function in society.

    The study focuses mainly on data from the Canadian component of the 2003 International Adult Literacy and Skills Survey (IALSS), composed of a sample of over 22,000 respondents. The Canadian component of the 1994 International Adult Literacy Survey (IALS) is also used in order to obtain a more complete picture of how literacy changes with age and across birth cohorts.

    Release date: 2007-11-30
  • 45. Adult Learning: A Comparative Perspective: Results from the Adult Literacy and Life Skills Survey Archived
    Articles and reports: 89-552-M2007017
    Geography: Canada
    Description:

    This study provides comparative estimates of participation in adult education and training courses and programmes, duration of studies, engagement in informal learning and sources of direct financial support, based on results of the 2003 International Adult Literacy and Skills Survey (IALSS), the Canadian component of the Adult Literacy and Life Skills study. It also examines levels of inequality in adult learning and reasons for participating in adult education and training, including the role of labour force status and job and workplace characteristics. Finally, it presents a review of the relationship between actual skill use and participation in both organized and informal forms of adult learning. Comparisons are made between Canadian provinces and territories and three selected countries, namely Norway, Switzerland and the United States.

    Release date: 2007-10-12
  • 46. Gaining and Losing Literacy Skills over the Lifecourse Archived
    Articles and reports: 89-552-M2007016
    Geography: Canada
    Description:

    Recent findings from the International Adult Literacy Survey (IALS) and the 2003 Adult Literacy and Life Skills Survey (ALL) suggest that improvements in literacy skill flowing from the initial education system are being eroded by significant levels of literacy skill loss in adulthood. This study uses data from IALS and ALL to explore how Canada's stock of literacy skill evolved over the nine year period from 1994 to 2003. It analyzes net skill change for various demographic groups for Canada and the provinces and explores the individual characteristics that influence whether a particular group has gained or lost skills on average over the nine-year reference period.

    Release date: 2007-07-06
  • 47. The Canadian Component of the 2003 International Adult Literacy and Skills Survey (IALSS): The Situation of Official Language Minorities Archived
    Articles and reports: 89-552-M2006015
    Geography: Canada
    Description:

    This monograph focuses on the differences in performance on the IALSS tests between people whose mother tongue is French and those whose mother tongue is English in Canada, particularly those living in a minority situation. Various factors are examined with the goal of explaining these differences. Schooling, age, reading and writing habits of everyday life, as well as the living environment explains a large part of the differences between linguistic groups.

    Release date: 2006-12-19
  • 48. Educational Outcomes at Age 19 Associated with Reading Ability at Age 15 Archived
    Articles and reports: 81-595-M2006043
    Geography: Canada
    Description:

    This paper examines educational outcome at age 19 associated with reading ability at age 15. Does ability in reading at age 15 have an impact on subsequent high school completion and postsecondary participation? Are different postsecondary opportunities realized by those with varying reading ability levels?

    This paper investigates these questions using Canadian data from the Programme for International Student Assessment (PISA) and the Youth in Transition Survey (YITS). It is not the intent of this paper to explore the complex pathways and processes associated with dropping out of high school or pursuing postsecondary participation. Rather, by examining only the direct pathways between reading literacy at age 15 and education outcomes at 19, this paper provides a general overview and first glance at the nature of this relationship.

    Release date: 2006-06-07
  • 49. Human Capital and Canadian Provincial Standards of Living Archived
    Articles and reports: 89-552-M2006014
    Geography: Canada
    Description:

    This paper examines the role of human capital accumulation in explaining the relative levels of income per capita across Canadian provinces. We use principally two different types of human capital indicators based respectively on university attainment and literacy test scores. A synthetic time series of the average literacy level of labour market entrants for each period between 1951 and 2001 is constructed from the demographic profile of literacy test scores taken from the 2003 Adult Literacy and Lifeskills Survey. The percentage of the working-age population holding a university degree is available since 1951 from the census figures. Our main results are the following. First, both human capital indicators are strong predictors of the relative levels of per capita income (minus government transfers) across provinces, along with the relative rates of urbanization and specific shocks in Alberta and Quebec. Second, the skills acquired by one extra year of schooling result in an increase in per capita income of around 7.3 percent. Third, we find that our literacy indicator does not outperform the university attainment indicator. This contrasts sharply with our recent result found at the cross-country level (Coulombe, Tremblay, and Marchand [2004]) and suggests substantial measurement error in cross-country schooling data. Fourth, by focusing on regional economies that have similar levels of social infrastructure and social development, our analysis provides potentially more reliable estimates of the contribution of human capital accumulation to relative living standards.

    Release date: 2006-04-05
  • 50. The Importance of Functional Literacy: Reading and Math Skills and Labour Market Outcomes of High School Drop-outs Archived
    Articles and reports: 11F0019M2006275
    Geography: Canada
    Description:

    This study assesses the effects of literacy and numeracy skills on the labour market outcomes of Canadian high school drop-outs. We find that these skills have significant effects on the probability of being employed and on hours and weeks of work for both men and women, and also have strong (direct) influences on men's, but not women's, incomes. These findings imply that high school curricula that develop literacy and numeracy skills could provide significant returns even for those who do not complete their programs and wind up at the lower end of the labour market. Our findings similarly suggest that training programs catering to drop-outs could substantially improve these individuals' labour market outcomes by developing these basic skills. The results also have implications for dual labour market theory, since it is often assumed that the secondary market is characterized by minimal returns to human capital'contrary to what is found here.

    Release date: 2006-03-27
Reference (10)

Reference (10) ((10 results))

  • 1. Using the Program for International Assessment of Adult Competencies direct measures of skills in the Longitudinal and International Study of Adults Archived
    Surveys and statistical programs – Documentation: 89-648-X2015001
    Description:

    The Longitudinal and International Study of Adults (LISA) has the direct measures of skills from the Program for International Assessment of Adult Competencies (PIAAC) because the two surveys had coordinated collection. The direct measures of skills cover three domains: literacy, numeracy, and problem solving in technology-rich environments. The skills measures are reflected in sets of 10 plausible values (PVs) that were created using a multiple imputation methodology. This paper demonstrates the proper use of the PVs. It also demonstrates that reliable estimates of skills can be produced using LISA and the results are similar to what would be obtained from the PIAAC data.

    Release date: 2015-04-22
  • 2. Measuring Adult Literacy and Life Skills: New Frameworks for Assessment Archived
    Surveys and statistical programs – Documentation: 89-552-M2005013
    Geography: Canada
    Description:

    This report documents key aspects of the development of the International Adult Literacy and Life Skills Survey (ALL) - its theoretical roots, the domains selected for possible assessment, the approaches taken to assessment in each domain and the criteria that were employed to decide which domains were to be carried in the final design. As conceived, the ALL survey was meant to build on the success of the International Adult Literacy Survey (IALS) assessments by extending the range of skills assessed and by improving the quality of the assessment methods employed. This report documents several successes including: · the development of a new framework and associated robust measures for problem solving · the development of a powerful numeracy framework and associated robust measures · the specification of frameworks for practical cognition, teamwork and information and communication technology literacy The report also provides insight into those domains where development failed to yield approaches to assessment of sufficient quality, insight that reminds us that scientific advance in this domain is hard won.

    Release date: 2005-03-24
  • 3. Linking Provincial Student Assessments with National and International Assessments Archived
    Surveys and statistical programs – Documentation: 81-595-M2003005
    Geography: Canada
    Description:

    This paper develops technical procedures that may enable ministries of education to link provincial tests with national and international tests in order to compare standards and report results on a common scale.

    Release date: 2003-05-29
  • 4. Schooling, Literacy and Individual Earnings (Highlights) Archived
    Surveys and statistical programs – Documentation: 89F0120X
    Description:

    Direct measures of skill attainment such as the International Adult Literacy Survey are used to assess the importance of educational outcome skills such as literacy in determining labour market outcomes such as earnings. Policy makers also use them to direct resources most efficiently. However, these skill measures are the product of complex statistical procedures. This paper examines the mathematical robustness of the International Adult Literacy Survey measures against other possibilities in estimating the impact of literacy on individual earnings.

    Release date: 2000-06-02
  • 5. Backgrounder on the International Adult Literacy Survey (IALS) Archived
    Surveys and statistical programs – Documentation: 89F0094X
    Description:

    The Backgrounder on the International Adult Literacy Survey (IALS) describes the history of the survey and how literacy is measured.

    Release date: 1996-09-12
  • 6. Survey of Literacy Skills Used in Daily Activities
    Surveys and statistical programs – Documentation: 3874
    Description: This national survey, which is sponsored by the Secretary of State of Canada, is used for the development of a detailed literacy profile of the adult Canadian population.
  • 7. Programme for the International Assessment of Adult Competencies
    Surveys and statistical programs – Documentation: 4406
    Description: The Programme for the International Assessment of Adult Competencies (PIAAC) is a multi-cycle international program of assessment of adult skills and competencies initiated by the Organisation for Economic Co-operation and Development (OECD). It aims to collect the information of residents from several countries, including Canada.
  • 8. Ontario Adult Literacy Survey
    Surveys and statistical programs – Documentation: 4433
    Description: The goal of the proposed study was to obtain a literacy profile for immigrants living in Ontario, in the reading of either English or French.
  • 9. Programme for International Student Assessment
    Surveys and statistical programs – Documentation: 5060
    Description: Programme for International Student Assessment (PISA) is an international assessment of the skills and knowledge of 15 year-olds which aims to assess whether students approaching the end of compulsory education have acquired the knowledge and skills that are essential for full participation in society.
  • 10. International Survey of Reading Skills
    Surveys and statistical programs – Documentation: 5070
    Description: The International Survey of Reading Skills (ISRS) was designed to characterize the reading profiles and learning needs of demographically different groups of low skilled Canadian adults by administering a battery of clinical reading tests to a sample of adults who previously had participated in the 2003 International Adult Literacy and Skills Survey (IALSS, record number 4406). The survey aims to help educators tailor the content and modalities of their instructions to the needs of low skilled adults.
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