If we look at the many different subpopulations in adult
education…we see that not all adult learners are in programs for
the same reasons, or for the same outcome, or are at the same
places along the way. It is our responsibility to get them to the next
step, whatever that next step is for them.
The literacy field has long supported the need for a more valid, reliable and manageable approach to assessment. In particular, the field suggested the need for a new assessment language and approach that would:
The field supported the notion of “transition paths”. Each transition path would define the core skills and performance indicators that would help learners make successful transitions to their goals. Although LBS/AU programs had traditionally focused on learning goals such as employment or further education and training, the goals had not been explicitly linked to the individual skills or level descriptions. Defining goals for learning within the broader educational/training environment of Ontario would provide a sound structure for the framework and identify specific areas of knowledge and specialized skills that are tied to those goals.
The six transition paths initially identified were: