• There are currently 24 adult students in the program, of which 20 are women. Their ages range between 37 and 45, and their average level of schooling is Grade 5.

• Teaching methodology consists primarily of conventional classroom setting. However, with participation of Elders (as learners) in the program, one-on-one tutoring is also employed.

• Program length is standard among the CASP system: 40 weeks of six hours per day (i.e., full-time), totalling 1200 hours. Big Cove offers a flexible variation, allowing students to attend morning or afternoon sessions totalling 1200 hours of instruction. As is the case with all CASP projects, Big Cove CASP is funded by Literacy New Brunswick (an initiative of the NB Department of Advanced Education and Labour); 80% of Big Cove’s budget derives from CASP, the balance comes from the local Pathways program, and is handled through the Band. In addition, all learners receive a small allowance from the Band while attending the program.

• The program is accredited with the Department of Advanced Education and Labour (DAEL). Students who complete the program may sit for DAEL testing, and are eligible for a DAEL certificate upon a passing grade. In addition, students may progress to higher education (beyond Grade 6) which is provided by the Education division of the First Nations community.

Some Final Observations & Concerns:

Many participants initially enrol in the program as a means to assist their own children as they progress through school. However, most realize that the program is an essential stepping stone to higher education (and hence to better job prospects). It is, in fact, the only program in the community that can provide the kind of assistance they need. Moreover, students appreciate the program’s flexibility (students can choose morning or afternoon sessions) as well as its ties to the community and Aboriginal values.

In fact, these are aspects that Sarah wants to continue to develop in the CASP program. Not only does the program’s involvement with various community activities give the students a lot of pleasure, the presence of Aboriginal values actually increases the learning gradient. Sarah observes that, "Comprehension increases substantially if there is Aboriginal content in the material used."

As a facilitator, Ms. Simon’s work is multi-dimensional; she provides her students with counselling, referrals, specific life-skills. Part of this work entails maintaining her students’ motivation and perspective. "When both the learner and I know that the learner has defined a goal that may be beyond her reach right now, we break it down in little pieces and organize themselves around smaller goals. This seems to help." Some professional development is available for the Big Cove staff. Ms. Simon is able to participate in regional literacy meetings and training sessions once or twice a year.