One of the Aboriginal-Enhanced Access to Native Literacy projects goals was to identify the gaps, overlaps, and priorities in the development of Native literacy outreach, referral, and access services, assessment and delivery models, partnerships, and coordination of efforts and resources including the coordination of the five LBS services. How well each program meets the above MTCU-specific responsibilities is documented and filed in each programs records, and provides the best testimony to how well each program coordinator manages to address these various areas.
For this project, Native learners, literacy practitioners, host agencies, and Native community members were asked about their understanding of these five key components and to comment on the process or quality of application of these components.
Learners were asked:
The questions sought to identify successful access channels as well as gaps in access provision. They were designed to determine the factors that contributed to the success of a learner's journey and to identify barriers to learning, so they could be more effectively addressed. Many questions attempted to gain insight into learners perceptions of how well Native literacy practitioners were delivering the LBS components. However, as service delivery begins to disintegrate at the follow-up component, learners transitions to other programs are directly affected. This is the stage where clearly established program accreditation and articulation agreements would best serve the interests of the learner as they expand or continue their learning journey. It is also the area that requires community-wide partnerships.
Practitioners were asked:
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