Literacy Instructors and Volunteers/Tutors

Generally, 54 per cent of the learners -13 out of 24- say that there are currently enough literacy workers available to complete necessary program activities. Of course they noted that should there be an increase, this might not hold true. No information was collected regarding the numbers of learners served by either or both Native Literacy programs. Other comments learners made were:

• I started my literacy work when I was a student for my GED at NWRC. Even though I’m now a student at Council Fire, I’m still involved or can access any services I need at NWRC. The literacy program has been a great support system for me during my learning journey.
• There is plenty of help throughout the communities.
• The low number of workers is due to the lack, or seeming lack of interest in such programs.
• Not enough workers in the community for non-status Natives.
• I found the staff very willing and open to help anyone with math or English and all their programs included traditional teachings.
• You only need one or two volunteers in the literacy program.
• For the moment, there is enough staff. However, if more people utilize these programs, there will be a shortage.
• Need more staff with computer training.

Fifty-five per cent of practitioners -6 out of 11- said there were not enough workers in their programs to meet learners’ needs. There appeared to be few to no volunteers providing program assistance outside tutoring activities. More funding is required for volunteer and instructor training. Attracting and supporting volunteers would require additional regular staff to coordinate, train, supervise, and recruit. Practitioners acknowledge that volunteers also usually require financial assistance e.g., TTC fares to travel back and forth to assist the program. More funding is needed for instructors to conduct practitioner training and to secure the services of a curriculum developer.

Executive directors/steering committee members were asked, “What is your knowledge of practitioner needs to increase access and retention of learners in the various programs in the Toronto area?” One person admitted to having no knowledge of what this entails and three others identified that practitioners must work from their own cultural, spiritual perspective; develop the student’s self-esteem, sense of identity, and a positive sense of self, and; develop an achievable educational plan with short and long-term goals.