Literacy Facts

International Adult Literacy and Skills Survey (IALSS)
Literacy in Canada
Literacy in Saskatchewan
Literacy and Education
Literacy and Youth
Literacy and Adult Learning
Literacy and Families
Literacy and Aboriginal Peoples
Literacy and Older Adults

International Adult Literacy and Skills Survey (IALSS)

Levels

Level 1 - People at this level have difficulty reading.

Level 2 - These adults can read, but they do not read well.

Level 3 - This level is considered to be the minimum level for successful participation in society.

Level 4/5 - At this level, people have strong literacy skills and many strategies for dealing with complex materials.

Domains

Prose - information from texts

Document - information from tables or charts

Numeracy - everyday math skills

Problem solving - diverse thinking

Literacy in Canada

Canadian Literacy Levels and IALSS

IALSS (International Adult Literacy and Skills Survey) research found that:

• Almost half (48%) of Canadians aged 16 and over have low literacy skills. They scored below Level 3.
  
• 55% of Canadians aged 16 and over scored below Level 3 in numeracy.

How does Canada compare to other countries?

Canadians in most provinces and territories scored close to the two best performing countries - Norway and Bermuda.

IALSS research in Canada tells us a lot about the reading and numeracy challenges of certain groups.

The Canadian Economy

972,000 Canadians are at Level 1, and about 1.6 million have only Level 2 skills. These Canadians are either unemployed or employed in low-income jobs.

People with Level 1 or 2 skills are at most risk of losing their jobs as a result of technological and workplace change. It is harder for people with limited literacy and numeracy skills to compete for new jobs or keep the jobs they have.

Young Adults (16-25)

In most provinces and territories, the majority of youth have prose literacy scores at, or above, Level 3. However, over 1/3 of Canadian youth have prose literacy scores below Level 3.

Education in Canada

The more education someone has, the higher level of prose and numeracy proficiency they tend to have.

IALSS research found that only 4% of the adults who have not finished high school achieved Level 4/5 in the text (prose) questions. On the other hand, 35% of university graduates scored at level 4 or 5.

Older Adults (65 and over)

More than 80% of older Canadians have low literacy skills. They score at Levels 1 and 2.

Aboriginal Peoples

The IALSS research paid special attention to Aboriginal people living in urban areas in Manitoba and Saskatchewan.

In those provinces, the average scores for non-Aboriginal peoples are higher than those of urban Aboriginal peoples. About 63% of the urban Aboriginal population scored below Level 3 in prose literacy. In contrast, 39% of non-Aboriginal people in Saskatchewan and 45% of the non-Aboriginal Manitobans scored below Level 3.

Immigrants

IALSS was only distributed in Canada's two official languages: English and French. This means that individuals who do not speak English or French as a first language could have difficulties with the IALSS material.

About 60% of immigrants score below Level 3, compared to 37% of the Canadian-born population. This low level is despite the fact that immigrants have, on average, much higher levels of education than Canadian-born adults.

Source: Statistics Canada, Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey, 2005.

Literacy in Saskatchewan

Saskatchewan Literacy Levels and IALSS

IALSS research found that:

• 40% of adults (16 years and over) have below Level 3 literacy levels.
• 33% of adults (aged 16-65) score at Level 1 and Level 2.
• 75% of adults (65 and over) have below Level 3 levels.

In the decade between the first IALSS in 1994 and today, very little progress has been made. While the percent of individuals who face the most serious literacy challenges (Level 1) has decreased, there has been no substantial change to the amount of people still scoring below what is really needed to thrive in our society.

Comparing Saskatchewan to others in Canada

Young Adults (16-25)

While a large number of our youth are scoring at Level 3 or above, just over one third of the youth score at Level 1 and 2.

• 4% are at Level 1


• 33% are at Level 2


• 38% are at Level 3


• 25% are at Level 4/5

Workplace and Employment

On the Prairies, the employment rate for those who score at Level 3 and above is 80%. Only 65% of those who are at Level 1 are employed.

In the prairie provinces, 79% of men and 98% of women who earn $60,000 or more a year are at, or above, Level 3.

Older Adults

In Saskatchewan, about 75% of adults 65 and over score below Level 3. About 47% of older adults score at Level 1.

Aboriginal Peoples

Saskatchewan paid for an extra 700 urban Aboriginal peoples to be surveyed for IALSS.

63% of urban Aboriginal people in Saskatchewan scored below Level 3 compared to 39% of the non-Aboriginal population.

Adult Education

On the Prairies, about 25% of those at Level 1 participate in adult learning activities, while about 75% of those at Level 4/5 participate in adult learning activities.

Source: Statistics Canada, Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey, 2005.

Literacy and Education

Canadian Prose Scores By Educational Attainment

The IALSS measured literacy proficiency in five levels of education in adults 16 and over: less than high school, high school, trade-vocational, non-university post-secondary, and university.

• Education has a positive effect on literacy. It's hard to deny the outstanding differences between individuals with no high school education (78% at Levels 1 and 2) and those with university education (78% at or above Level 3).
• Lifelong learning is crucial to maintaining skills. "If you don't use it, you lose it." There needs to be opportunities for youth and adults to gain and maintain skills beyond the formal classroom.
• Equal opportunities and support for everyone. It is important to encourage people to stay in school and provide opportunities for high school education for those who have left school early. Access to education can help minimize the social and economic inequalities that come with low literacy.

Source: Statistics Canada, Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey, 2005.

Literacy and Youth

Saskatchewan Youth

Young adults (ages 16-25) make up about 20% of Saskatchewan's population.

They had the following prose literacy levels:

• 4% are at Level 1
• 33% are at Level 2
• 38% are at Level 3
• 25% are at Level 4/5

While a large number of our youth are scoring at Level 3 or above, just over one third of the youth score at Level 1 and 2.

Youth Literacy Levels Relate to Parents' Education Levels

Canadian youth whose parents have less than a high school education have average scores which correspond with Level 2. On the other hand, youth whose parents have completed some kind of post-secondary education have average scores corresponding with Level 3.

Supporting Our Youth

Youth literacy performances matter because this group has years ahead of them to engage in society, contribute their skills to their communities and take part in the economy.

Partnerships are needed between educational institutions, businesses, and literacy organizations to ensure that youth can access what they need to succeed.

Youth-friendly labour markets have employers who are flexible about the early qualifications of beginning workers. They look for alternative ways to judge a young person's skills and talents.

Education with a workplace experience component can establish good links between students and employers. A youth's skill development is improved when learning is an applied part of the job.

Good career information and guidance is important and needs to address the specific needs of at-risk students.

Literacy and Adult Learning

Saskatchewan's Need for Adult Education and Training

In Saskatchewan, about 40% of our adult population have literacy levels below Level 3. Unfortunately, those who need the most help to improve their literacy and numeracy skills are not receiving it.

Only 52% of Saskatchewan's population participates in some form of Adult Education program or training - and the majority (about 83%) are university educated adults.

On the other hand, only 21% of those at IALSS Level 1 and 42% of those at IALSS Level 2 take part in any form of adult education. This creates a gap between people who are educated and those who are less-educated. The gap will continue to widen unless something is done.

What is Lifelong Learning?

Lifelong learning helps people gain new skills and improve and maintain the skills they have. Lifelong learning suggests that it's never too late or too early to learn.

The formal classroom that leads to a degree or diploma is only one way to learn. Adults can also go on guided tours, attend trade fairs or lectures, read manuals or do independent Internet or library research.

Barriers to Adult Learning

Every person should have access to education and training programs, no matter their age or economic situation. However, the reality of adult life can often make added learning difficult to attain.

Here are some barriers adults face:

• Training/education is too expensive and they can't afford it
• Too busy at work or the training conflicts with a work schedule
• Lack of employer support
• Family responsibilities
• Not sure training was worth it or they couldn't find a training they wanted to take
• Don't have the prerequisites or lack entrance requirements
• Health reasons
• Lack of confidence perhaps from past negative learning experiences or lack of awareness

Six Ways to Encourage Adult Learning

1. Promote and offer clear information about the benefits of learning. People need relevant, accessible information so that everyone can understand the benefits of lifelong learning.

2. Provide incentives for learners. There are many barriers for adults that can inhibit and prevent participation. Offering incentives and encouragement can make it possible for adults to overcome some barriers.

3. Offer financial support. The cost of training programs is one of the largest barriers to participation. It is important for governments and employers to financially support learners.

4. Deliver education in a flexible way. Adult learners who have work and family responsibilities and/or those who live in remote areas need programs that have a flexible schedule and requirements.

5. Foster learning in the workplace. Integrating literacy skills into daily routines at work helps people improve not only those skills, but also their problem solving abilities and capacity to engage in more advanced tasks.

6. Encourage cooperation among partners. Partnerships among government, businesses, organizations and communities can share the cost of learning and ensure quality programming is available to all citizens.

Sources: The Canadian Council on Learning, Unlocking Canada's Potential: The State of Workplace and Adult Learning in Canada, 2007.

Statistics Canada, Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey, 2005.

Literacy and Families

Parents Impact on Children's Literacy Levels

40% of Saskatchewan adults score at IALSS Level 1 and 2. These adults not only have difficulties in their own lives, but they often face difficulties supporting their children and other family members' learning.

The literacy scores of youth are connected to their parents' level of education. Canadian youth whose parents have less than a high school education have an average score of Level 2. Those whose parents have completed some kind of post-secondary education have scores corresponding with Level 3.

What is Family Literacy?

Parents and other family members are children's first teachers. Everyday things a family does together support children's learning, growing, and communicating. Here are some ways learning together can be central to a child's life:

• mom and son count as they climb stairs
• kokum tells stories to grandchildren
• dad and son measure ingredients to cook
• older brother spells out street signs
• auntie sings lullabies to her nephew
• a babysitter reads the bedtime stories
• grandpa tells tales in a first language
• the whole family does a puzzle together

Family Literacy and Adult Learning

Family literacy programs attract people who might not otherwise participate in adult education. Many adult learners are parents who come to literacy programs to:

• be able to read to their children
• support their children in school and help them with their homework
• improve their parenting skills
• show the importance of life-long learning and
• serve as advocates for their children's needs.

The Benefits of Adding Family Literacy Programming to Adult Education Programs

Research shows that when people in adult basic education programs also learn and practice family literacy techniques, there are many benefits. The benefits include:

• improved reading skills for both parents and children
• more positive family interactions and reduced family stress and increased self esteem
• increased contact with community resources, such as libraries, and
• improved family health.

Who Benefits from Family Literacy?

Families benefit from greater literacy in terms of their:

• health and well-being
• school achievement
• fulfillment of personal goals
• employment opportunities, job skills & economic status
• access to resources, and
• learning and acquiring new skills.

Family literacy programs benefit schools by enhancing:

• overall attitudes toward learning
• parent involvement in school activities
• home support of school learning, and
• school-readiness.

Family literacy programs benefit Saskatchewan because educated citizens are better prepared to:

• finish high school and get more training
• meet job requirements and enter the workforce
• practice healthy lifestyles
• gain and maintain economic stabilitity
• actively contribute to their communities, and
• build success from one generation to the next.

Source: Statistics Canada, Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey, 2005.

Literacy and Aboriginal Peoples

Aboriginal People in Saskatchewan

The Aboriginal population in Saskatchewan is an important and growing demographic.

In 2001, the Census recorded Saskatchewan's Aboriginal population to be 130,190, accounting for about 14% of the population. It is estimated that the Aboriginal population will increase threefold over the next half century and become about 1/3 of Saskatchewan's population. Today, about 58% of the Aboriginal population is under 25, and another 27% are between the ages of 25 and 45.

Literacy Levels in the Aboriginal Community

700 urban Aboriginal people were surveyed for the IALSS in Saskatchewan. Here are some of the results:

• 63% of urban Aboriginal peoples in Saskatchewan score below Level 3, compared to 39% of the non-Aboriginal population.
  
• The urban Aboriginal population ages 16-45 has an average prose and numeracy score at Level 2, while the score for those aged over 45 corresponds with Level 1.
  
• Aboriginal people who achieved high school or higher education had better average scores than those with less education.

Saskatchewan urban Aboriginal people prose literacy skills were:

• 26% at Level 1
• 37% at Level 2
• 28% at Level 3
• 9% at Level 4/5

What is Aboriginal Literacy?

Aboriginal (First Nations and Métis) Literacy is a learner-centered approach to life-long learning that honours the inter-connectedness of all aspects of creation, for growth, personal empowerment, community development and self-determination.

Aboriginal Literacy encompasses first languages, elder involvement, culture, and community in a holistic development approach to unify mind, heart, body and spirit.

What Can Be Done to Improve Aboriginal Peoples' Literacy Levels?

Many different approaches can help Aboriginal communities work to increase the literacy levels of their people.

1. A Learner-Centered Approach.
Focus on the learner by developing skills that are important in the individual's life. This empowers the learner by allowing him/her to set learning goals. Materials and the teaching approach need to be relevant to learners' lives.

2. A Community-Based Approach.
Aboriginal people should be able to identify their own educational needs and develop solutions within their own communities, drawing strength from their traditions and people. Programs should contribute to community development in areas such as economic, social, educational, political and spiritual life.

3. A Holistic Approach.
In a holistic approach the learner is respected as a whole person who is part of a family, a community, and a Nation. Assist learners in seeking balance in their spiritual, emotional, mental and physical states.

4. A Culturally-Based Approach.
Put literacy into culture, and don't force culture into literacy. Literacy training should ensure respect for the learner by taking account of prior learning experiences. Training needs to incorporate skill development in the learner's own languages and traditions. It is also important to consider the need for increased equal interactions between Aboriginal peoples and non-Aboriginal people.

5. Program Diversity.
Many programs and teaching methods should reflect the diversity of Aboriginal Nations providing literacy services. Use the dual forces of language and culture to help Aboriginal communities sustain and maintain a positive cultural identity.

Sources: Saskatchewan Indian Cultural Centre, The Impact of Saskatchewan's Growing Aboriginal Community, 2000.

Statistics Canada, Census 2001, 2001.

National Indigenous Literacy Association, NILA Newsletter, 2003.

Saskatchewan Aboriginal Literacy Network, Information Brochure, 2003.

Statistics Canada, Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey, 2005.

Literacy and Older Adults

IALSS Canadian research found:

• 75% of Saskatchewan adults 65 and over score below Level 3.
• 47% of Saskatchewan adults in this age range score at Level 1.
• Only 5% of seniors score at Level 4/5.

Out of the 7 countries that took part in IALSS, Canada was the only one to survey adults aged 65 and over.

The average prose literacy score of adults 61-65 who did not complete high school is Level 1.

The Significance of the Results

• Rapid change can leave seniors behind. Whether born in Canada or other countries, today's seniors grew up in a very different world. For many, schooling was cut short by poverty, war, family duties or lack of access to schools. Others left school for good jobs that did not need high literacy or numeracy skills. Even those with a high school education may not be prepared for today's society.
  
• An aging population. The Conference Board of Canada says the most important trend affecting Canada's high quality of life is the aging of its population. It is estimated that by 2030, 22% of the Canadian population will be 65 and over.
  
• Literacy skills decline with age. The IALSS results show that the highest literacy scores are among the youngest and most educated citizens, and that these skills decline with age. Lifelong learning is a priority for all people, no matter their age or previous education.
  
• Healthcare impact. 75% of older adults do not have the literacy skills needed to stay on top of medical conditions. Lifelong learning can help older adults maintain their independence.

  A Few Tips for Working with Older Adults

Lifelong learning means that education and information should be accessible from our very first breath to our very last. Older adults need the help and support of a learning community in order to maintain and improve their overall quality of the life.

1. Literacy programs need to welcome and support older adults and adapt to meet their specific mobility and cognitive needs.
   
2. Some older adults may face barriers such as bad memories of school, worries about attending with younger adults, believing they are too old to learn, and a lack of transportation.
   
3. Aging can have an effect on how people access and understand information, even when individuals have good literacy skills. Plain language and a variety of formats can be used to help communicate better.
   
4. Older adults with good literacy skills are a valuable asset to literacy programs - these adults may have time and talents to share as volunteers.