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·	From Theory To Practice

• Introduction
• Program Description
• Evaluation Findings:

Introduction

This brief summarizes the findings from an evaluation of the Learning Initiatives. The evaluation was managed by Evaluation and Data Development at National Headquarters, Human Resources Development Canada.

Program Description

In 1994, Human Resources Development Canada (HRDC)introduced Learning Initiatives to promote the concept of lifelong learning and to establish a learning culture in Canada. The intent was to improve the outcomes achieved by the learning system, to promote greater accountability for results, and to foster innovation.

Learning Initiatives included three main components:

• National Learning Goals;
• Measurement Tools;
• Information Dissemination.

National Learning Goals, the first component, attempted to improve Canada's learning system by developing a comprehensive set of pan-Canadian learning goals. These goals were to be developed through consultations with business, labour, educators and trainers, governments and students.

Measurement Tools, the second component, was an avenue through which the federal government could improve the effectiveness and responsiveness of Canada's education system and foster the development of outcome measures. Activities under this component included initiatives such as: major revisions and enhancements to data on post-secondary school-to-work transitions; the expansion of information on the literacy of parents; the development of a survey of employers on basic skill requirements; and a continuation of databases on private sector training and on transitions from high school.

Information Dissemination, the third component, provided labour market and career information products and materials to help individuals increase their employability skills and understand the school-to-work transition process. Under this component, the plan provided for the effective delivery of career information through the use of electronic networks such as SchoolNet. The initiative also funded research and development of products and materials geared to assist both youth and adults.

Evaluation Approach

The formative evaluation examined the activities of Learning Initiatives to determine how the program was designed and implemented. It provided an assessment of the progress of Learning Initiatives toward achieving its objectives.

The evaluation also identified strengths, weaknesses and alternate design features that would allow the program to achieve its objectives more effectively. The evidence for the evaluation came from six sources: a literature review, an analysis of academic publications, a file review of administrative documents, key informant interviews, focus groups, and an expert panel.

Evaluation Findings:

National Learning Goals

The evaluation found that no pan-Canadian learning goals were developed, although discussions took place between HRDC and the Council of Ministers of Education Canada (CMEC). Discussions focused on the development of performance indicators rather than learning goals and progress was made in developing indicators.

The Canadian Information Centre for International Credentials (CICIC) is a national agency that provides information about procedures for recognizing academic and occupational credentials across Canadian jurisdictions. It was initially intended that Learning Initiatives would provide funding to promote the collection and exchange of information on learning credentials and prior learning assessment. There was no evidence to indicate that CICIC received Learning Initiatives funding, or that joint projects were undertaken as proposed.

National Measurement Tools

Initially, the intent was to enhance the following five surveys: the National Graduates Survey, the Survey of Labour Income Dynamics, the Longitudinal Survey of Children and Youth, the National Training Survey, and the School Leavers Survey. It was also intended that additional measurement tools would be developed to fill gaps in existing surveys once measurable national goals and indicators had been established.

Five surveys received funding through Learning Initiatives. Four of the surveys are existing surveys: National Graduates Survey, the School Leavers Survey, Adult Education and Training Survey and the International Adult Literacy Survey. The funding of these surveys resulted in the availability of on-going, consistent and essential information on school-to-work transitions. It also resulted in additional questions now included in some surveys as well as further analysis of survey findings.

One new survey, the International Life Skills Survey, is under development. It will identify and measure a range of skills linked to social and economic success in the adult population.

Information Dissemination

The information dissemination projects were seen to be meeting a real need within the learning system. Progress was made towards the development and dissemination of career planning and labour market information to support school- to-work transitions.

Progress was also made towards the use of technology in learning. A number of information technology products were developed: CD-ROM, websites, software applications and interactive media. The evaluation did not determine how these materials were used and which learning groups had used the information.

Overall Findings and Conclusions

The findings indicate that educators supported the Learning Initiatives. They cited several aspects of the program's design as positive features, including the role of the federal government in providing leadership on national education issues. In addition, they indicated that the federal government should continue to facilitate, fund and disseminate information on learning activities.

Learning Initiatives was generally not well known by the public. For many projects, there was no information on how the project results were being used or who was using the information.

Five areas of HRDC were involved in delivering the Learning Initiatives. These areas functioned quite independently with little planning or communication across the five different areas. In addition, although the intention was to establish links with the Office of Learning Technologies and Industry Canada's SchoolNet program, there was no evidence to indicate that these relationships were established.

The evaluation examined important aspects in establishing a Canadian learning culture. The results support a role for the federal government in facilitating discussions on pan-Canadian learning goals and developing and distributing labour market information. With respect to program implementation, however, there were many challenges in implementing the Learning Initiatives which must be addressed if a similar initiative is attempted in future.