As the old business saying goes, “What gets measured gets done.” I’ve been thinking about this expression a lot lately in regards to adult learning. There is a huge movement within governments of all levels to truly quantify results and success, a direction that is to be applauded. But measurement gets especially difficult when we think about measuring adult learning.

When teaching children, there is a set curriculum, targeted goals and measurement systems determined by an external body, usually school boards and ministries of education. In adult learning, the notion of an external body deciding an adult’s curriculum and learning is very controversial.

It’s fascinating to see how the United Kingdom’s implementation of their Skills for Life program was rolled out differently in different jurisdictions, reflecting two opposing notions of measurement of learning. In England and Wales, there was a curriculum designed to move learners to a standardized level of literacy. The learners were then tested to see if they had achieved that level.

In Scotland, learners were asked, “What would you like to learn?” reflecting the fact that learners arrive with a huge variety of skills and aptitudes, and a huge variety of needs. The teachers then designed a curriculum to match the student’s levels and needs. At the end of the program the learners were evaluated by asking them, “Did you learn what you wanted to learn?”

The results of these two approaches are still being tabulated but, philosophically, many of us prefer that learner-centred approach where success or failure is determined by the learner. It’s not quite as numerically satisfying, perhaps, but we know that measurement drives outcomes and the learner-centred outcome will likely be more useful and more appropriate.

What we measure and how we measure are fundamental questions in determining literacy policy. To try to come to our own policy recommendations, ABC CANADA is working with researcher Ralf St. Clair from the University of Glasgow. The project, funded by the Adult Learning Knowledge Centre, will compare the impact of methods of measurement in three jurisdictions: British Columbia, Ontario and Scotland. To help make the case for a greater investment in literacy, we are working with Steve Tanny, former Chief Economist for Ernst and Young and now a Professor of Economics with the University of Toronto. Steve is looking at the economic impact of literacy—another measurement that we think will help drive policy decision-making by providing the facts to support our case. Once we develop the policy options with appropriate measures, we will be able to paint a picture by numbers for our partners in government at the provincial and federal level.

We truly believe that increasing literacy levels will improve the lives of individuals and will improve the economic health and prosperity of our nation.

Let us count the ways…

Margaret Eaton
President, ABC CANADA