Literature Citations Timeline

Years 2000 - 2003

On this page, you will find important citations from the literature on accountability and adult literacy from the years 2000 to 2003. Each of the highlighted titles below is linked to the actual online document. For earlier and later years or for documents from the provinces, please follow the links below.

2006 - 2008

2004 - 2005

Prior to 2000

Provincial / Territorial Selections

2003

  • Canada, Parliament, Standing Committee on Human Resources Development and the Status of Persons with Disabilities. (2003). Raising adult literacy skills: The need for a pan-Canadian response.

    This landmark report issues a call for joint federal/provincial/territorial action to improve Canada’s literacy levels, in acknowledgment of findings from the 1994 International Adult Literacy Survey (IALS) and recognition of the United Nations Literacy Decade (2003-2012). It asserts the for a coherent literacy policy within the federal government, for greater public and private investment, and for joint government action to address the issue of low literacy. The Committee delivers 21 recommendations, identifying areas where the government could make a significant contribution. [CE]
  • Federal/Provincial/Territorial Ministerial Council on Social Policy Renewal. (2003). Three year review: Social Union Framework Agreement.
  • Government of Canada response to: "Raising adult literacy skills: The need for a Pan-Canadian response". (2003).

    This response to the Standing Committee’s report (see first entry in 2003) acknowledges the importance of literacy as the foundation for learning and participation in a knowledge-based economy and society, and points to a range of current national, provincial and community efforts to address the problem of low literacy. It answers the Committee’s recommendations with discussions of the following themes: working with partners towards a Pan-Canadian strategy; creating a coherent policy framework for literacy across Government of Canada activities; addressing specific needs; and supporting partnerships for literacy in families, communities and workplaces. [CE]
  • Hall, M.H., Phillips, S.D, Meillat, C., & Pickering, D. (2003). Assessing performance: Evaluation practices & perspectives in Canada’s Voluntary Sector. Voluntary Sector Evaluation Research Project.

    This report presents the findings of a national survey of the evaluation practices of Canadian voluntary organizations (1,965 in total) and funders of voluntary organizations (322). Results showed that evaluation and performance assessment are a common undertaking of organizations, and that funders’ demands for evaluation are increasing. Yet, despite increasing expectations, few funders provide financial or procedural support for evaluation, and report little use of evaluation results when provided. One likely reason is an apparent disconnect between the type of information funders want (focused on outcomes) and the type organizations provide. Funders and voluntary organizations generally agreed on the need for: more financial resources; better coordination and information about other organizations’ activities; and more staff training. A series of final recommendations offer specific ways to address these needs. [CE]
  • Scott, K. (2003). Funding matters: The impact of Canada’s new funding regime on nonprofit and voluntary organizations: Summary report.

    Describes the changing funding landscape in Canada, and presents findings of a national study into the impacts of these changes on the financial capacity and long-term sustainability of nonprofit and voluntary organizations. Suggests that current trends in funding threaten the continued viability of the sector, explaining that much organizational time is now devoted to chasing short-term sources of funding, at the expense of organizations' missions and core activities. Discusses specific concerns and consequences such as: volatility; a tendency to mission drift; loss of infrastructure; reporting overload; the house of cards effect of 'partnership'; the 'advocacy chill'; and human resource fatigue. [Summary]
  • Treasury Board of Canada Secretariat. (2003). Risk-based audit framework guide. (Version 4.3.1).

2002

  • Treasury Board of Canada Secretariat. (2002). Guide on grants, contributions and other transfer payments.
  • Voluntary Sector Initiative. (2002). A code of good practice on funding: Building on An Accord Between the Government of Canada and the Voluntary Sector.

    This Code fulfills the Accord’s commitment to take measures to put its provisions into action. As such, the Code is a tool for identifying practices related to the funding aspect of the sectors’ relationship. By using these good practices, both sectors are committed to building that relationship, thereby strengthening their ability to better serve Canadians. It sets out the principles underpinning the Code, examines current voluntary sector financing and federal government support, then articulates the roles and responsibilities of both sectors with regard to good funding practices and their advancement. [CE]

2001

  • Battell, E. (2001). Naming the magic: Non-academic outcomes in basic literacy. Victoria, BC: Ministry of Advanced Education.

    Presents six techniques, drafted by forty basic literacy instructors, for documenting non-academic changes that may occur in the lives of learners as a result of literacy instruction. Techniques are: a multi-media approach; using journals; goal setting by learners; anecdotal and end-of-term reports (combined); and questions for developing awareness. Documents the difficulties encountered and lessons learned during field-testing of these techniques, and identifies six recommendations for a more extensive and focused study of non-academic outcomes. [Author Abstract]
  • Canada, Voluntary Sector Task Force. (2001). An accord between the Government of Canada and the voluntary sector.

    Describes the context for, and presents the content of an accord between the Government of Canada and the voluntary sector, jointly created to govern working relations between the two pillars of society. The Accord defines the two parties to the agreement, outlines the scope of their agreement, and describes: the purpose of the Accord; the values underlying it; the principles upon which it is based; the shared and individual commitments agreed to by both parties; and actions determined to move the relationship forward. [CE]
  • Treasury Board of Canada Secretariat. (2001). Guide for the development of results-based management and accountability frameworks.

2000

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