The applied research department at Holland College is currently testing an important tool used to measure prose and document literacy, numeracy, and problem-solving skills in an effort to discover the cost of literacy gain for adult learners.

The main purpose of the International Adult Literacy and Skills Survey instrument survey is to find out how well people over the age of 16 use printed information to function in society. So far, with financial assistance from the Atlantic Canada Opportunities Agency, and the support of the Department of Innovation and Advanced Learning, Holland College has tested 350 people using the tool, and hopes to test an additional 350 before the first phase of the study is finished. The ability to determine the cost of improving adult literacy levels is as important as measuring literacy proficiency, and, to date, very little research has been done in this area in the Western Hemisphere.

Dr. Audrey Penner, Director of Adult Education, Learner Supports and Applied Research at Holland College, sees the research as providing a firm foundation for policy and program development.

”As the main providers for adult education on PEI, the Institute for Adult and Community Education Inc. at Holland College, sees this research as fundamental to labor force development on Prince Edward Island. To achieve prosperity in a knowledge based economy, our Island requires adult learners that function with strong reading, writing and mathematical skills. Adults that upgrade their education through GED classes or high school credits increase these skills. We enhance our potential employee pool for the labor force. The data we collect will inform the province, Canada and other developed countries on the cost of literacy gain. The data will be especially useful to align program delivery with effective gains and to support policy development for future adult learning needs.” 

The college was asked to conduct the study by the department of Human Resources and Social Development. The data are used to inform policy decisions, help effectively allocate resources where needed, and inform decisions on the composition and content of remedial skill development courses and adult education.