The Power of the Logic Model in Coordinating the Work of Policymakers and Local Programs (Part 4)

Creating a Closed Feedback Loop and Excluding the Expertise and Knowledge of Those in LBS Programs The LBS logic model is designed to measure its own perception of literacy development, one that is detached from what adult learners actually do in programs, and the teaching and program development work that program staff do. It is… Read More

The Power of the Logic Model in Coordinating the Work of Policymakers and Local Programs (Part 3)

Long-Term Impact Statements: Misunderstandings, Fundamental Flaws and More Design Inequities Measures of long-term impacts drive the LBS system, as they are used to develop measures that will demonstrate overall system effectiveness and efficiency.  They also guide decisions about the types of measures used. There are four long-term impact statements. Two address employment and two indirectly… Read More

The Power of the Logic Model in Coordinating the Work of Policymakers and Local Programs (Part 2)

Internal Contradictions and the Displacement of Learner-Centred Programming A close reading of the LBS logic model reveals internal contradictions about who the system is designed to support. It also reveals statements that displace the traditional philosophical approach of LBS: learner-centred programming. First, the contradiction. One of the main findings from the LBS evaluation—a lack of… Read More

Force-fitting LBS into the Employment Ontario system and chasing after a bogus standard (Part 2)

What is essentially seen by learners as an educational access program is force-fit into an employment service system. Then, an impossible testing standard is established for the system using a falsified threshold level from international literacy testing. Ontario’s LBS system is made accountable for fulfilling the employment goals that most learners don’t have and for… Read More