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

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

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

So why is it that the educational aims of the majority of learners in LBS are not valued on their own and made secondary to employment aims? Why are some some programs pressured to not support independence goals and learners' personal aspirations? Why is the value of the independence category questioned? Why do some learners … Continue reading The Power of the Logic Model in Coordinating the Work of Policymakers and Local Programs