By Lynne Lalonde

In 1987, there was a rise in interest in the issue of adult literacy. A key factor was the study “Broken Words” (1987) by Southam News. This study identified the degree of the literacy problem in Canada. That same year, the “Cedar Glen Declaration” was developed through the collective efforts of many national organizations. The declaration further defined the state of literacy in Canada. Also in 1987, Senator Joyce Fairbairn began the first national debate on literacy in the Senate. All of these events prompted the government to address the low literacy levels in Canada.

In 1987, the Federal Department of the Secretary of State was given $1million to consult with different partners. The Government and its partners discussed the literacy challenges facing Canada. These partners included:

• provinces and territories
• literacy experts
• the voluntary sector

The Federal Government quickly realized that if Canada was to increase its literacy levels, everyone would need to participate. In 1988, the National Literacy Secretariat (NLS) was created based on a partnership model. It would support not only those directly involved in literacy, but would also identify and develop key partnerships with the provinces and territories, community groups and business and labour.

The partnership model was based on key principles. These included the need to:

• recognize the role of provinces and territories in matters of provincial jurisdiction
• have flexibility to meet needs, goals and delivery systems of all regions
• recognize the usefulness and importance of a variety of approaches
• expand the role of all players, including provinces and territories, business, labour and voluntary sector groups

The NLS worked with key partners:

Provinces and Territories: NLS developed arrangements with each province and territory. These arrangements allowed each area to focus on its own delivery system, needs and differences. In Ontario, the NLS worked closely with the Provincial Government. For example, they jointly funded Alpha Ontario and Centre FORA, as well as innovative practices in the four delivery streams – Anglophone, Francophone, Native and Deaf.

National Literacy Organizations: Initially there were only three national organizations:

• Movement for Canadian Literacy (MCL)
• Laubach Literacy of Canada (LLC)
• Frontier College

In future years other literacy agencies began:

• the Fédération canadienne pour l’alphabétisation en français
• the National Adult Literacy Database
• ABC CANADA Literacy Foundation
• the National Indigenous Literacy Association

Provincial and Territorial Literacy Coalitions: Initially there were only three coalitions, the Ontario Literacy Coalition being one. Now there is a literacy coalition in every province and territory. In Ontario there are Anglophone, Francophone, Native and Deaf literacy organizations.

Voluntary Sector: Organizations were identified that did not work in literacy but had clients who were affected by low literacy skills. Some examples included:

• the Canadian Bar Association - tackled the issue of plain language
• Chiefs of Police – became more aware of the effect of low literacy skills on the justice system

Private Sector, Business and Labour: These partners were encouraged to promote workplace literacy programs and develop appropriate workplace learning materials.

These partnerships:

• developed a solid literacy system in Canada
• increased public awareness of literacy
• increased research

They contributed to the development of:

• Canadian adult learning materials for various levels of literacy skills
• materials and tools appropriate for Aboriginal and Francophone learners
• materials and tools appropriate for persons with physical and cognitive disabilities
• practitioner training materials, including resources and tools
• training for practitioners

The federal government and its partners continue to work towards a literacy system in Canada that meets everyone’s literacy needs.