Focus Group A

Purpose

• to explore those factors that affect an Ontario Works client's decision to participate in or avoid an adult literacy program.
• to gather data to make informed decisions for both the Ontario Works Retention Factors Project and the LBS Program.

Participants

• seven participants selected by OW caseworkers who had indicated some interest in improving their literacy skills
• two facilitators from the LBS college program

Question # 1 - What do you already know about the adult literacy program at the college?

(Clients' actual responses are in Italics.)

Responses

Only one student knew what we actually did. The others had no knowledge about our program and came to the meeting with the expectation of learning more. The ensuing discussion also brought to light some confusion about who provided what literacy services.

Implications

We need to provide printed marketing information that clearly differentiates what we do from what other literacy providers do, e.g., what makes us unique and where we fit in the continuum of literacy services available.

Question # 2 - What would need to be in place that would make you feel comfortable enough to want to attend the literacy program at the College?

Response # 1

• doing adult work and not wasting my time (this Ontario Works client had a negative experience while attending an employment help centre)

Implications
It is important that teachers validate adult learner's perceptions of what they are being asked to do and their understanding of how the learning activity relates to their overall goal.

Response # 2

• feeling part of the group and not isolated

Implications
We should explore with the faculty different ways of enhancing new students' sense of belonging. Perhaps in addition to having a faculty adviser, a student should be paired up with other students who share common interests or who have had similar life experiences. Maybe one of the learning activities could be to explore what's available to enrich and/or broaden their social lives while at the college and to share this information with others either through discussion or through writing, e.g., class newsletter.

Response # 3

• Being treated with respect by younger students in other college programs. When younger students look at me funny or say something about my age, I just leave.

Implications
It is not certain whether this is an actual problem faced by other adult learners or just the perceptions of this particular person. This should be validated and explored further. If it is an issue, then it should be addressed in some way.