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The Canadian Council on Learning: A Proposal for the Next Five Years
The value provided by CCL during its first years of existence has been confirmed by two external reviews, the formative evaluation completed in 2006 and the summative evaluation completed in 2008. CCL is pleased that the evaluation findings indicate that “CCL has been successful in identifying knowledge gaps, creating knowledge exchange networks, creating partnerships, improving the volume quality and relevance of research and information on learning, and increasing the volume and quality of learning research exchanged.”
The significant benefit of an independent voice on learning was also recognized: “The CCL is the only existing Canadian organization that provides a national and independent perspective in the analyses, interpretation and in the presentation of research on lifelong learning, and according to the majority of key information interviewees, and the literature review, much of what the CCL does complements the work of other organizations…While alternative funding models and arrangements for conducting learning research exist both nationally and internationally, it is unlikely that they would be able to achieve the same results as the CCL (i.e. independent and innovative research and dissemination of information).”
In a time of pressing financial challenges, CCL believes that its work is part of the solution.
Investments in human capital through lifelong learning will distinguish successful societies from their less vigilant competitors. The rate of return from such foresight has consistently been shown to be very high: for every dollar invested, our society reaps many dollars in exchange. In this difficult context, the importance of CCL to made-in-Canada solutions becomes even more striking.
The value proposition of CCL lies in its demonstrated capacity to provide the objective information and analysis that allows Canada to track its progress. This information is crucial to our continued ability to compete. Because there is no other national organization that can provide this service to Canadians, CCL is central to Canada’s “Knowledge Advantage.”
The following proposal reflects lessons learned from CCL’s initial years and its evolving appreciation of how to optimize the benefits to Canadians of their investment in an independent entity advancing lifelong learning in Canada. As the country confronts a period of financial and economic challenges, a concerted approach to lifelong learning and skills development for all Canadians becomes ever more vital. The realization, through knowledge-building about learning, of the “Knowledge Advantage” essential to safeguarding Canada’s well-being and prosperity is the objective that underpins all of CCL’s work, and which it is committed to pursue in the public interest.
In its early days, CCL set out ten essential principles in response to the question: “What do we need to put in place in order to optimize CCL’s unique role, make a difference, add value and make a singular contribution to pan-Canadian learning?” (See Appendix A.)
These essential principles have been applied throughout CCL’s existence, and continue to underpin its work. They may be summarized as follows:
Based on this mandate, CCL developed the following mission statement:
CCL will work to improve learning outcomes for Canadians and foster the growth of a “pan-Canadian learning architecture” by:
Based on its accumulated experience and the results of the formative and summative evaluations, CCL is proposing to make some modifications to its structure and scope, in consultation with provinces and territories, while retaining its mission to promote progress in life-wide and lifelong learning across the country.
Following is a description of several proposals CCL is advancing as means of ensuring complementarity of its knowledge creation and knowledge-mobilization efforts with the work of provinces and territories, individually and through CMEC as a policy agency.
A) Informing Canadians about the state of learning (Monitoring and Reporting)
CCL has generated numerous innovative and internationally validated approaches to informing Canadians about learning. Annual reports such as the Composite Learning Index, the report on the State of Learning in Canada, the report on Post-secondary Education in Canada, and the Survey of Canadian Attitudes toward Learning, as well as various reports on adult literacy, are all now well established as valuable tools and will be continued and enriched over time.
In response to provincial and territorial requests for the same level of analysis at the provincial or territorial level that are provided for Canada as a whole, CCL proposes to build its capacity to develop and produce provincial and territorial monitoring reports. Up to 15% of the Monitoring and Reporting budget of CCL could be allocated to develop and produce such reports. The terms of reference would continue to be governed through bilateral agreements between the jurisdiction and CCL.
CCL believes that these changes, which would enhance its ability to respond to provincial and territorial needs and interests, would also augment CCL’s overall effectiveness.
B) Fostering quality research on learning/acting as an authoritative resource on learning issues (Research and Knowledge Mobilization)
Individual provinces have benefitted from numerous projects conducted with them or at their request through CCL, in response to research priorities which they themselves have defined. Similarly, employer organizations, labour groups, Aboriginal organizations, municipalities, communities and NGOs have benefitted from CCL-supported research and analysis that have enhanced understanding of “what works” in the broad learning field. Some of these examples are captured in the summative and formative evaluations.
Since its inception, CCL has made a priority of being of service to provincial and territorial governments singly and jointly. Its consistent responsiveness to requests for research support reflects its recognition that when provinces and territories, which carry primary responsibility for education in their jurisdictions, ask CCL to perform particular research functions, the practical use and application of the evidence and analysis (which is the raison d’être of a non-academic research enterprise) is much strengthened. Again, this proposal is advanced in the expectation that the effectiveness of CCL and provincial/territorial policies or programs would both be enhanced.
CCL would also continue to provide research services at the request of individual provinces and territories, while retaining its capacity to conduct independent research on learning issues that it believes are key to national progress.
C) Facilitating evidence-based decisions about learning through knowledge exchange/capacity building
CCL has developed many means of disseminating information, including communications with the federal, provincial and territorial governments through briefings of senior officials prior to public release of key reports; a very active website through which all CCL material is publicly available; targetted communications to relevant stakeholder groups; efforts to inform Canadians broadly through the media; and a myriad of vehicles for the exchange of exemplary practices in the learning domain.
One of the ideal ways to share information is through mechanisms of dissemination and knowledge exchange that are organized, facilitated and delivered at regional or provincial level by authorities at that level—whether ministries of education or post-secondary education or one of the many other departments with an interest in lifelong learning. As convenor, the provinces and territories would decide on appropriate forms of dissemination and participation. For these types of events, CCL sees its primary role as that of researcher, analyst and external consultant.
CCL would continue to communicate its results and tools to key stakeholders in the field of learning and to Canadians more broadly, in support of its vision of being a catalyst for lifelong learning across Canada (see below).
CCL recognizes the importance of adapting to evolving circumstances and lessons learned. In particular, CCL has already begun to augment its emphasis on developing interactive tools, including initiatives such as its online adult literacy self-assessment tool, the powerful ECHO platform, the Learning Infoway, and the Reading the Future report and related online applications. CCL is creating more opportunities for individual Canadians and stakeholder organizations to make tangible and practical use of the learning tools that CCL provides.
As with all aspects of its mandate and contributions, CCL’s views on issues related to funding and governance are based on its core principles.
The amount of funding should take account of the types of information and reporting that are required to help Canada build a “Knowledge Advantage.”
What type of governance structure optimizes the contributions and effectiveness of CCL?
In the cases of Research and Knowledge Mobilization and of Knowledge Exchange, we have proposed to formalize provincial/territorial involvement in the determination of CCL activities. We believe this approach would enhance CCL’s contributions to the public interest, and have suggested a CIHI-type model to allocate 50% of the funds spent in those areas.
CCL’s unique role in the Canadian landscape, as clearly articulated at its origin, lies in its ability independently to determine ways of building knowledge about Canadian learning. Its responsible and accountable autonomy is essential to its responsiveness, objectivity and nimbleness in carrying out its purpose.
Since autonomy is central to the public interest that CCL represents, its board of directors should continue to be composed of individuals who are not appointed or employed by government.
CCL has made a major contribution to the public through its monitoring, reporting and research functions, which have enhanced the quantity and quality of information available to enable individual Canadians, civil society organizations, employers, communities and decision-makers at all levels of government to make evidence-based decisions in the domain of learning.
Uppermost in CCL’s thinking about its next phase is the question: "In these difficult times, how can we best help people and their governments?" Our answer in this proposal is to be clearly part of the solution—to remain a continuing key to the Canadian strategy of building a “Knowledge Advantage.”
As lifelong learning continues to find an ever more prominent place in the consciousness of Canadians, the work of CCL also becomes more central to Canadian society. CCL looks forward to continuing its work in the public interest.
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