Results from our 2020 remote delivery survey

During the spring of 2020, all educational sectors, including Literacy and Basic Skills (LBS), made the shift to remote learning. The LBS shift was managed primarily at a local level. Comprehensive training, widely accessible instructional design expertise, tech support and additional funding to purchase data and computers for learners was not available. Each program made its own decisions.

How did programs adapt? What were their priorities? What were their challenges? This report, based on a short survey delivered during the last two weeks of June 2020, provides some answers, identifies challenges and raises concerns about the uneven impacts on learners and sectors and uneven access to resources that could be mobilized to manage the shift. The findings provide a basis for discussion and planning at both the local and provincial levels.

Fast Facts From the Survey Results

• 368 participants in LBS programs completed the survey in English and French.
• Respondents estimated that only 45 per cent of learners had household internet access and 27 per cent had limited connectivity using cell phones.
• Only 13 per cent of respondents said programs purchased additional data and/or devices for learners and staff.
• 67 per cent of respondents were able to focus on instruction; 33 per cent prioritized communication and supporting learners.
• On average, each respondent used three modes of communication and four modes of instruction to make remote learning work.
• 53 per cent of respondents participated in training and professional development.
• 66 per cent of respondents stated the top priority going forward was adapted accountability and reporting processes.
• 53 per cent of respondents said other priorities were (1) ensuring internet access for learners, (2) professional development and training using ed tech tools and (3) online assessments of literacy, numeracy and digital skills.