We believe that literacy is a fundamental right. Frontier College provides access to this right by reaching out to people across Canada, responding to their particular learning needs and encouraging lifelong learning. As a volunteer-based organization, we have been actively pursuing this mission since 1899.
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Enabling children, teens, and adults to learn through a range of innovative literacy programs which others can adapt for their use |
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Volunteer mobilization |
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Youth leadership development |
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Community capacity development |
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Encouraging the benefits of lifelong learning |
1. Learning is based on the needs of the learner, defined by the learner.
2. A person learns best when he or she is involved actively in choosing and organizing what will be learned.
3. Learning must be relevant to the learner's life.
4. Learning is based on the learner's life experiences: learning affirms life experiences that have previously been devalued, denied or ignored.
5. Every person can learn no matter what the education system has labelled him or her and no matter what his or her particular circumstances are.
6. Learning occurs most readily when the student-tutor relationship is one of mutual respect, trust, and equality. The relationship is a partnership in which each person learns from the other.
7. The learner's comfort and needs determine where and when the learning will take place and the content of the lessons.
8. Learning begins with attention to the learner's strengths and successes rather than deficiencies and failures.
9. Learning relies on common sense, not specialized, technical skills.
10. Learning is voluntary. No one should be "sentenced" or obligated to learn to read and write or to teach.
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to attend training sessions, workshops, and recognition events |
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to plan the course of study with the learner(s) |
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to devote some personal time to preparation as required |
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to meet with the learner(s) on a weekly basis with a specific time commitment |
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to assume the role of tutor facilitator rather than counsellor |
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to communicate with the coordinator (STC) on the learner's progress on a regular basis |
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to discuss learner and/or program concerns with the campus coordinator(s) |
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to keep a record of your learner's progress |
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to assist in the evaluation of the program |
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to return any books and materials |
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to return your log sheet to the STC upon completion of your tutoring |
Adapted from: Demystifying Adult Literacy for Volunteer Tutors, Literacy Partners of Manitoba, 1996.
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to give volunteers the same consideration and respect given to paid employees |
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to provide an orientation, initial training and follow-up training |
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to provide a volunteer job description |
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to provide resource materials and information |
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to provide information on other training opportunities and literacy events |
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to provide guidance and support |
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to effectively utilize volunteer's time |
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to involve volunteers in planning and evaluation |
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to grant some flexibility |
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to recognize volunteer's contributions |
Adapted from: Demystifying Adult Literacy for Volunteer Tutors, Literacy Partners of Manitoba, 1996.
For more information, please contact Lorna Corzine at [email protected].
Last modified: October 23, 2005