Tutoring and the CALP Policy Manual

The Community Adult Learning Program Policy Manual includes tutoring as one of the four ways to deliver programming in:

Literacy and Foundational Learning
Community Capacity Building

Advanced Education's CALP Grant offers flexibility in the way programming may be delivered towards the achievement of learning objectives. The four modes of delivery include tutoring, courses, family literacy programs, and learning activities.

Collecting Fees:

Providers may charge fees for learning opportunities except for tutoring. (Retrieved from CALP Policy Manual, June 2024)

Continuum of Learning

Adult foundational learning does not always lend itself to the structure of a formal educational program. A beginning, middle and end are difficult to pinpoint in the adult’s learning journey. Instead, the volunteer tutor program promotes the vision that ‘any door is the right door’ for learners.

The four modes of delivery outlined in the CALP Policy Manual are not mutually exclusive. A learner may come into CALP through a learning activity, course, volunteer tutor or family literacy program.
Volunteer tutor programs can easily accommodate ‘just in time’ learning.
Some learners may require the additional support of a volunteer tutor to be successful in a course or a volunteer tutor may provide a learner with the confidence to engage in another learning activity.
Wrap around programming considers a learner’s social-emotional wellness and its impact on a learning journey.

Foundational learners often need more resources (e.g. increased volunteers, decreased teacher/student ratio) as their needs are more complex and they are experiencing more barriers. (Retrieved from Foundational Learning Needs for Adult Calgarians: Needs Assessment Report Calgary Learns January 2014)

Why choose Tutoring as a Mode of Delivery?

The CALP Policy Manual encourages Community Adult Learning Programs to ‘choose modes of delivery that will most effectively address the learning needs of their learners and communities, with careful consideration given to the benefits, intensity, duration, and professional development requirements of a particular mode.’ (Retrieved from CALP Policy Manual, June 2024)

Volunteer tutor programs allow Community Adult Learning Programs the opportunity to build and sustain capacity. Volunteer tutors can spend significantly more time one on one with learners to address their often complex learning needs. This consistency is invaluable to an adult foundational learner as they commit to their own learning.

Tutoring is a good choice for a multi-levelled program, or when your program serves learners with a variety of different learning styles and needs. Small group or one on one tutoring provides additional time to focus on the learners’ individual needs. This supports a learner’s success in a course or learning activity where it is otherwise difficult for an instructor or facilitator to manage the broad learning needs of a class.

Benefits to Learners:

Builds confidence. Learners begin to self-identify as learners
Responsive. Learners feel the learning is relevant to their unique needs and goals
Flexible. The CALP grant reduces barriers to learning (fees, schedules, transportation, childcare, etc.)
Self-directed. Learners identify their own learning goals
Time-Intensive. Learners can leverage their progress in a learning activity or course with the additional support of one on one or small group tutoring

Benefits to Community Adult Learning Programs:

Increases staff capacity to work directly with learners
Offers a broader range of foundational learning opportunities
Addresses diversity of learner needs
Expands reach in large geographical regions
Maximizes grant dollars