NWT Youth and Seniors Literacy Project Evaluation Report

Transcription

1 NWT Youth and Seniors Literacy Project Evaluation Report Lutra Associates Ltd., Yellowknife March 2012

2 TABLE OF CONTENTS Executive Summary PAGE i 1. Introduction 1 2. The NWT Youth and Seniors Literacy Project 2 -Intent 2 -Target Audience 2 -Activities 3 -Resources (Inputs) 5 -Expected Outcomes and Outputs 7 -Administration 7 3. The Evaluation 8 4. Findings 9 -History of Youth and Seniors Literacy Activities 9 -Project Activities 9 -Project Impacts 12 -Participation 16 -Community Project Funding 19 -Effective Use of Resources 21 -Project Application and Administration 23 -Improvements Conclusions and Recommendations 28 Appendix A: Participants 30 Tables: 1: Funded Youth and Seniors Literacy Projects, 2009/10, 2010/11 and 2011/12 4 2: Main Youth and Seniors Literacy Activities in 2011/ : Youth and Seniors Views on Benefits of Literacy Activities 15 4: Seniors/Elders and Youth Participation in Selected 2011/12 Projects as a Percentage of Community Youth and Seniors Populations 17 Figures: 1: Number of Projects by Funding Level, 2009/10, 2010/11 and 2011/12 6 2: Perceptions of the Success of Youth and Seniors Literacy Activities 10 3: Sources of Information on Youth and Seniors Literacy Activities 16 4: Youth and Seniors Literacy Funding by Amount 20

3 Executive Summary Since 2009 the NWT Seniors Society in partnership with the Government of the NWT Department of Education, Culture and Employment has delivered the NWT Youth and Seniors Literacy Project. Between , objectives have differed slightly but outcomes have remained focused on closing the generation gap, creating stronger intergenerational relationships, and promoting awareness of issues facing older and younger people in NWT communities. Since 2009, some $99,940 has been invested in 49 youth and seniors literacy projects in 23 NWT communities. Estimated administrative costs over the three year period were $24,000, about 23% of project funding. Consistent with the per project funding cap of $1,500 (or $4,000 depending on the number of projects requesting funding), most projects received $1,500 or less in project funding. Lutra Associates Ltd. of Yellowknife was contracted to evaluate the NWT Youth and Seniors Literacy Project. The evaluation had four objectives: 1. Determine if community projects had accomplished what they set out to do as outlined in their proposals, 2. Determine the usefulness of the projects particularly in terms of improved elder-youth relationships, 3. Assess project benefits, and 4. Examine the effective use of project resources. In total, 130 individuals participated in the evaluation. Among the 81 project participants completing questionnaires all have Aboriginal ancestry and almost twothirds are female. An equal number of individuals younger than 25 and older than 56 years of age completed questionnaires. Findings Youth and seniors literacy project sponsors in 2011/12 were a mix of first time, second and third year projects. While funding supported a wide variety of youth and seniors literacy projects, culture-based literacy activities were most prevalent. Most (86%) project participants agreed that the youth and seniors literacy activities were successful. Generally projects felt that they had accomplished all or most of the activities planned. Community coordinators/sponsors tended to agree that their projects had contributed to expected outcomes in some way even if it was just bringing elders and youth i Lutra Associates Ltd.

4 together and facilitating positive interactions. Some projects also filled a void in youth and youth-seniors programming in the community. Project participants said that the things they liked best about participating in youth and seniors literacy activities were: The games, activities, and prizes. Having fun and laughter. Telling and hearing stories. Intergenerational connections/youth and elders getting together and getting to know each other. Learning new things and sharing knowledge. Project participants agreed that the literacy projects improved literacy skills and built better relationships and to a lesser degree, improved understanding of issues faced by youth or elders/seniors. Several project sponsors noted that the benefits of intergenerational interaction would be enhanced by regular and sustained interaction. Word-of-mouth, invitations, and posters were the main sources of information about youth and seniors literacy activities. Project participation well exceeded the targeted 5% of community youth and seniors populations except in Hay River. Youth engagement targets were also not met in Fort Good Hope, Fort Simpson, and Fort Smith. Even though participation exceeded targets in several communities, engaging seniors and youth was problematic. Lack of resources to compensate elders for their participation, limited project resources, and a deep alienation of youth and elders challenged participation. Project coordinators used several tactics to bolster participation such as paying honorarium, offering gifts/prizes, targeting children/youth, bringing literacy activities to seniors in care facilities, combining projects, building on common interests, and awarding youth CALM hours. The NWT Youth and Seniors Literacy Project provided funding to a maximum of $1,500 or $4,000 per community project depending on the number and value of applications received. Most project sponsors were not troubled by a funding cap as they recognized that a cap likely allows more communities and groups to participate. Rather than a funding cap, the main issue for community sponsors was the level at which funding is capped. Several project sponsors suggested capping the NWT Youth and Seniors Literacy Project at $5,000 to increase the ability to lever other resources, deal with high coordination and supply costs, and ensure proper accountability. Community project sponsors felt that they had effectively used funds and organized other resources to successfully complete their projects. Funding was mainly spent on ii Lutra Associates Ltd.

5 coordination fees, supplies, and transportation. Funds were also spent on administration fees and honoraria for elders. One project also paid honoraria to youth. The cost of single event projects tended to be high considering that most did not have to rent space. The cost of multi-session projects varied. Some community sponsors were able to achieve cost efficiencies by engaging other organizations and seeking donations. The NWT Seniors Society administers all aspects of the NWT Youth and Seniors Literacy Project. The overall cost of administration is higher than rates typically associated with government projects. This may be due to the time and effort associated with administering a project that is implemented in several different communities. Project sponsors agreed that application, approval, and reporting processes worked well. To improve project administration they suggested: Clear parameters for what constitutes an acceptable project. More opportunity to explain what the project is intended to do/accomplish. Ensuring that application deadlines and decision processes are well communicated. Clear parameters about the number of projects that can be approved per community. Clear direction on priorities. Clear direction on whether honorarium is an eligible expense. The NWT Youth and Seniors Literacy Project is well supported by community sponsors and project participants. Based on the results of this evaluation, it is recommended that: 1. Community-based youth and seniors/elders literacy activities continue to be supported. 2. The focus of community-based youth and seniors/elders literacy activities be on regular programming rather than one time events. 3. More guidance be provided to community-based project sponsors in terms of activity and expenditure expectations. 4. Funding to community projects be capped at $5,000 to enable projects to lever additional resources to offer regular seniors and youth literacy activities. 5. The NWT Literacy Council be engaged to provide proposal writing and family literacy resources to address gaps in project supports and community level literacy activities. iii Lutra Associates Ltd.

6 1. Introduction Over the last several years, the NWT Seniors Society has sponsored various activities to bring youth and seniors together to build and reinforce mutually supportive relationships. As an example, the Society sponsored the Bridging the Gap Conference in At the Conference, it was agreed that in the NWT these two age groups have at least 12 issues in common. Twelve Issues Youth and Older Adults Have in Common 1. Face age discrimination 2. Often in conflict with adults 3. Have to deal with loss 4. Into the drug scene 5. Have changing bodies 6. Have limited income 7. Are dependent on others 8. Face communication/language barriers 9. Not taken seriously 10. Often bored/looking for things to do 11. Sometimes feel alone and unwanted 12. Sometimes feel unsafe From: Proceedings of the Bridging the Gap Conference on the Abuse of Older Adults, November 8-9, 2005 At the Bridging the Gap Conference, youth and elders identified several ways to build and reinforce positive intergenerational relationships. The NWT Youth and Seniors Literacy Project was launched as a way to develop relationships between youth and elders. Since 2009, the NWT Seniors Society in partnership with the Government of the NWT Department of Education, Culture and Employment has delivered the community-based youth and seniors literacy project. Literacy issues commonly confront both NWT seniors/elders and youth. The results from the most recent International Adult Literacy and Skills Survey (2003) reported in the GNWT Towards Literacy: A Strategy Framework (2008) show the depth of literacy issues among these northerners. The data show that: Lutra Associates Ltd.

7 Almost half (48.4%) of NWT youth years and more than 90% of NWT seniors (65 years and older) have low English language literacy. 53% of youth and over 90% of seniors have low numeracy skills. 76.1% of youth and about 95% of seniors have low problem solving skills/literacy. Intent 2. The NWT Youth and Seniors Literacy Project The main purpose of the NWT Youth and Seniors Literacy Project is to provide opportunities for youth and seniors to work together on literacy related projects at the community level. 2 Over the three years that the NWT Seniors Society has administered the Project, objectives have differed slightly. In 2011/12, the objectives of community based literacy projects were to: 1) Promote literacy based activities at the community level where seniors/elders are in a mentoring role learning, working and playing together with youth, and 2) Engage seniors/elders in literacy events and activities. In 2010/11, the NWT Youth and Seniors Literacy Project gave priority to projects that focused on information technology. In 2009/10, projects coincided with Senior Citizens Week and Literacy Week events. Target Audience Since 2009, 23 NWT communities have participated in the NWT Youth and Seniors Literacy Project. In 2009/10, the NWT Youth and Seniors Literacy Project targeted youth centres and seniors/elders groups holding a specific literacy event during Literacy Week (September 26-October 2). Funding was allocated to elders committees, First Nations, youth and elders groups, friendship centres, youth centres, and a school. Twelve (12) community groups received funding. In 2010/11, funds were targeted at similar groups. Twenty (20) projects in 14 communities were funded Lutra Associates Ltd.

8 In 2011/12, the NWT Youth and Seniors Literacy Project targeted 27 communities and sought significant youth and seniors involvement. Significant involvement was defined as an estimated 5% of the youth and seniors population in any given community. Seventeen (17) projects were funded in 15 communities. Activities In 2009/10, 12 groups in as many communities sponsored literacy events (Table 1). Events included such intergenerational activities as sharing family history, cooking and preparing traditional foods, compiling recipes and information on medicinal plants, teaching Aboriginal language, developing computer skills, recording cultural practices, and writing letters of appreciation to elders. The 2009/10 final report identified the need for year-long projects rather than events linked only to Literacy Week or Senior Citizens Week in order to effectively engage youth and seniors in successful intergenerational literacy projects. Girls Take Pride Project in Fort Resolution In 2010/11, 20 projects were funded in 14 communities and a further three projects were approved but did not proceed and funding was returned. In consideration of the focus on information technology, most of the projects used IT tools such as computers, digital cameras, Power Point presentations, social media, Wii, community radio, and ipods to promote literacy and intergenerational relationships. Project activities included working with food (e.g. cooking, healthy snacks/meals, cook books), cultural research/teachings/ 3 Lutra Associates Ltd.

9 storytelling, physical activity/games/play, learning about governance and accountability, family tree development, and literacy week activities. In 2011/12, 17 projects were funded in 15 communities. The projects involved youth and seniors/elders in activities similar to those undertaken in 2010/11. Table 1: Funded Youth and Seniors Literacy Projects, 2009/10, 2010/11, and 2011/ / / /12 1 Uluhaktok Hamlet Getting Together Opportunities 2 Tuktoyaktuk Elders Committee - Family tree development Uluhaktok Hamlet Elders & Youth gathering Tuktoyaktuk Elders Committee Elders photo album and interviews Tuktoyaktuk Elders Committee Seniors computer events 3 Sachs Harbour Elders & Youth Committee Traditional cookbook & storybook in-the-making 4 Inuvik Youth Centre - Create a family tree in your traditional language 5 Aklavik Inuvialuit Elders Committee - Community Cookbook and Literacy Games 6 Youth & Elders Centre, Fort McPherson -Youth Interview Elders about Community Events Fort McPherson Hamlet Senior & Youth Luncheons & Photo Gallery for Youth Centre 7 Deline First Nation Youth Centre Radio Program 8 Behdzi Ahda First Nation (Colville Lake) - Learning the Elder and Youth Ways 9 K asho Got ine Chartered Community of Fort Good Hope Youth/Elders Working Together 10 Tulita Dene Band Family Support Program - Youth and Elders Literacy Week Tulita Dene Band Literacy Week Learning Activities Tulita Ts odaneke Traditional recipe cook book, storytelling & reading 11 Dehcho Friendship Centre, Fort Simpson Cook book development 12 Trout Lake Charles Tetcho School Literacy Through the Ages Sachs Harbour Recreation Department Youth & Elders Qaqgiagaaluk Program K asho Got ine Chartered Community of Fort Good Hope Elders voices, a community of storytellers Dehcho Friendship Centre healthy snacking for elders and youth 4 Lutra Associates Ltd.

10 2009/ / /12 13 Nahanni Butte Dene Band Traditional crafts sewing circle project 14 Uncle Gabe s Friendship Centre, Fort Smith -Spelling Bee Uncle Gabe s Friendship Centre- Youth and Seniors Learning together Smith s Landing First Nation Interviews and story telling Smith s Landing First Nation governance and accountability 15 Deninu Kue Seniors Society Cultural camp gathering & learning non-traditional activities Uncle Gabe s Friendship Centre- Youth and seniors working together through literacy Smith s Landing First Nation Youth and seniors Chpewyan language and photography of elders Deninu Kue Seniors Society Girls Take Pride 16 Hamlet of Enterprise Balancing Literacy program from one generation to the next 17 DJSS Parent Action Committee, Hay River Heritage Research Hay River Centennial Library Committee Active Live for Seniors and Youth Hay River Centennial Library Committee Come Play a Game 18 Katlodeeche First Nation - Literacy Promotions Katlodeeche First Nation Culture program 19 Tlicho Community Government of Wekweeti - Youth and Seniors Literacy Week Celebrations Tlicho Community Government of Wekweeti Exposing elders to modern technology Tlicho Community Government of Wekweeti promoting traditions to the young generation 20 Whati Community Government - Whati Book of Elders Whati Community Government Youth/Seniors Day 21 Rae Edzo Friendship Centre Sharing our stories 22 Side Door Youth Centre, Yellowknife - SideDoor Side Door Youth Ministries Cooks, books and computers Youth/Elder Literacy Event Tungasuvvingat Inuit, Yellowknife - Elder Appreciation Yellowknife Inuit Youth Group Seniors/Youth Internet workshop 23 Yellowknives Dene First Nation Elders Days #1 Yellowknives Dene First Nation Elders Days #2 Yellowknives Dene First Nation Elders & youth pass on knowledge in literacy Resources (Inputs) In 2009/10, the GNWT Department of Education, Culture and Employment invested $25,000 in the NWT Youth and Seniors Literacy Project. A total of $21,355 was allocated to 12 projects in as many communities. Advance notice to potential project sponsors 5 Lutra Associates Ltd.

11 was limited in Specifically, funding did not become available until August 2009 and expenditures had to be made by October All (12) projects funded in 2009 received less than $3,000 and most (8) received $1,500 or less (Figure 1). In 2010/11, $38,085 was allocated to 20 projects in 14 communities. Project funding varied between $425 to $4,500. Ten projects were allocated $1,500 or less; nine were allocated between $1,500 and $3,000; and one was allocated more than $3,000. The final report noted that a delay in the release of funding limited the lead time available to community projects and may have impacted on the number of projects. In 2011/12, $40,500 was allocated to 17 projects in 15 communities. Figure 1: Number of Projects by Funding Level 2009/10, 2010/11, and 2011/ /10 n= /11 n= /12 n= <$1,500 $1,501-$3,000 $3,001-$4,000 >$4,000 In 2011/12, the budget was based on 27 community projects, with per project funding capped at $1,500. Applicants were informed that if the number of eligible applications was less than 27 and need was substantiated, the maximum amount per project might be increased to $4,000. In 2011/12, projects were funded in an amount that varied between $492 and $4,000. Nine projects were allocated $1,500 or less; four were allocated between $1,500 and $3,000; and four were allocated $4, Lutra Associates Ltd.

12 Expected Outcomes and Outputs Over a three year period, community level NWT Youth and Seniors Literacy projects sought a variety of outcomes and outputs. These included: A literacy positive-climate for youth and seniors. Mentorships. Less gap between youth and seniors generations. Stronger intergenerational relationships. More youth and seniors supporting and protecting each other. Greater awareness of issues facing older and younger people in NWT communities. Administration For each of the past three years, the GNWT Department of Education, Culture and Employment has allocated funding to the NWT Seniors Society for the NWT Youth and Seniors Literacy Project. The Society then reallocates the funding to community organizations based on a simple application process. In 2009/10, the Society s administration costs were almost $4,000 or about 19% of the overall project budget. The following year administration costs which included part-time coordination were an additional $10,423 (about 28% of the project budget). In 2011/12, administration costs which included part-time coordination were an additional $9,500 (about 23.5% of project budget). In 2011, additional funds were also sought to evaluate the NWT Youth and Seniors Literacy Project. The need for a part-time project coordinator was identified in the 2009/10 year end project report. In 2010/11, part-time coordination was provided internally and in 2011/12 was out-sourced. Coordination functions included screening and reviewing applications, requisitioning project funds, monitoring projects, and overseeing final reporting activities. Coordination also included ensuring that all funded projects submit final activity reports and financial statements. 7 Lutra Associates Ltd.

13 3. The Evaluation In its 2011/12 proposal to the GNWT Department of Education, Culture and Employment, the NWT Seniors Society identified the need for monitoring and evaluation of the NWT Youth and Seniors Literacy Project. The proposal stated that monitoring work would be undertaken by a project coordinator who would observe, monitor, and support community based projects, and promote literacy based activities where seniors/elders are in a mentoring role learning, working and playing together with youth. An independent evaluator would be retained to assess the impacts and long term benefits of relationships created between the youth and seniors/elders in the communities. Lutra Associates Ltd. of Yellowknife was contracted to undertake the evaluation. The evaluation had four objectives: 1. Determine if community projects had accomplished what they set out to do as outlined in their proposals, 2. Determine the usefulness of the projects particularly in terms of improved senior/elder and youth relationships, 3. Assess project benefits, and 4. Examine the effective use of project resources. The evaluation involved: A review of documentation (e.g. proposals, final project reports, annual activity reports, and correspondence) on the NWT Youth and Seniors Literacy Project to provide the context for primary research, analysis, and reporting. Design, testing, and administration of an interview guide to gather the views of key informants (e.g. project sponsors, staff, selected participants, and selected community service providers/members). Ten (10) key informant interviews were conducted. Interviews were conducted via the telephone and on-site in Fort Resolution, Katlodeeche, Hay River, Enterprise, and Fort Good Hope. An estimated 39 individuals also participated in small group/focus group interviews held in Fort Resolution, Hay River, and Fort Good Hope. Design, testing, and administration of a self-administered participant questionnaire that was distributed to all projects funded in 2011/12. Eighty-one (81) Participant Questionnaires were completed. Among people completing questionnaires: -36% are male and 64% are female; -all (100%) are Aboriginal people; and 8 Lutra Associates Ltd.

14 -19% are <15 years, 31% are years, 21% are years, and 29% are >65 years. 4. Findings Key informant interview and focus group discussions and findings from the participant survey are presented in this section. History of Youth and Seniors Literacy Activities As shown in Table 1 above, youth and seniors literacy project sponsors in 2011/12 were a mix of first time, and second and third year projects. The Tlicho Community Government of Wekweeti and Uncle Gabe s Friendship Centre in Fort Smith have sponsored youth and senior literacy projects for three consecutive years. On the other hand, an intergenerational literacy project in Enterprise was a first time project for the newly minted Enterprise Seniors Society. It was also the first time that project sponsors in Sachs Harbour and Nahanni Butte had intended to offer a youth and seniors literacy project. In Fort Resolution, the Deninu Kue Seniors Society has sponsored projects for two consecutive years as has the Hay River s Centennial Library, the K asho Got ine Chartered Community of Fort Good Hope, the Smith s Landing First Nations, Dehcho Friendship Centre in Fort Simpson, the Hamlet of Uluhaktok and the Tuktoyaktuk Elders Committee. Both the Katlodeeche First Nation and the Whati Community Government received funding in 2009/10 and 2011/12. Projects that have been operating for more than one year said that they look forward to accessing this fund and planning follow-up youth-senior/elder literacy activities. Project Activities In 2011/12, the objectives of community-based literacy projects were to: 1) promote literacy based activities at the community level where seniors/elders are in a mentoring role learning, working and playing together with youth, and 2) engage seniors/elders in literacy events and activities. Project participants completing questionnaires said that they were involved in a wide variety of youth and seniors literacy activities. As shown in Table 2, culture-based literacy activities were most prevalent. 9 Lutra Associates Ltd.

15 Table 2: Main Youth and Seniors Literacy Activities in 2011/12 n=79 Drumming, singing, handgames n=41 52% Culture camps or workshops n=40 51% Learning/telling legends/stories n=38 48% Preparing traditional foods/meals n=31 39% Talking/sharing circles n=30 38% Healthy foods activities n=27 34% Youth-seniors games n=25 32% Elder/senior-youth workshops n=21 27% Sewing circles n=20 26% Literacy games n=18 24% The majority (86%) of project participants completing questionnaires agreed that the youth and seniors literacy activities were successful (Figure 2). Figure 2: Perceptions of the Success of Youth andseniors Literacy Activities n=79 Yes No Don't Know Most projects felt that they had accomplished all or most of the activities planned. Some coordinators/sponsors compared their accomplishments in 2011/12 with those of youth and seniors literacy projects in previous years. The Hamlet of Enterprise/Seniors Society reported a very successful, interactive one-day seniors and youth funshop. Participants also prioritized activities for future programs. 10 Lutra Associates Ltd.

16 Deninu Kue Seniors Society activities engaged girls eight years of age and older in weekly Saturday afternoon activities led by local resource people. Activities included scrapbooking, skidoo safety, traditional practices, cooking, language classes, crafts, movies, and a sleep over. The girls kept journals about their preferences and aspirations for other activities. Elders were involved in some activities. The Katlodeeche First Nation Youth Program brought youth and elders together for cultural programming for 1.5 hours one afternoon each week for a month. Cultural programs involved drumming, handgames, storytelling, cooking, jigging, and time on the land as well as a drum making workshop over a three day period. The Hay River Centennial Library worked with the Diamond Jenness High School and the Hay River Seniors Society to bring youth and elders together to share stories and experiences through games and activities. A board/card games session at the library and a bowling event were organized. No seniors participated in the bowling session. Even though youth were enthusiastic, lack of interest among the seniors caused the program to end early. It was the view of all involved that the project was less successful than in the previous year. Smith s Landing First Nation followed up on its 2010/11 Chipewyan storytelling project by bringing elders and youth together to work on vocabulary and develop an electronic scrapbook. The coordinator noted that the project was smaller and less ambitious than in the previous year but accomplished what it set out to do. Uncle Gabe s Friendship Centre s one day youth and seniors literacy event involved a variety of games and activities including storytelling. The project coordinator felt that the event was similar to, and as successful as events in previous years. The Tlicho Community Government of Wekweeti brought elders and youth together for a cultural day camp and traditional meal preparation. The coordinator estimates that 85% of the project was accomplished with the small amount of resources they had. The coordinator reported that the level of achievement in 2011/12 was much different than in 2009/10 when a compacted timeframe made it difficult to implement activities. Since then the timeframe has been extended making it easier for the community to mobilize resources. The Yellowknives Dene First Nation storytelling project brought elders to the Dettah youth centre to interact with youth through storytelling, youth activities and the AEIO Tlicho bingo game. The project was less successful than expected because at times, there were insufficient numbers of children/youth to do any activities. 11 Lutra Associates Ltd.

17 Youth involved in the Dehcho Friendship Centre in Fort Simpson brought tea and healthy snacks to the long term care facility to enjoy with elders while sewing, playing bingo, or doing cultural activities. It also held sewing nights at the Centre. The K asho Gotine Chartered Community youth and seniors literacy project planned to bring elders and youth together so youth could hear, record, and post stories online in a new Fort Good Hope elder s blog. The coordinator had difficulty engaging youth but the final project report stated that eventually a group and one-on-one meetings did take place. The status of stories recorded is unknown. The Sachs Harbour Elders and Youth Committee and the Sachs Harbour Recreation Department each ran youth and seniors literacy projects. The former worked on traditional recipes, traditional food preparation, sewing projects, and storytelling activities as planned. It did not complete the cookbook or storybook as expected. The latter project focused on history, culture, traditions, and developing elders profiles. Final project reports showed that by working together the two projects were able to accomplish most of what they set out to do. The Hamlet of Ulukhaktok s elders and youth gatherings involved transporting elders to various venues in the community where they could tell stories and share cultural knowledge. The coordinator said that the project accomplished what it set out to do but it takes years to get the youth more involved with the elders. Information was unavailable for four of the 17 projects funded in 2011/12 as they did not respond to phone calls or s or had not submitted final reports at the time that this evaluation report was prepared. These projects were in Nahanni Butte, Behchoko, Whati, and Tuktoyaktuk. Project Impacts Community level NWT Youth and Seniors Literacy projects were expected to create a literacy positive climate for youth and seniors, narrow the gap between generations, create more awareness of youth and seniors issues, and build stronger intergenerational relationships. Most community coordinators/sponsors felt that their projects had contributed to these expected outcomes in some way even if it was just bringing elders and youth together and facilitating positive interactions. Most sponsors/coordinators noted these accomplishments in spite of challenges engaging 12 Lutra Associates Ltd.

18 youth and elders/seniors and the depth of alienation and separation between the generations in some communities. Smith's Landing youth interviewing elder Most community project sponsors/coordinators agreed that youth and seniors literacy project activities created opportunities to link elders/seniors and youth. For example in Wekweeti, three consecutive years of projects have facilitated more interaction between youth and elders, made elders more visible, exposed youth to traditions, and had some impact on slowing the loss of Tlicho traditions. Elders and youth participating in the Wekweeti project built on common interests. That is, both elders and youth were interested in technology youth use it and elders are interested in learning and both were interested in food youth love to eat and elders have the skills to engage them in cooking. Building on common interests was also an approach used in the first-year project in Enterprise. The one day funshop offered an opportunity for elders and youth to play together. It also provided an opportunity for elders and youth to identify a host of project ideas for bringing the generations together. Priority activities among both youth and seniors included golf, bingo, crafts, photography, and computer skills. Uncle Gabe s Friendship Centre has offered an active and fun elders and youth literacy event with food and prizes for the past three years. The popularity of the event has generated interest and a desire to participate not only from youth and elders but also from other community members. The coordinator stated that the respectful and cooperative nature of the event filled a program gap and underscored a need for regular 13 Lutra Associates Ltd.

19 programming of this nature. There is really no program besides this that targets youth and seniors as a group. The Deninu Kue Seniors Society believes that youth were impacted by the project more than seniors/elders in part due to the poor participation of elders. Because the Girls Take Pride project taught youth self respect and respect for others and encouraged behavioural change, the sponsor felt that activities created awareness, contributed to stronger intergenerational relationships, and enhanced youth literacy skills. The project also filled a void in youth programming as the new Fort Resolution youth centre seems to offer no youth programs. As a result, young boys in the community have asked the Deninu Kue Seniors Society to involve them in the youth and seniors literacy activities. The Katlodeeche project coordinator reported that any cultural activities including storytelling and learning skills such as drum making are helpful to closing the intergenerational gap and strengthening Dene language literacies. The Yellowknives Dene First Nation had a similar view. The final project report noted that it is important for youth to feel good and be excited about spending time with the elders. The First Nation s project did this, and contributed to stronger intergenerational relationships. The storytelling and culture-based projects in Ulukhaktok and Sachs Harbour had similar experiences. One project in Sachs noted in their final report that the highlights were watching the youth as they were inspired by the elders as they told traditional stories and read of how they used to live in the past travelling the island by foot. The Smith s Landing First Nation reported that elders were thrilled to be engaged in sharing their knowledge and to have their stories, pictures, and knowledge shared with others. They truly enjoyed working with youth. Youth were happy to be learning new things and skills through interviews with the elders. Youth and elders in Fort Good Hope did a similar storytelling project and similar outcomes were noted in the final project report. Once organized the elders and students really enjoyed each others company. The elders were happy to finally have had a chance to sit down and be listened to. In Fort Good Hope outcomes were positive even though, it was difficult engaging youth in the project. The Dehcho Friendship Centre identified several outcomes from its healthy snack program for elders and youth. A main outcome was the stimulation and enjoyment resulting from intergenerational interaction. Youth developed good relationships with elders in the long term care facility and learned how to assist the elders from long term care staff. The project also resulted in stronger relationships among staff at the Dehcho Friendship Centre, long term care facility, and local high school. The Hay River Centennial Library s project in 2010/11 had similar outcomes as youth engaged with the residents of Woodland Manor, a long-term care facility in Hay River. Unfortunately, the 14 Lutra Associates Ltd.

20 2011/12 Hay River Centennial Library project did not work as well. The Library was not staffed to do outreach and depended on relationships with Diamond Jenness High School and the Hay River Seniors Society to connect youth and seniors/elders. Unfortunately, senior engagement in the project was unsuccessful. Among community literacy project participants completing questionnaires, most said that the things they liked best about participating in youth-seniors literacy activities were: The games, activities and prizes. Having fun and laughter. Telling and hearing stories. Intergenerational connections/youth-elders getting together and getting to know each other. Learning new things and sharing knowledge. Youth and seniors/elders agreed that the community literacy projects had several benefits including improving literacy skills and building better relationships (Table 3). There was less agreement as to whether youth-seniors literacy activities improved understanding of issues faced by youth or elders/seniors. Table 3: Youth and Seniors/Elders Views on Benefits of Literacy Activities Agree Disagree Don t Know Improve literacy skills n=76 92% - 8% People learn new things n=77 89% - 7% Improve relationships between youth and 93% 1% 5% elders/seniors n=77 Improve understanding of issues faced by 78% 6% 17% youth n=75 Improve understanding of issues faced by 85% - 15% elders/seniors n=76 Youth and seniors/elders support and protect each other n=76 93% 1% 6% Both key informants and individuals completing questionnaires agreed that the youth and seniors literacy activities are unique and very beneficial. There are few if any opportunities in most NWT communities for youth and seniors/elders to interact in 15 Lutra Associates Ltd.

21 positive and constructive ways. Several project sponsors noted that the benefits of intergenerational interaction would be enhanced by regular and sustained interaction. Participation Project participants completing questionnaires said that they mainly heard about youth and seniors literacy activities from a friend, at school, through an invitation, or a poster in the community (Figure 3). A much smaller number identified Facebook/social networking, radio, house to house visits/flyers, or newsletters as a source of information on youth and seniors literacy activities. Seniors committee Figure 3: Sources of Information on Youth-Seniors Literacy Activities n=79 Newsletter Family members At meeting Poster An invitation At school From a friend Percentage 0% 10% 20% 30% 40% 50% 60% The NWT Seniors Society had anticipated an estimated 5% of the youth and seniors population in any given community would participate in local projects in 2011/12. No age range was provided to define either group. Similarly, the age group of youth and seniors/elders was generally not defined in project proposals or final project reports. If youth are years of age and seniors 60+ years of age, participation in community projects well exceeded the targeted 5% of youth and seniors populations except in Hay River (Table 4). Youth engagement targets were also not met in Fort Good Hope, Fort Simpson, and Fort Smith. Even though participation exceeded targets in several communities, engaging seniors and youth was problematic for many projects. For example to engage youth in Fort Resolution, the project targeted children/younger youth, some as young as eight years old and awarded attendance prizes. The project 16 Lutra Associates Ltd.

22 also had difficulty engaging seniors due to the lack of resources for honoraria. The six elders participating in the project included those involved in project administration (Table 4). Table 4: Seniors/Elders and Youth Participation in Selected 2011/12 Projects as a Percentage of Community Senior and Youth Populations Community/Project #Seniors/Elders Participating Sachs Harbour -Qaggiagaaluk -Cooking/Stories % of 60+ population 59% pop:17 59% pop:17 #Youth Participating % of yr. old pop. 46% pop:35 34% pop:35 Ulukhaktok %+ pop: % pop:123 Fort Good Hope 10 15% pop:69 5 3% pop:154 Fort Simpson 11 7% pop: % pop:311 Dettah (does not include Ndilo) 6 22% pop: % pop:75 Wekweeti 6 50% pop: % pop:35 Fort Resolution 6 9% pop: % pop:138 Enterprise 3 12% (estimate only-no pop data) 5 25% (estimate only-no pop data) Katlodeeche 3 6% pop: % pop:103 Hay River 4 1% pop: % pop:952 Fort Smith -Uncle Gabe s -Smith s Landing % pop:354 <1% pop: Sources: Final project reports and the GNWT Bureau of Statistics population estimates for % pop:577 <1% pop:577 Limited project funding and few resources to compensate elders for their participation were cited as reasons that the Smith s Landing project involved only two elders, two youth and a coordinator. The other project in Fort Smith at Uncle Gabe s Friendship Centre engaged 36 participants, which the coordinator suggested was slightly lower than in 2009/10 and 2010/11 when more than 40 people (including 10 elders/seniors) had participated in project activities. Uncle Gabe s found that younger youth/children (10 years and younger) and families had asked to participate in the project. The Centre did not allow the participation of children and families but suggested that consideration be given to engaging younger children and families in literacy projects with elders. It was also suggested that the NWT Seniors Society work with the NWT Literacy Council to 17 Lutra Associates Ltd.

23 broaden awareness of, and perhaps link the NWT Youth and Seniors Literacy Project with family literacy funding available through the Council. Smith's Landing youth interviewing elder The Dehcho Friendship Centre involved 12 youth and about 10 of the 17 elders in the long term care facility in Fort Simpson. The Centre successfully engaged youth by making arrangements with the high school to allocate CALM hours for their participation. Recognizing difficulties associated with getting seniors/elders out to community events/activities in Fort Simpson, the Friendship Centre targeted seniors in long term care. The project sponsor said that it was easier and more rewarding for both youth and seniors/elders to do literacy activities at the long term care facility. This was also the experience of the Hay River Centennial Library. In 2010/11, the Library s project successfully engaged youth and less mobile/independent seniors/elders living at Woodland Manor care facility. In 2011/12, the partnership between the Hay River Centennial Library and Diamond Jenness High School along with involvement of the Hay River Seniors Society began well with about four seniors (two couples) and eight Grade 8-9 students. However after one session of games at the library, there was no further participation from seniors. 18 Lutra Associates Ltd.

24 Representatives of the Hay River Seniors Society said that members are too busy with their own lives and families to participate in activities with local youth. The library, school, and youth were frustrated by the lack of interest among seniors and did not wish to pursue any other activities. As a result, the project ended early. The K asho Got ine storytelling/interview project encountered numerous barriers to youth and elder participation. These barriers were identified as: poor English and/or Slavey language skills; poor elder-youth relationships; poor literacy levels; shame/embarrassment about poor literacy/language skills among the youth; and youth apathy. Within the community itself, there seemed to be a general malaise and fragmentation that contributed to apathy and lack of engagement. Ultimately, the project was able to engage elders and youth but both age groups were paid to participate and younger students were engaged rather than the Grade 12 students who were targeted. The Yellowknives Dene First Nation also had difficulty engaging youth in the project and sometimes postponed activities due to the lack of youth participation. In the small community of Sachs Harbour, the two youth and seniors literacy projects combined efforts in order to address participation issues. In Katlodeeche, difficulty engaging youth and elders was attributed to the many seniors who are house bound and the variable participation of youth in any/all activities within the community. In the small community of Wekweeti, special effort was made to draw elders out of their homes to attend events/activities. This increased participation in the project. Community Project Funding The NWT Youth and Seniors Literacy Project provided funding to a maximum of $1,500 or $4,000 per community project depending on the number and value of applications received. As shown in Figure 1 above and Figure 4 below: 55% of projects funded over the past three years received $1,500 or less. 35% received between $1,501-$3,000. 8% received between $3,001-$4,000. 2% received more than $4,000. Key informants commented on funding caps and the level at which funding should be capped, if at all. Overall, most community project sponsors and coordinators were not troubled by a funding cap. Most project sponsors recognized that a funding cap likely allows more communities and groups to participate in youth and senior/elder literacy 19 Lutra Associates Ltd.

25 activities. A cap is okay. A little bit of money is a good stimulus for these activities. Even though it is a small amount of money, it is worth it. Several projects said that they were able to top-up funding from the NWT Youth and Seniors Literacy Project to enhance or sustain youth and seniors literacy activities. The Dehcho Friendship Centre commented that the youth and seniors literacy project is a little pot of funding that helps to make that happen. Similarly, the Katlodeeche First Nation seeks funding from several sources to operate programs at its youth centre and to engage youth and elders in intergenerational, cultural, and literacy activities. The NWT Youth and Seniors Literacy Project is one of the sources the Katlodeeche First Nation relies on. Smith s Landing First Nation also accesses funding from several sources and weaves them together to enhance its work with the elders and youth. The small pot of NWT Youth and Seniors Literacy Project funding enabled them to lever other funds from the Alberta government, federal government, and GNWT. Figure 4: Youth-Seniors Literacy Funding by Amount n=49 <$1,500 $1,501-$3,000 $3,001-$4000 >$4,000 The main funding issue for project sponsors is the level at which NWT Youth and Seniors Literacy Project funding is capped. The Tlicho Community Government of Wekweeti, Deninu Kue Seniors Society, and Smith s Landing First Nation are among the sponsors that questioned the rationale for capping funds at such a low level. A $1,500 funding cap and for some, a $4,000 cap, posed significant challenges especially if their community/organization cannot access other sources of funding. Limited funding is a concern mainly due to the high costs of coordination/facilitation and supplies. These 20 Lutra Associates Ltd.

26 were issues identified by the Smith s Landing First Nation, Uncle Gabe s Friendship Centre, and the Deninu Kue Seniors Society. Projects such as the K asho Got ine Chartered Community were able to avoid coordination costs through reliance on a volunteer coordinator from the Frontiers Foundation/Operation Beaver. Some project sponsors noted that capping funding at a low level can have the effect of limiting participation/engagement. For example, the Smith s Landing First Nation engaged fewer people in this year s project compared to the previous year due to the smaller amount of funding granted ($1,500 compared to $2,500 the previous year). Some projects noted that capping funding at $1,500 created stress because project personnel become fearful of making expenditures and going over budget. For some projects, fear of making expenditures resulted in the return of funds at the end of the project. Some projects commented that small amounts of funding are not always taken as seriously as larger funding pots and are not always well managed. This can also result in over and under-expenditure of project budgets and less attention to accountability. Small budgets are also prohibitive to groups that endeavour to deliver regular activities rather than one time special events. The Deninu Kue Seniors Society was one of these projects. The Society expected that it would likely terminate its Saturday afternoon elders and girls programming in mid-stream due to inadequate funding. Several project sponsors suggested capping the NWT Youth and Seniors Literacy Project at $5,000 in order to increase the ability to lever other resources, deal with high coordination and supply costs, and ensure proper accountability. Effective Use of Resources Overwhelmingly community sponsors of 2011/12 youth and seniors literacy projects agreed that they were able to effectively use funds and organize other resources to successfully complete their projects. Funding allocated to projects was mostly spent on coordination fees, supplies, and transportation. Some sponsoring organizations charged an administration fee. Several projects including the Yellowknives Dene First Nation, Ulukhaktok, and Fort Good Hope also paid honoraria to elders. Other projects gave gifts to elders/seniors to recognize their participation. These costs tended to be considered as project supplies. While projects reported effective use of funding, a review of the final financial information might question these assertions. For example, although the Ulukhaktok project did not complete its financial reporting, the receipts provided suggested that $2,480 was spent on transportation and another $1,520 for elders storytelling fees. The Sachs Harbour Elders and Youth Committee spent its entire budget of $1,500 on 21 Lutra Associates Ltd.

27 purchasing and the freight costs for a large quantity of reindeer meat (e.g. 20 bags of dry meat, 25 lbs of soup cuts, and 2 full back half carcasses). The Yellowknives Dene First Nation spent almost half of its $3,100 budget on project materials/supplies. Small projects that hosted a single event such as the Enterprise funshop and Uncle Gabe s Friendship Centre s literacy day tended to have fewer resource/funding concerns than those having multiple events or endeavouring to do regular programming such as the Deninu Kue Seniors Society project. This may be due to the fact that small, single event projects are more consistent with the original scale/scope of the NWT Youth and Seniors Literacy Project than multiple session projects. Elders participating in literacy games at Uncle Gabe's Friendship Centre The cost of single event projects tended to be high considering that most did not have to rent space. For example, the one day funshop in Enterprise spent about $940 mainly on prizes, supplies, and coordination. The Hay River Centennial Library project spent almost $500 on the purchase of games and snacks for an in-library youth-seniors literacy event. Materials, prizes, and food costs of the Uncle Gabe s Friendship Centre youth-elder literacy games day were about $1,000. The cost of multi-session projects varied. Multi-session projects such as the Ulukhaktok elder-youth gatherings and the Yellowknives Dene First Nation elders storytelling project incurred expenses associated with transporting elders, interpretation, and elders storytelling fees. In the case of these two projects, the Yellowknives Dene First 22 Lutra Associates Ltd.