Conferences and meetings in preparation for the Sixth International Conference on Adult Education (CONFINTEA VI) are taking place all around the world. In October 2008, in preparation for CONFINTEA VI, residents of Quebec and Francophone Canada met at the Francophone Consultative Forum that was organized jointly by the Fédération canadienne pour l’alphabétisation en français (FCAF) and the Institut de coopération pour l’éducation des adultes (ICÉA). Participants came from all levels of the public education system, as well as from literacy organizations, community education organizations, cultural organizations, community action groups, labour unions, research institutions, and various government departments, ministries and agencies.
During the Forum, participants identified a consensus within Quebec and French-speaking Canada regarding the challenges and priorities for adult education and continuing education. The present declaration on the "Right to Learn for Adults" was adopted unanimously by the Forum participants.
Authors: Inuit Tapiriit Kanatami
The National Strategy on Inuit Education is the result of an initiative launched in 2006. At that time, data suggested that about 75 per cent of Inuit children were not completing high school, and many who did graduate found that their skills and knowledge didn’t compare to those of their non-Aboriginal counterparts.
The national strategy sets out a number of core investments in Inuit education intended to achieve three broad goals: offering support to children to help them stay in school; providing a bilingual curriculum to achieve literacy in the Inuit language and at least one of Canada’s official languages, and learning resources that are relevant to the Inuit culture, history and worldview; and increasing the number of education leaders and bilingual educators in schools and early childhood programs.
In addition to these three broad goals, the strategy includes recommendations to address several other issues in Inuit education. These include developing a standardized writing system for the Inuit language; establishing a university that focuses on Inuit studies; and setting up a national research and performance monitoring body.
The authors of the national strategy also recommend the creation of an Inuit education secretariat advised by the National Committee on Inuit Education.
A Review of the State of the Field of Adult Learning
Series: State of the Field Report
This report, commissioned by the Canadian Council on Learning (CCL), is part of a series examining aspects of adult learning in Canada.
The authors searched databases, websites, print literature and journals, and conference proceedings, and sent emails to researchers in the field of adult education and women. With some exceptions, the search was limited to the 10-year period leading up to 2006.
Based on their research, the authors identified three areas of strength: the growing body of knowledge in the areas of feminist theory, immigrant women, workplace education, technology and education, and community development and adult education; the relevance of much research to community-based agendas; and the trend toward more concentrated research programs, which bring together and direct the research agendas in Canada.
The document also outlines five major challenges and new directions: gaps in the knowledge base, especially regarding Aboriginal peoples, disabilities, rural women, and sexual identity; the de-politicization of the term gender to the point where it is difficult to identify it as a primary category of analysis; the lack of connection between researchers and policy-makers; the need to encourage further collaboration with the community; and the need to develop and maintain a centralized website that could bring together all the resources, sites, centres, and information on gender and education.
Authors: Cindy Irvine
This Compendium was written with two main goals in mind: to help literacy teachers and students find and use health information and to share literacy information and easy-to-read health materials with health professionals, community educators, and patients. It includes over 80 citations to print and Web materials available in North America that cover:
1. The links between health status and literacy status
2. How to assess and develop easy-to-read health education materials
3. How to teach health with literacy in mind, and how to teach literacy using health content
4. Background information about the literacy field and "participatory" education methodologies
5. Curricula and materials on a variety of health topics for adults with limited literacy skills
6. Bibliographies and databases of easy-to-read or multilingual health information and brochures
7. Bibliographies and databases of materials, including journal articles, about the connections between health and literacy.
For more information or a copy of this compendium, contact:
Health & Literacy Initiative
44 Farnsworth Street
Boston, MA 02210 USA
Tel: (617) 482-9485
Fax: (617) 482-0617
Women's Education des femmes, Fall 1991 - Vol. 9, No. 2
In this article, the author discusses women in engineering, a minority in a male-dominated profession.
Women's Education des femmes, Fall 1991 - Vol. 9, No. 2
Authors: Anne Innis Dagg
When the author was a student in the Honours Science program at the University of Toronto in the 1950s, there was little expectation that she or the four women in her program would ever become professional scientists. Today, the author states that girls have a far better chance of becoming scientists and engineers if that is their ambition. There are, however, obstacles.
In this article, the author discusses how difficult it is for a woman to pursue a career as a professional scientist or engineer.
This report stems from the Access and Support to Education and Training Survey (ASETS) conducted between June and October 2008 by Statistics Canada in partnership with Human Resources and Skills Development Canada (HRSDC).
The authors provide an overview of the first findings from ASETS, divided into four sections: participation in education and training among Canadians aged 18 to 64; the proportion of Canadians in that age group who had unmet training needs and why; the costs associated with education and training and the sources of funding used to finance education programs; and the proportion of children aged from birth to 17 whose parents save and plan for their future postsecondary studies.
The authors have included appendices with detailed tables showing the results of the survey.
Authors: Invert Media
This survey was commissioned in 2007 by the National Association of Friendship Centres, which represents more than a hundred organizations that provide programs and services to Aboriginal people living in urban areas.
The authors have provided background information; a summary and analysis of the survey results; and recommendations based on the survey results and analysis. Attachments to the report include copies of the survey questions as well as a detailed breakdown of the survey response data and a bibliography.
The authors note that this document could form the basis for a strategy addressing the urgent issue of language loss among urban First Nations, Métis and Inuit communities, but can only be useful for that purpose if there is a significant increase in the overall level of support for Aboriginal languages.
This document grew out of a collaborative research project on quality assurance in prior learning assessment and recognition (PLAR) in post-secondary education. It offers practical ideas for post-secondary institutions and individual faculty members on how they can improve PLAR quality assurance measures.
The guide includes sections on institution-wide policies; criteria for assessment procedures; PLAR process, roles and responsibilities; monitoring and evaluation; and professional development.
The authors note that the guide is not intended to be prescriptive. Rather, it provides a range of measures from which administrators and faculty can select the most appropriate strategies.
The research project also produced an annotated bibliography and a series of recommendations on the role of PLAR in postsecondary education.
This annotated bibliography is part of a collaborative research project on quality assurance in prior learning assessment and recognition (PLAR) in post-secondary education.
It is divided into two sections. The first section presents literature on quality assurance in PLAR in Australia, Canada, England, Ireland, New Zealand, Scotland, South Africa, the Netherlands, and the United States, as well as a number of multi-national initiatives.
The second section presents literature on quality assurance in higher education and assessment in Australia, Canada, Ireland, Scotland, the Netherlands, and the United States, in addition to some multi-national initiatives.
The project also produced a report on the role of PLAR in postsecondary education and a PLAR guide for postsecondary institutions.