Series: Learning Throughout Life
This document provides outlines the Action Plan referred to in the Quebec Government Policy on Adult Education and Continuing Education and Training (2002).
The action plan for adult education and continuing education and training is guided by three principles:
1. Knowledge is an important factor in personal growth, economic development, social cohesion and democracy.
2. Adults in Québec must have access to training and be given the opportunity to express their training needs.
3. The state is responsible for adult education and continuing education and training; individuals, businesses and organizations must also be prepared to participate voluntarily and responsibly.
The action plan has four focuses: basic education, job-related continuing education and training, recognition of prior learning and competencies and shared responsibility for funding and education.
Celebrating 40 Years of the Adult Education and Literacy System of the United States
Authors: Thomas G. Sticht
The author discusses 40 years of Adult Education in the United States. This year, they celebrate 40 years of Adult Literacy and Literacy System that was created by the Adult Education Act of 1966, and which continues today as Title 2: The Adult Education and Family Literacy Act of the Workforce Investment Act of 1998.
How the Adult Education Act emerged from the adult basic education program of the War on Poverty illustrates how multiple interests were brought together to break through a barrier that had blocked the development of an Adult Education and Literacy System for decades.
Building a Foundation for Self-Sufficiency
The purpose of the Premier’s Community Non-Profit Task Force is to recommend to the Government how it can develop a partnership with the non-profit sector that will strengthen the ability of the sector to function effectively as the third pillar of socio-economic development.
The task force report offers detailed recommendations based on presentations from some 1000 non-profit organizations of all sizes and structures. It is anticipated that the Premier and his Government will use the report as the BLUEPRINT FOR ACTION.
from Four National Women's Groups December 9, 1994
As a nation, Canada faces critical decisions. A way must be found to ensure a sustainable level of social and economic development that respects the fundamental values and needs of Canadians, in a demanding world. If Canada's social and economic development is to survive the impact of globalization, a strengthened social security system is needed, as well as a comprehensive employment development strategy. Women's perspective and contributions are an essential part of addressing that challenge. It is believed that the principles and recommendations in this brief will help to address these issues.
In April 2008, the Province of Manitoba initiated consultations with key stakeholders and the public for input into the development of a provincial-wide adult literacy strategy. Participants included literacy practitioners, immigrant organizations, aboriginal organizations, non-government organizations and business representatives. This report summarizes the consultation findings. It begins with basic background information about literacy and, more specifically, the literacy challenge in Manitoba, then explains the consultation process, before moving into a discussion of what was heard during the consultations.
At the National Summit on Innovation and Learning held in November 2002, the federal government announced its intention to work with partners to develop a Canadian Learning Institute. The government asked Dr. Benjamin Levin of the University of Manitoba and Ms. Shirley Seward, CEO of the Canadian Labour and Business Centre, to undertake an initial round of consultations regarding the broad parameters of the proposed Canadian Learning Institute. Consultations were undertaken in early 2003. Provinces and territories and a wide range of stakeholders were given the opportunity to express their views on the proposed mandate and organization of the institute and their willingness to participate.
This report outlines the views expressed over the course of these consultations, however comments are not attributed to specific individuals or organizations. The report identifies areas where participants appeared to agree and areas where views diverged, under three main themes:
- overall views
- proposed mandate
- proposed governance and structure
A Review of the State of the Field of Adult Learning
Series: State of the Field Report
This report makes the case for embracing broader concepts of knowledge and learning when it comes to the arts.
The authors explain that they are not downplaying the importance of the training of artists, the promotion of their work and the arts, or opportunities to acquire arts literacy and learn to value the arts. Rather, they want to show how arts-based learning can contribute to the field of adult education; spur social change and community transformation; and foster a more active cultural citizenry across the country.
The report is divided into chapters dealing with culture and adult education; governmental and non-governmental sources; funding and networking organizations; programs, research, and publications; communities of practice; and trends, issues, media, gaps and future studies.
This report is part of a series commissioned by the Canadian Council on Learning (CCL) to explore various aspects of adult learning in Canada.
This article discusses the author's difficulty in finding reports and additional commitments regarding the September 2000 National Literacy Summit steering committee's Action Agenda for Literacy in a report entitled "From the Margins to the Mainstream".
The lack of information makes the author wonder if there is actually much interest anymore in the Action Agenda among either the original sponsors and formulators of the Agenda, or the rest of the adult literacy education field. At the present time, it appears that there has not been much action toward moving the Adult Education and Literacy System (AELS) From the Margins to the Mainstream since the Action Agenda was launched.
Lessons in Learning – January 18, 2006
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Canada is one of many industrialized countries to see voter participation rates drop since 1990. Recent analyses suggest that the drop in voter participation is largely the result of very low turnout on election day among young voters.
The authors of this paper point to studies suggesting that young people are less familiar with basic political facts than their older counterparts; less likely to be interested in politics; less likely to read newspapers; and less likely to see voting as a duty shared by all citizens. All of these factors suggest that young people are not particularly engaged in the Canadian political process, and may explain why many young people do not vote.
One factor in this lack of interest may be the changes over time in the nature of citizenship education in Canada. In the early days of universal education in Canada, preparing young people to assume the rights and responsibilities of citizenship was the primary goal of schooling. However, as teaching math, science, and computer science takes on greater importance in Canadian schools, other subjects such as Canadian history and civics risk falling into neglect.
Schools clearly have an important role to play in producing politically knowledgeable and interested young Canadians, the authors say. Other institutions also have a responsibility to educate young voters about election issues. Elections Canada has developed a strategy aimed at increasing young Canadians’ understanding of the electoral process and their role in that process. Political parties are also being encouraged to take responsibility for finding ways to educate young voters.
Putting it on the Map!
Authors: Action for Family Literacy Ontario
This position paper presents a vision of a professional, fully funded and secure infrastructure for family literacy.
Investing in family literacy programming is a concrete and proactive way to
address the educational and training needs of Ontario's future.
By investing in family literacy, Ontario can take its place as a leader in the area of this important intergenerational approach.