Too many left behind: Canada’s adult education and training system

The social and economic importance of encouraging adults to engage in continuous learning throughout their working lives is undisputed. But all too often, lifelong learning simply means those who are already highly educated are getting even more education and training. Canada’s federal and provincial governments have recognised the importance of the lifelong learning, but despite this recognition, participation levels for less-educated learners have scarcely improved in five years. Many observers have pinned the problem on adult learning systems that are complex, incoherent and incomplete. This report documents the availability of formal learning opportunities for adults, and identifies the factors that influence participation of less-educated/less-skilled adults in these opportunities. In addition, it identifies gaps in Canada’s adult learning systems and recommends measures to fill these gaps. While a truly comprehensive study would examine all provinces, this report examines the situation primarily in five provinces: Alberta, British Columbia, Nova Scotia, Ontario and Quebec. The following five steps are suggested as essential elements of an effective adult learning system that works for less-educated/less-skilled adults: (1) implement a public policy framework that acknowledges the ‘right to learn’; (2) develop financial support programs appropriate to the needs of adult learners; (3) provide incentives for employers to support training of their less-skilled employees; (4) increase governments’ investment in training for basic skills; and (5) develop a co-ordinated approach to respond to adult learners’ needs.

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The social and economic importance of encouraging adults to engage in continuous learning throughout their working lives is undisputed. But all too often, lifelong learning simply means those who are already highly educated are getting even more education and training. Canada’s federal and provincial governments have recognised the importance of the lifelong learning, but despite this recognition, participation levels for less-educated learners have scarcely improved in five years. Many observers have pinned the problem on adult learning systems that are complex, incoherent and ...  [+] Show more