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The needs of and provisions for adult immigrants to learn English include specific considerations for: the recently arrived; those in a wide variety of work situations; those entering or re-entering post-secondary education; those starting literacy for the first time; those undergoing cultural adjustment to, and life changes in, the new country. Most learning of English by non English speaking immigrants takes place in informal contexts without the benefit of formal instruction. This chapter describes the small amount of formal training in English as a second language (ESL) relative to the much larger amounts of learning immigrants accomplish on their own. First, a brief history of major periods in ESL in Canada is offered, followed by a discussion of ESL for adult immigrants in relation to the whole field of adult education, with emphasis on relationships to adult basic education and/or literacy.

The author begins this chapter by suggesting that studies into participation have formed a cornerstone of research in the field of adult education for decades. The participation of women in educational organisations, agencies and social movements is examined and the author intends to provide a new framework for understanding and conceptualising in new ways women's participation in adult education both in the past and in the current context. The problematic nature of literature concerned with participation is briefly highlighted. The nature of misogyny and its effect on participation is explored and the chapter concludes with some reflections on research implications.

In this chapter the author suggests that globalisation and technological development have created a context in which education and training are considered increasingly valued commodities in the workplace. Underlying this is the notion that the nation's economic performance is somehow linked to education and training, a notion embodied in Human Capital Theory (HCT). The chapter reviews the basic assumptions of HCT, which are: (1) human capital is an investment for the future; (2) more training leads to better work skills; (3) educational institutions play a central role in the development of human capital; (4) employees need to improve their skills; (5) training enhances employability; (6) training can compensate for skills shortages; and (7) employment and unemployment are economic concepts. The author looks at the function of the ideology of training, and suggests three roles of adult educators: (1) the humanistic roots of adult educators, that of self-actualisation of individual learners; (2) as agents of change in the workplace, playing a part in reconciling the sometimes divergent needs of individuals and organisations; and (3) as a powerful tool for shaping people's world view, having a social responsibility that entails a commitment to certain basic values such as equity, tolerance and cooperation.

This chapter attempts to identify the important issues confronting Canadian adult education practitioners with a view to questioning the implications these issues have for unifying or diversifying the adult education field and as a way of identifying and contemplating future directions. A survey using a questionnaire was conducted using a sample of adult education practitioners. The issues identified by the survey were: global problems and development; accessibility and learner diversity; educational policy and leadership; learning theory advances and applications; visibility and credibility of field; technology; and retraining and career transition. Respondents to the survey also offered a variety of suggestions and strategies for future directions that included: systems and interdisciplinary approaches; a commitment to community-based and participatory approaches to development and research; recognition of and advocacy for the social mission of the field; and a higher profile.

This chapter suggests that the concept of 'lifelong education' has been hijacked for state-initiated educational policy formation, school curriculum development and an ideological distortion of lifelong learning to mean schooling from cradle to grave. The position taken in this chapter is that a critically informed perspective on lifelong education can still hold out prospects for emancipatory pedagogy.