The 2700-hour curriculum is divided into four types of training: general, personal, social and labour-market. The general knowledge training includes the study of language, maths and social sciences. Personal development training focuses on the students selfawareness and his or her role in a community and the wider society. Social skills training focuses on developing skills related to working in an organization and career management and life skills. Labour market training prepares students for their entry into the workforce.

Recognized as educational institutions by the Department of Education, the 22 centres vary in setting and size. The program, which includes academic subjects and hands-on training in a workshop, generally lasts three years and the students obtain a CFER certificate (issued by the Department of Education) that is not equivalent to a high school diploma.

9. Why Developed / Problems / Issues Targeted

 What are the main aims or objectives of the initiative? Is it designed to address any particular problems or issues? If so, please specify what these are. In the 1980s, educator, Normand Maurice, became increasingly concerned about the environment and the fate of school dropouts. His concerns brought about the development of CFER -- an alternative environmentally-focussed learning program for students 16 and older. He believed that to have “happy life and a good standard of living one must be autonomous, an engaged citizen and a productive worker. These things were more important than obtaining a diploma.”

10. Key Features / Content

  • Innovative
  • Effective
  • Promising
 Please describe the main features of the program, focusing in particular on those aspects that are particularly innovative, effective or promising.

The academic tools used in the CFER are original and reflect its founding principles. Reading materials come from information that participants need and can put to use. Students read the local /national newspaper every morning and maintain a vocabulary file of new terms encountered. They discuss the content of what they have read, sharing their new knowledge with classmates and teachers. Information is also communicated beyond the CFER.

To promote environmental awareness, the students participate in a "caravan," presenting environmental and recycling information to elementary school students. The students develop a presentation and present at conferences.