Work-related Adult Learning and Training (ALT) has become a major phenomenon in Quebec, especially since the passage of the Act to foster the development of manpower training in 1995. Structured, work-related ALT alone involved more than one adult in five in 2002. Footnote 1 As in Canada as a whole, one-third of employed Quebeckers took part in structured work-related ALT activities in 2002, a steady increase from 1997. Footnote 2 In so doing, they closed the substantial gap that had existed with the rest of Canada in 1997 Footnote 3 (Statistics Canada, 2003). What is more, close to 80% of this work-related ALT is now sponsored by employers. Footnote 4 In short, Quebec has experienced substantial growth in ALT over the last decade.
Despite this progress, no overall quantitative or qualitative assessment has been carried out recently, aside from administrative reports by the various agencies involved, Footnote 5 statistical studies Footnote 6 and research focusing on particular situations. Footnote 7 This dearth is all the more glaring in light of Quebec's unique situation in Canada. Drawing on the existing data, this paper provides an initial and essentially descriptive overview of the adult learning and training that is provided in firms in Quebec.
In order to create this overview of ALT in Quebec firms, we shall first consider the specific context, namely the various parties involved in ALT (chapter 1) and the unique legislative framework in Quebec (chapter 2). Then, we shall examine the impact of the Act to foster the development of manpower training through the lens of the companies subject to the Act ("Bill 90") and some of the effects that can be observed since its enactment in 1995. The third part of this report describes the groups that are under- represented in work-related ALT and the likely obstacles to their participation.
Chapter 4 describes in broad outline the organization of ALT in firms and then indicates which types of adult learning and training are favoured by companies, making a distinction between structured ALT and the recognition given to informal learning. The structure of ALT also includes actions that occur prior to the immediate organization of learning and training, such as the expression of demand, as well as subsequently in the form of evaluation and follow-up activities (Chapter 5); we shall see precisely how important these last two, still emerging, aspects are. Following this general overview, no comparative evaluation or analysis will be attempted by way of conclusion. Rather, an attempt will be made to discern the main trends, the questions at issue and topics for future research in order to facilitate the necessary supra-regional and trans-national analyses in the future.
Return to note 1 22% participation rate, see Table 4.1.
Return to note 2 Significant difference of 12 percentage points 1997-2002; see Table A.1.
Return to note 3 Significant difference in 1997 of 18 percentage points between Quebec and Canada; see Table A.1.
Return to note 4 See Table 4.3.
Return to note 5 See the various annual reports and balance sheets of the Direction du Fonds national de formation de la main-d'ouvre (2000 to 2006, for example, in the Bibliography).
Return to note 6 Refer to the studies published by Statistics Canada (2003, inter alia, in the Bibliography).
Return to note 7 For example, research such as that conducted by Dunberry (2006), Lesemann (2005), and others.