Throughout this chapter, we will use the expressions "structured ALT" and "informal learning." We will not get into the distinctions between "formal," "non-formal" and "informal" learning beyond noting simply that structured ALT includes the first two of these (formal and non-formal) in the sense that it is organized and recognized without necessarily leading to the award of any certification. Footnote 48
Beyond the predominant practices of various forms of "presential" ALT, one emerging trend is an interest in new information technology (NIT). Already, a number of small and medium-sized firms in Quebec show an interest in using new technologies to improve their performance (CEFRIO, 2006). The CEFRIO NetPME 2006 survey of more than 1,800 small and medium-sized firms in Quebec indicated that:
Three out of ten small and medium-sized businesses (29%) feel that on-line education and training (e-learning) is a fairly or very interesting resource for training human resources. Overall, 17% made use of it in the last 24 months and 16% intend to use it during the next six months (CEFRIO, 2006, p. 2, transl.).
However, Marchand, Lauzon and Pérès (2007) conducted a case study of five companies, observing and analysing mentor-pairing practices and the introduction of computer technologies as training methods. They concluded that "the technology is present in companies but is often poorly used." (CPMT, 2007, p. 1; transl.).
As already noted, the overall rate of ALT participation of the population in 2002 did not vary significantly between Quebec and Canada as a whole (Table 4.1), although the situation was different in 1997. Footnote 49 However, when structured ALT is considered, we find that people in Quebec participate somewhat less in structured work-related ALT than people in the rest of Canada. The fact remains that more than one adult Quebecker out of five participates in this kind of learning. On the other hand, Quebeckers participate more in structured learning activities for personal interest than the Canadian average. The significant difference is three percentage points in both cases.
Return to note 48 We have borrowed the definition used by Bourdon (2006): "Participation in structured forms of learning includes participation in courses, programs or other structured activites such as workshops. Thus, structured education and training as a whole correspond to a combination of formal and non-formal activities as defined by UNESCO" (p. 146; transl.).
Return to note 49 There was a difference of about 7 percentage points between Quebec and Canada in 1997 in the overall rate of participation in ALT (Labonté, Doray, Bélanger and Motte, 2004).