There is a lot of talk in policy circles about the importance of ‘life-long’ learning. In an economy where technologies and skill needs are constantly changing, it is important that Canadians have access to learning opportunities throughout the course of their lives. In an ageing society, it is important that everyone, including older Canadians, has a chance to fully contribute to the economy and to their communities. At a time when there are concerns about the polarization of earnings and incomes, it is essential that those with lower levels of educational attainment have the opportunity to improve their skills.
But how well do we ‘walk the talk’ in Canada? It seems not very well at all. Too many lesseducated/less-skilled adults in Canada are being left behind, with little chance to improve their skills, their knowledge, and their earnings. Moreover, results of international tests of adult literacy show that 42 percent of Canadians aged 16 to 65 years have literacy skills below the level considered necessary to live and work in today’s society – a level that has not changed over the last ten years. By standing still Canadians are losing ground, as other countries forge ahead to ensure that their citizens remain productive. Canadians need to catch up.
This report, authored by Karen Myers and Patrice de Broucker, documents the availability of formal learning opportunities for adults (to complete high-school, attend college or university, or participate in skills-upgrading programs in the community or the workplace) in five Canadian provinces: Alberta, British Columbia, Nova Scotia, Ontario and Quebec. Myers and de Broucker conclude that our adult learning ‘systems’ are complex, difficult to navigate, and pose numerous barriers for less-educated adults who would like to improve their skills. They propose a set of principles to guide the development of more coherent and accessible adult learning programs. They also note signs of progress in several provinces.
I would like to thank Karen Myers and Patrice de Broucker for their thorough analysis of the terms of access to learning opportunities for adults in Canada, and their vision of a system in which life-long learning can be a reality for all Canadians. I would also like to thank Human Resources and Social Development Canada and the Alberta Ministry of Human Resources and Employment for their financial contributions to the project.
Sharon Manson Singer, PhD
June 2006