The benefits of adult learning

Evidence is emerging that, although the lesseducated are less likely to participate in formal learning, when they do participate they are no less likely than their more educated counterparts to benefit. Starting from a position of relative educational disadvantage, less-educated learners may be more likely to gain from additional welltargeted learning.

The Canadian evidence in particular suggests that there is a pool of individuals who missed out on obtaining post secondary education in their youth, but have benefited significantly from job related training or‘second chance’ education as an adult. For these ‘high potential return’ individuals a policy designed to increase educational attainment would have a substantial payoff.

Earning a high-school diploma as an adult

An examination of the possible routes to obtaining a high-school diploma in five Canadian provinces suggests the following key points:

• Adults without a high-school diploma have several options for upgrading their credentials. These include: pursuing a regular secondary school diploma or a special diploma modified to meet the specific needs of adult learners; writing the General Educational Development (GED) test; taking upgrading courses in a college setting; or writing the Test of Workplace Essential Skills (TOWES). Literacy and basic skills programs are also an option for adults whose skills are below a certain level.
• While it is well-established that returning to school later in life pays off, little is known, especially in Canada, about whether the type of credential obtained makes a difference. Each of the five high-school-related pathways offers different advantages and disadvantages. For potential learners, the best option depends on their current circumstances, past academic performance, and future goals.
• Few provinces are able to report accurate adult participation counts by type of program. But what seems clear is that only a very small fraction of adults without a high-school diploma engage in high-school-related learning.
• A number of complex and interrelated factors may affect participation rates: economic growth, lack of interest, lack of confidence, lack of awareness, unresponsive learning environment, cost and time – the last two being the most important self-reported barriers to participation. While lack of interest is often cited as a reason for low participation rates, it is worth noting that the latest survey data suggest that there is considerable unmet demand among the least educated. If this demand were met, participation for those without a high-school diploma would have doubled.

Participating in ‘second chance’ post-secondary education

Despite considerable rhetoric around the importance of life-long learning, the average age of Canadian college and university students has remained remarkably constant over the past 40 years. Most post-secondary institutions have policies such as flexible admission and prior learning assessment and recognition to encourage the participation of older adults. Some institutions have innovative programs for adult learners without high-school diplomas or other prerequisites. But there is little evidence on the implementation and effectiveness of these policies.