¹ Source: Alberta Ministry of Human Resources and Education. Figures are for 2005 and only include learners who were funded by AHRE. Ministry officials estimate that this figure represents about 75 percent of the total number of learners.
² Sources: British Columbia Ministry of Education and British Columbia Ministry of Advanced Education. Data are for 2004-05.
³ Source: Nova Scotia Ministry of Education. Data are for 2004-05.
⁴ Source: Ontario Ministry of Education (2003). Data are for 2001-02.
⁵ Source: College Sector Committee for Adult Upgrading (2005). Data are for 2004-05.
⁶ Sources: AHRE. Again, this figure only includes learners who were funded by AHRE.
⁷ Source: Nova Scotia Ministry of Education. Data are for 2004-05.
⁸ Source: Wynne (2005). Data are for 2004.
⁹ Source: GED Testing Service (2005). Data are for 2003.
¹⁰ Source: Bow Valley College. Data are for 2005.
¹¹ Source: Census 2001, authors’ calculations. The population totals include individuals between the ages of 20 and 54 without a high-school diploma and without further training or degrees
¹² Total learners (percent) is calculated by first dividing the total number of learners divided by the total population of adults without a diploma, then multiplying that number by 100.
¹³ Source: Gouvernement du Québec, Ministère de l’Éducation (2005). État de la formation de base des adultes au Québec, Québec. Population 25-64 years old registered in adult education programs in 2001.
¹⁴ The GED has been implemented in 2005 in Québec. Based on the numbers for the TENS, it is estimated that about 6,000 adults will register for the GED annually, on average.
¹⁵ Source: Gouvernement du Québec, Ministère de l’Éducation (2005). État de la formation de base des adultes au Québec, Québec. Population 25-64 years without a secondary school diploma in 2001.

Why are there so few adult learners?

As Table 4.4 suggests, only a small fraction of adults without a high-school diploma are engaged in high-school-related upgrading. Why are there so few adult learners? Our research suggests that the problem is not simply a lack of learning spaces. The provinces of Alberta, British Columbia and Ontario all reported that, on average, learning institutions have more spaces available than they have learners to fill these spaces. Nova Scotia is the only province that reported that demand outstripped supply. In Québec, although there is no general shortage of spaces for adult learning, some vocational programs in higher demand run waiting lists. Also, for literacy upgrading, courses may only open with a required minimum of participants, which may affect accessibility.

The research literature, combined with interviews with key stakeholders, suggests that there are a number of complex and interrelated factors that may affect participation rates. These factors include:

• Economic growth: Strong economies lead may lead people to employment who might otherwise seek to upgrade their skills.
• Lack of awareness: Some individuals may simply not be aware of their options.
• Lack of interest: For some individuals, learning is not a priority. Many adults who left high-school early see little value in returning to school. Others may be satisfied with their situation, from a family and financial point of view.
• Not worth it: Individuals may feel that that the costs of learning may outweigh the benefits.
• Lack of confidence: Individuals may feel reluctant to participate because they are unsure of whether or not they would succeed.
• Costs and time: Finally, individuals may not be able to return to school because they feel that they do not have the means to support themselves or their families while studying.