4.3 Conclusions

This Section examined the possible routes to obtaining a high-school diploma in five Canadian provinces. Here is a summary of the key points that were raised.

• Adults without a high-school diploma have several options for upgrading their credentials. The options include pursuing a regular secondary school diploma or a special diploma that has been modified to meet the specific needs of adult learners. Adults who do not want to take high-school credit courses, may write the General Education Development (GED), take upgrading courses in a college setting, or write the Test of Workplace Essential Skills (TOWES). Adults, whose skills are below a certain level, may participate in literacy and basic skills programs.
• While it is well-established that returning to school later in life pays off, less is known about whether the type of credential obtained makes a difference. Unfortunately, there is very little Canada data on these questions.
• Each of the five high-school-related pathways offers different advantages and disadvantages. There is no one best option. The best option for potential learners will depend on their current circumstances, past academic performance, and future goals.
• Answering the question of how many adult learners pursue each option is more difficult than it seems. Few provinces are able to report accurate adult participation counts by all program types. Although we are not able to present precise figures, by all accounts, it is clear that only a very small fraction of adults without a high-school diploma are engaged in high-school-related learning.
• 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, lack of interest, lack of confidence, lack of awareness, unresponsive learning environment, cost and time. While there is considerable debate about the relative importance of these factors, very little formal research has been conducted. Data from the Adult Education and Training Survey suggest that time and costs are the most important barriers to participation.
• Lack of interest is also an important barrier to increasing participation. Only 9 percent of respondents with less than high-school reported that there was training that they wanted to take but did not, compared to 28 percent of respondents with a university degree. Nevertheless, the participation rate in job related learning among those with high-school or less would have almost doubled had their demand for courses been met.