As this report has documented, provincial adult learning environments tend to be extremely complex. Easy-to-understand information about adult learning opportunities is hard to come by. Provincial governments need to enhance co-ordination by ensuring that there is an appropriate entity (such as a secretariat, a steering committee, a cross-ministry working group or unit) to coordinate the further development and implementation of an adult education policy framework. This entity would then be responsible for ensuring the effectiveness of government-funded adult education programs and services and provide information to support management planning and decision making.
Several of the provinces included in this study have made significant efforts to enhance coordination. Nova Scotia’s School for Adult Learning appears to integrate many of the necessary ingredients for an effective system, starting by a well-trained staff who can advise potential learners about a range of learning opportunities. While it may be too soon to recommend this approach as a best practice, the progress of this promising initiative should be carefully monitored. Similarly, Alberta has taken important steps towards a more co-ordinated system by consolidating a large number of programs and services into a ‘one-stop’ service centre approach. This approach should also be monitored.
At a minimum, governments should ensure that potential learners have the information they need to make informed decisions about their learning options. Less-educated individuals need access to three types of information. First, potential learners need easy-to-digest information about the range of available learning options. Second, potential learners need step-by-step information about how to access the learning opportunity that is best for them. Finally, potential learners need enough information about the costs and benefits of skills upgrading to make an informed decision about whether such a large investment is in their best interest.
While the Internet is an important source of information, it should not be the only source. Less-educated individuals may not have the necessary technical skills to navigate the Internet. Moreover, reticent individuals are likely to benefit from face-to-face contact with supportive skills development counsellors, especially if these counsellors are well-trained and equipped with appropriate learning tools. These tools may include: