ABC Canada (2002) Non-participation in literacy and Upgrading programs: A national study. Toronto: ABC Canada. ERIC Reproduction Document ED 480 683
The reasons for nonparticipation in adult literacy and upgrading programs were examined in a national study during which interviews were conducted in 12 Canadian provinces with 44 adults who had never participated in a literacy or upgrading program. Most interviewees indicated that they had experienced transition points at which they considered participating in a literacy program or upgrading program. However, a range of diversionary factors such as life context and highly developed coping strategies made such programs appear irrelevant to potential learners. In addition, intervening factors reflecting the particular constraints of their lives (including economic factors, family and child care responsibilities, and other structural barriers) made formal educational programs seem unattainable. The following conclusions were drawn: (1) strategies aimed at engaging larger numbers of potential learners in literacy or upgrading programs must be multifaceted and address both structural and perceptual factors; (2) strategies to address perceptual factors should focus on dislodging inaccurate assumptions about the nature of literacy and upgrading programs; and (3) outreach strategies aimed at potential learners should use positive images that speak to people's strengths.
Ahlstrand, A.L., Bassi, L.J. & McMurrer, D.P. (2003) Workplace education for low-wage workers. Kalamazoo, MI: Upjohn Institute for Employment Research. ERIC Reproduction Document ED 478 956.
The training being provided to low-wage workers, factors affecting the availability and effectiveness of such training, and training outcomes were examined. Data were gathered through interviews with 40 of the 192 employers most heavily invested in training for low-wage workers. Site visits were conducting at 8 of the 40 employers and case studies written. The main factors motivating above- average commitment to training for lower-wage workers were: believing that it is “the right thing to do”; understanding the positive impact of such training on business goals and needs; and wanting to appease external forces (including the government and clients). Barriers to training for lower-wage workers included: the confined nature of lower-wage jobs, lack of evidence of the effectiveness of such training, conflicts between downsizing and training, and high turnover among lower-wage workers. Leadership commitment and creation of an environment flexible enough to promote widespread use of training appeared to be the most effective strategies for overcoming those barriers.
Alberta Learning (2002) Campus Alberta – A policy framework. Edmonton: Alberta Learning. ERIC Reproduction Document ED 468 178.
Campus Alberta is a key framework under which Albertans can pursue and achieve their lifelong learning goals. Campus Alberta is neither a program nor an institution, but rather a concept, a set of principles and a way in which the learning system works to deliver seamless learning opportunities for Albertans. In this new concept, both formal and informal learning activities are recognized. The focus extends beyond individuals of “traditional” education age to include people of all ages. Through Campus Alberta, the learning system is: (1) learner-centered; (2) collaborative; (3) accessible; (4) innovative; and (5) responsive. The objectives of Campus Alberta are to eliminate barriers in learning and to foster lifelong participation in learning by increasing learners' ease of entry into and movement within the learning system, by creating more flexible learning opportunities, and by ensuring that learners have the tools they need to succeed in learning.