In a 1991 report,⁷⁵ the Premier's Advisory Council on Literacy states that the province has made "a formal commitment to reduce the functional illiteracy rate for New Brunswick by one percentage point (1%) each year for each of the next four years." The report also calls for an extension and systematization of existing programming, with further workplace-related efforts. Community literacy boards are to plan and co-ordinate local programming efforts. These are conceptualized in four categories, depending on whether students are working at a 0-6 level or a 7-12 level, and whether their goals are "individual" or "employment-related." For those with individual goals, programming is to be primarily the responsibility of the voluntary sector, with provincial funding for Literacy Councils, or "initial" funding for other groups. For those whose goals are employment-related, employers and employee groups are to be primarily responsible for programming, with assistance from the Department of Advanced Education and Training, and with funding possible. The Premier's Advisory Council has been succeeded by an Advisory Committee to the Ministry of Advanced Education and Training.

Québec

Québec's literacy movement is rooted in the Quiet Revolution, and in a perception of its limitations — the persistence and even increase of poverty, the failure of opening access to schools to create educational equity, and the difficulty of protecting the French language with a significant portion of the population illiterate. Accordingly, the movement "insists strongly on the social and economic dimensions of the problem and on the failure of a democratization of education based solely on the school system."⁷⁶ Literacy work in Québec was organized after 1964 both in the adult education services of school boards, and in popular education groups. The school boards (commissions scolaires) operated federally funded upgrading programs, and from the mid-1960s some began work in literacy. The groupes populaires were active in working class and immigrant communities on tenant, health and other issues, and some took up literacy. In the late 1970s, a new wave of popular groups, concentrated in Montréal, began literacy work. Also at this time there was literacy work in the context of immigrant orientation and training.⁷⁷