Issue I: Public policy

Public policy statements and formal legislation do not explicitly provide for basic education as the right of every adult living in Canada. The policies and legislation which do exist are: (a) permissive rather than obligatory and (b) implicit rather than explicit. The result is that adult basic education services are generally provided as voluntary services, as social welfare services, as remedial services, rather than as an integrated part of other adult education services.

Background

1. The United Nations, through its International Bill of Human Rights, of which Canada was a signing party, has declared that:

  1. Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education equally accessible to all on the basis of merit.

  2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights, and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of Peace. (Article 26)

2. The United States government, through Title III of the Elementary and Secondary Education Amendments of 1966 ("Adult Education Act"), and renewed in 1978, has consistently sought:

... to expand educational opportunity and encourage the establishment of programs of adult public education that will enable all adults to continue their education to at least the level of completion of secondary school and make available the means to secure training that will enable them to become more employable, productive, and responsible citizens.

(Section 302)

The term "adult basic education" means adult education for adults whose inability to speak, read, or write the English language constituted a substantial impairment to their ability to get or retain employment commensurate with their real ability, which is designed to help eliminate such inability and raise the level of education of such individuals with a view to making them less likely to become dependent on others, to improving their ability to benefit from occupational training and otherwise increasing their opportunities for more productive and profitable employment, and to making them better able to meet their adult responsibilities.

(Section 303)

The Adult Education Act provides funds for those states which develop plans for the establishment of expansion of adult basic education programs to be carried out by local educational agencies for the development of special projects for educating persons of limited English-speaking ability; for the establishment and operation of a clearinghouse on adult education; for the provision of adult basic education programs for elderly persons, Indians and refugees; for training teachers and tutors; for developing resource material; for research; and so on.

In 1974, Title VII of this Act outlined a National Reading Improvement Program and established a Right to Read Office which assumed the administration of funding and programming.

In 1978, Title XIII of this Act expanded, extended and revised the existing delivery system and broadened the outreach of the program. The emphasis of the program is now defined as providing adult basic education for those adults who are least educated and most in need of assistance; to those who lack the skills and knowledge needed to function minimally in day-to-day living (i.e. employment-related goals have been de-emphasized.). Funds are provided by the U.S. Congress to state-administered programs and services are delivered by local education agencies and public or private non-profit agencies, organizations and institutions.

3. European countries generally provide for adult basic education services through permissive legislation. One exception to this is Norway which recently passed legislation which places adult education and basic formal schooling on an equal footing. The underlying principle states that the school system is responsible for providing the same education to adults as it provides to youngsters. All education corresponding to normal juvenile education is financed through public funds. The official policy for subsidization gives priority to the groups with the greatest need. "If this would not be the case, participation in Adult Education could easily become a mere reflection of the economic power relations and the social stratification in society" (1.) The law on Adult Education provides for alternate provisions at all levels of school education (i.e. alternate to the regular child-oriented provision). Such provision is available for all adults who have not had such training and is considered equal in merit to the regular provision.


(1.) European Bureau of Adult Education, Adult education legislation in ten countries of Europe, "Notes and studies, Supplement 1976" (Amersfoort, The Netherlands: European Bureau of Adult Education, 1976), p. 87.


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