Québec is also in the process of developing policy for "analphabetisme et alphabetisme". A recent report by this title outlines the extent of the problem within the province. A seminar held in late 1978 on the topic of adult literacy was told by the Assistant Director General of the Adult Education Branch of the Ministry of Education (MEQ), Mr. R. Diamant, that: (1)

The question of universal literacy is one of the live issues at the MEQ, where work is going on at this very moment in an effort to define a policy of intervention for the benefit of underprivileged sectors... it seems to us, therefore, entirely logical to make literacy a priority issue at all levels, and to consider the unlettered among Quebec's population a special clientele deserving our urgent attention. In defining a policy of positive discrimination in favor of the disadvantaged sectors of our society, and particularly of the illiterate, we must see to it that universal literacy becomes an operational objective, a reality and no mere slogan.

Other provinces tend to provide funds for adult basic education programs through permissive legislation ("local school boards may provide services to adults" rather than "shall provide.. "); through funds to special demonstration projects on a limited time basis (with no promise for follow-up funding); through social-welfare programs (often aimed at reducing welfare rolls or changing unacceptable social behavior such as child abuse); through funding to libraries; through funding to voluntary organizations; and so on.

Municipal governments tend to operate on the same principles as the provinces, providing funds for adult basic education programs as a necessary part of other social or economic goals. The commitment of municipal governments tends to reflect the current elected representatives attitudes rather than any explicit policy. Most policies which do exist are both permissive and highly discretionary. Funds may be provided for certain educational activities but it is up to local governments to elect to make use of these funds. Further, access to programs and financial assistance tends to be the outcome of direct contact with a knowledgeable welfare worker who is aware of the educational possibilities available at this level and who sees her clients as being able to benefit from such programs.


( 1). Statement by Mr. R. Diamant, Assistant Director General, Adult Education Branch, Ministry of Education as reported in MEQNews, January 1979, p. 4


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