When we asked our interviews what role education and training could play in moving toward the world they envisioned, they gave us two answers. The first, based on an assessment of the present state of education and training was essentially negative. The second answer, however, made it clear that, just as our respondents shared a vision of a transformed world, so they also shared an idea of what kind of transformative education could assist us in moving toward that world. What they described was a lifelong learning process involving: recurring cycles of inquiry; analysis of self and community; identification of barriers and prospects; and, decision-making regarding appropriate action together with others who share some of the same goals and ideas.

We found that although the two ideas of education are different, they are not totally separate. There are activities which not only improve our current situation, but also move us some small distance along the way to a better future. As examples we identified the following: bridging programs; restructuring access to apprenticeships; training in high quality non-traditional jobs; an emerging new role for voluntary organizations and community colleges; training targeted to critical points in the learning lifecycle; programs which integrate education for work in both formal and informal economies; literacy; and new approaches to public education.

Conclusions

Among the more important implications of the research done for this study are the following:

There is an 'ideal' approach to policy development based on: a long- term vision of the ideal future and the educational approach appropriate to it; and a series of short-term priorities designed not only to improve current conditions, but also to move us closer to our vision. Not only the short-term priorities, but also the vision, should be matters of public discussion.

Education is necessary but not sufficient for change. Progress in education and training must be directly linked to progress in the three critical areas for policy development discussed above.

The short-term effects of privatization have three implications:

1. There is a new and important advocacy role to play by working directly with private sector groups;
   
   
2. There is a trend to decentralization which is creating a need for increased activity at regional levels by organizations like CCLOW;
   
   
3. If unhealthy competition between non-profit and for-profit sectors for limited training funds is to be avoided, special roles for each sector will need to be clearly defined.

Changes in the structure of Canada's economy make it possible that a steadily increasing number of people will become economically and socially marginalized. As a result, work done with and on behalf of the least advantage members of Canadian society should be among the highest continuing priorities for organizations like CCLOW.