In June 1985, a major change to the National Training Act was announced with the new Canadian Jobs Strategy, which focuses on employment training rather than skills development. This Jobs Strategy emphasizes direct work placement for undereducated, unskilled and unemployed individuals and less skills training in the classroom. Two of the six programs, Job Entry/Re-Entry and Job Development, are specifically aimed at the under-educated, unskilled and unemployed. The programs which combine training and work experience give little time to upgrading in reading, writing, and math.

In 1986, the Federal government announced a 10% per year cut, for 1986-1989, in C.E.I.C. transfers to the Province. The decline of the institutional training program has serious consequences for the undereducated adults of our province. Colleges are already reducing their A.B.E. program profile and student intake. B.C. educators fear that shifting government priorities will further isolate and neglect the undereducated adult. As support for the institutional training program is cut and federal dollars channeled into the Canadian Jobs Strategy, a growing number of undereducated adults are being placed in the Job Entry Program. Job Entry, which combines training and work experience, allows only 13 weeks for upgrading in reading, writing, math, speaking, listening and reasoning.

If Job Entry/Re-Entry is intended eventually to be a substitute for the institutional training programs, major changes will be needed. The first step would be to assure that adult basic education is an integral part of such programs, so that adult students could upgrade to an entry level before their job entry / re-entry program commences.

THE NEED FOR A.B.E.

A number of recent federal studies have addressed the social problems of the undereducated adult and high accompanying economic and social costs.

The Allmand Task Force (February 1982) documented the large federal cutback to B.T.S.D. and assistance to Adult Basic Education. This report called for a united federal/provincial effort to eradicate functional illiteracy in Canada. ⁷

From the Adult's Point of View (C.A.A.E. 1982) recommended strong action to prevent further federal cutbacks in programs for disadvantaged adults (women, natives, immigrants and youth) ⁸.

Learning for Life (report of the National Advisory Panel on Skill Development to the Minister of Employment and Immigration- March 1984) recommended a 10 year program to combat adult illiteracy in Canada, noting that:

Those adults whose educational background does not permit them to function effectively in the community, and the economy, require priority attention. Unless a very special effort is made to combat this national disgrace, ...Canada's functional literacy problem, far from dissipating over time, will rise to crisis proportions in the coming decade." ⁹

The 1983 report on Adult Illiteracy in Canada pointed out that the need for adult basic education programs will always be paramount:

Experience has shown that there will always be a number of adults who for one reason or another, are not successful in the regular school system. For these people a "second chancel' is needed in more flexible situations and supportive environments. With demographic changes and declining public school enrolment, adult education resources are being used by those who are already well-educated or are autonomous learners. If we are committed to lifelong learning for all, we must develop new strategies for reaching the educationally disadvantaged. ¹⁰