Non-Formal Adult Learning Programs at Canadian Post-Secondary Institutions: Trends, Issues, and Practices

Autor/inn/en	Kirby, Dale; Curran, Vernon; Hollett, Ann
Titel	Non-Formal Adult Learning Programs at Canadian Post-Secondary Institutions: Trends, Issues, and Practices
Quelle	In: Canadian Journal of University Continuing Education, 35 (2009) 2, S.63-86 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0318-9090
Schlagwörter	Educational Needs; Adult Learning; Foreign Countries; Nonformal Education; College Programs; Postsecondary Education; Educational Trends; Trend Analysis; Institutional Characteristics; Investment; Adult Education; Interviews; School Surveys; Enrollment Rate; Access to Education; Barriers; Educational Practices; Performance Factors; Canada + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Adulte education; Adult training; Erwachsenenbildung; Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Studienprogramm; Post-secondary education; Tertiäre Bildung; Bildungsentwicklung; Trendanalyse; Investments; Geldanlage; Investiton; Adult; Adults; Education; Adult basic education; Interviewing; Interviewtechnik; Access; Bildung; Zugang; Bildungszugang; Bildungspraxis; Leistungsindikator; Kanada
Abstract	A number of recent policy reports have suggested that Canadian universities and community colleges should play a more significant role in response to the adult education and training needs of Canada's workforce. This article discusses the results of a study that examined investment trends and the characteristics of non-formal adult learner programming at Canadian post-secondary institutions. Public universities and community colleges were surveyed, and a purposive sample of key informants, representing the broad spectrum of postsecondary education in Canada, was interviewed. The results indicated that institutional investments in non-formal programs for adult learners have trended upward over the past decade. Colleges reported larger average annual institutional expenditures on and larger enrolments in non-formal adult learner programs. However, adult learners comprise only a small minority of the overall student population at post-secondary institutions. Financial barriers at both the institutional and individual levels were identified as key barriers to increasing access and participation. Limited operational funding at the institutional level has influenced the nature and scope of offerings and, for many institutions, has resulted in program offerings that do not necessarily target the needs of nontraditional and disadvantaged adult learner groups. The study findings have important public-policy implications for improving access and participation in non-formal adult learning, including the need for greater incentives for individuals (e.g., tax incentives) and increased support for disadvantaged learners to enhance basic-skills training. (Contains 2 endnotes, 2 tables, and 3 figures.) (As Provided).
Anmerkungen	Canadian Association for University Continuing Education. c/o CAUCE Secretariat at Centre for Continuing and Distance Education, 475 Williams Building, 221 Cumberland Avenue North, Saskatoon, SK S7N 1M3, Canada. Tel: 306-966-5582; Fax: 306-966-5590; e-mail: cauce.secretariat@usask.ca; Web site: http://www.extension.usask.ca/cjuce; Web site: http://www.extension.usask.ca/cjuce/eng/contentXissue.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10