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- Articles and reports: 81-003-X20000045860Geography: CanadaDescription:
This study investigates in the relationship between socio-economic characteristics of the population and the rate at which different groups of workers take training, using the Adult Education and Training Survey.
Release date: 2001-09-07 - Journals and periodicals: 89-574-XGeography: CanadaDescription:
The International Adult Literacy Survey (IALS) was a 22-country study conducted between 1994 and 1998. In every country nationally representative samples of adults aged 16-65 were interviewed and assessed at home. The goals of the survey were to create comparable literacy profiles across national, linguistic and cultural boundaries and to study the factors that influence literacy proficiency. One factor in particular was singled out for attention, namely the role of adult education and training in improving literacy skills and wider labor market outcomes. The monograph series includes studies by literacy scholars and experts drawing on the IALS database. This particular monograph was funded by the United States Department of Education, Office of Vocational and Adult Education, Division of Adult Education and Literacy. Other studies in the series were funded primarily by Human Resources Development Canada and Statistics Canada.
Today the capacity of labor markets, firms and individuals to adjust to change, improve productivity and capitalize on technological innovation depends in large measure on the skills of the adult population. Improving the stock of skills available to the economy through investment in adult education and workplace learning is therefore an issue of considerable strategic importance.
This monograph presents 15 international indicators that allow readers to compare the volume of adult education participation in North America with that of other advanced industrialized nations. The data offer a comparative snapshot of the total adult education effort as well as the social distribution of adult education opportunities in the mid to late 1990s. The findings generally suggest that both Canada and the United States have mature adult education and training markets. However, the findings also indicate that there are major differences among countries in who gets trained, and how much. On most measures North America finds itself in an average position, ahead of emerging economies but behind the Nordic countries.
Release date: 2001-09-07 - 3. Setting the report in context ArchivedArticles and reports: 81-586-X19980015872Description:
The purpose of this report is to describe the extent to which Canadians engage in various formal and organised adult education and training activites, and how participation differs both over time and across provinces.
Release date: 2001-05-10 - Articles and reports: 81-586-X19980015873Description:
In this chapter, the patterns of participation in education and training as well as demand and supply characteristics of Canadian adult education and training are examined.
Release date: 2001-05-10 - 5. Trends in adult learning ArchivedArticles and reports: 81-586-X19980015874Description:
The purpose of this chapter is to present, for the first time, an overview of major trends in Canadian adult education and training. Data from a series of national adult education and training surveys have been brought together for analytical purposes for the first time.
Release date: 2001-05-10 - 6. Overview of main findings and discussion ArchivedArticles and reports: 81-586-X19980015875Description:
An analysis of the demand and supply of adult education and training in Canada was presented in Chapter 1, using data derived from the 1998 Adult Education and Training Survey (AETS). Chapter 2 examined major trends in adult education and training incidence and volume, drawing on national survey data collected over 15 years. This concluding chapter is an overview and discussion of the main findings. It also indicated some potential direction for future research.
Release date: 2001-05-10 - Journals and periodicals: 81-586-XDescription:
In today's emerging knowledge societies, the capacity of labour markets, firms and individuals to adjust to change, improve productivity and capitalize on technological innovation depends in large measure on the skills of the adult population. Improving the stock of skills available to the economy through investment in adult education and workplace learning has therefore become an issue of considerable strategic importance. But how are the Canadian markets for adult education and training evolving?
This report presents, for the first time, evidence on the development of adult education and training in Canada during the last decade. Examined are not only broad trends in the demand and supply of adult education, but also the factors contributing to observed developments. Survey data collected in 1998 allow readers to gauge the current situation and make comparisons over time and across Canadian provinces. The findings indicate, first, that growth in adult education participation has slowed in recent years, and second, that there are major differences between the provinces in who gets trained, and how much.
Release date: 2001-05-10 - 8. Training as a Human Resource Strategy: The Response to Staff Shortages and Technological Change ArchivedArticles and reports: 11F0019M2001154Geography: CanadaDescription:
This paper examines the ways that innovation status as opposed to technology use affects the training activities of manufacturing plants. It examines training that is introduced as a response to specific skill shortages versus training that is implemented in response to the introduction of advanced equipment.
Advanced technology users are more likely to have workers in highly skilled occupations, to face greater shortages for these workers, and they are more likely to train workers in response to these shortages than are plants that do not use advanced technologies.
The introduction of new techniques is also accompanied by differences in the incidence of training, with advanced technology users being more likely to introduce training programs than non-users. Here, innovation status within the group of technology users also affects the training decision. In particular, innovating and non-innovating technology users diverge with regards to the extent and nature of training that is undertaken in response to the introduction of new advanced equipment. Innovators are more likely to provide training for this purpose and to prefer on-the-job training to other forms. Non-innovators are less likely to offer training under these circumstances and when they do, it is more likely to be done in a classroom, either off-site or at the firm.
These findings emphasize that training occurs for more than one reason. Shortages related to insufficient supply provide one rational. But it is not here that innovative firms stand out. Rather they appear to respond differentially to the introduction of new equipment by extensively implementing training that is highly firm-specific. This suggests that innovation requires new skills that are not so much occupation specific (though that is no doubt present) but general cognitive skills that come from operating in an innovative environment that involves improving the problem-solving capabilities of many in the workforce. These problem-solving capabilities occur in a learning-by-doing setting with hands on experience.
Release date: 2001-04-04 - 9. Learning on your own ArchivedArticles and reports: 11-008-X20000045560Geography: CanadaDescription:
This article looks at informal or self-directed learning.
Release date: 2001-03-12
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- Articles and reports: 81-003-X20000045860Geography: CanadaDescription:
This study investigates in the relationship between socio-economic characteristics of the population and the rate at which different groups of workers take training, using the Adult Education and Training Survey.
Release date: 2001-09-07 - Journals and periodicals: 89-574-XGeography: CanadaDescription:
The International Adult Literacy Survey (IALS) was a 22-country study conducted between 1994 and 1998. In every country nationally representative samples of adults aged 16-65 were interviewed and assessed at home. The goals of the survey were to create comparable literacy profiles across national, linguistic and cultural boundaries and to study the factors that influence literacy proficiency. One factor in particular was singled out for attention, namely the role of adult education and training in improving literacy skills and wider labor market outcomes. The monograph series includes studies by literacy scholars and experts drawing on the IALS database. This particular monograph was funded by the United States Department of Education, Office of Vocational and Adult Education, Division of Adult Education and Literacy. Other studies in the series were funded primarily by Human Resources Development Canada and Statistics Canada.
Today the capacity of labor markets, firms and individuals to adjust to change, improve productivity and capitalize on technological innovation depends in large measure on the skills of the adult population. Improving the stock of skills available to the economy through investment in adult education and workplace learning is therefore an issue of considerable strategic importance.
This monograph presents 15 international indicators that allow readers to compare the volume of adult education participation in North America with that of other advanced industrialized nations. The data offer a comparative snapshot of the total adult education effort as well as the social distribution of adult education opportunities in the mid to late 1990s. The findings generally suggest that both Canada and the United States have mature adult education and training markets. However, the findings also indicate that there are major differences among countries in who gets trained, and how much. On most measures North America finds itself in an average position, ahead of emerging economies but behind the Nordic countries.
Release date: 2001-09-07 - 3. Setting the report in context ArchivedArticles and reports: 81-586-X19980015872Description:
The purpose of this report is to describe the extent to which Canadians engage in various formal and organised adult education and training activites, and how participation differs both over time and across provinces.
Release date: 2001-05-10 - Articles and reports: 81-586-X19980015873Description:
In this chapter, the patterns of participation in education and training as well as demand and supply characteristics of Canadian adult education and training are examined.
Release date: 2001-05-10 - 5. Trends in adult learning ArchivedArticles and reports: 81-586-X19980015874Description:
The purpose of this chapter is to present, for the first time, an overview of major trends in Canadian adult education and training. Data from a series of national adult education and training surveys have been brought together for analytical purposes for the first time.
Release date: 2001-05-10 - 6. Overview of main findings and discussion ArchivedArticles and reports: 81-586-X19980015875Description:
An analysis of the demand and supply of adult education and training in Canada was presented in Chapter 1, using data derived from the 1998 Adult Education and Training Survey (AETS). Chapter 2 examined major trends in adult education and training incidence and volume, drawing on national survey data collected over 15 years. This concluding chapter is an overview and discussion of the main findings. It also indicated some potential direction for future research.
Release date: 2001-05-10 - Journals and periodicals: 81-586-XDescription:
In today's emerging knowledge societies, the capacity of labour markets, firms and individuals to adjust to change, improve productivity and capitalize on technological innovation depends in large measure on the skills of the adult population. Improving the stock of skills available to the economy through investment in adult education and workplace learning has therefore become an issue of considerable strategic importance. But how are the Canadian markets for adult education and training evolving?
This report presents, for the first time, evidence on the development of adult education and training in Canada during the last decade. Examined are not only broad trends in the demand and supply of adult education, but also the factors contributing to observed developments. Survey data collected in 1998 allow readers to gauge the current situation and make comparisons over time and across Canadian provinces. The findings indicate, first, that growth in adult education participation has slowed in recent years, and second, that there are major differences between the provinces in who gets trained, and how much.
Release date: 2001-05-10 - 8. Training as a Human Resource Strategy: The Response to Staff Shortages and Technological Change ArchivedArticles and reports: 11F0019M2001154Geography: CanadaDescription:
This paper examines the ways that innovation status as opposed to technology use affects the training activities of manufacturing plants. It examines training that is introduced as a response to specific skill shortages versus training that is implemented in response to the introduction of advanced equipment.
Advanced technology users are more likely to have workers in highly skilled occupations, to face greater shortages for these workers, and they are more likely to train workers in response to these shortages than are plants that do not use advanced technologies.
The introduction of new techniques is also accompanied by differences in the incidence of training, with advanced technology users being more likely to introduce training programs than non-users. Here, innovation status within the group of technology users also affects the training decision. In particular, innovating and non-innovating technology users diverge with regards to the extent and nature of training that is undertaken in response to the introduction of new advanced equipment. Innovators are more likely to provide training for this purpose and to prefer on-the-job training to other forms. Non-innovators are less likely to offer training under these circumstances and when they do, it is more likely to be done in a classroom, either off-site or at the firm.
These findings emphasize that training occurs for more than one reason. Shortages related to insufficient supply provide one rational. But it is not here that innovative firms stand out. Rather they appear to respond differentially to the introduction of new equipment by extensively implementing training that is highly firm-specific. This suggests that innovation requires new skills that are not so much occupation specific (though that is no doubt present) but general cognitive skills that come from operating in an innovative environment that involves improving the problem-solving capabilities of many in the workforce. These problem-solving capabilities occur in a learning-by-doing setting with hands on experience.
Release date: 2001-04-04 - 9. Learning on your own ArchivedArticles and reports: 11-008-X20000045560Geography: CanadaDescription:
This article looks at informal or self-directed learning.
Release date: 2001-03-12
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