Adult Literacy in Nova Scotia: A Critical Examination of Policies and their Effects

Auteurs-es

  • Scott MacPhail Mount Saint Vincent University
  • Leona English Saint Francis Xavier University

DOI :

https://doi.org/10.56105/cjsae.v25i2.1123

Mots-clés :

Adult Education, Literacy, Policy

Résumé

The purpose of this research is to examine the current adult literacy policies and practices in Nova Scotia and how they affect the learning journey of adult students in this province. Particular attention is paid to the provincial government’s involvement, especially through the Nova Scotia Adult Learning Act. The authors use case studies (composites) to analyze three categories of adult participants: adults who seek literacy training, adults with basic literacy abilities who are unskilled and rely on government support, adults who are underemployed and seeking a possible career change. Using these categories, they show the obstacles to be overcome as adult literacy learners deal with community-based, provincial, and national bodies and levels of government in order to realize their goals. The authors conclude with recommendations regarding adult education and the implementation of the new Adult Learning Act.

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CJSAE/RCÉÉA Volume 25, Issue 2

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Publié-e

2013-05-16

Comment citer

MacPhail, S., & English, L. (2013). Adult Literacy in Nova Scotia: A Critical Examination of Policies and their Effects. La Revue Canadienne Pour l’étude De l’éducation Des Adultes, 25(2), 1–16. https://doi.org/10.56105/cjsae.v25i2.1123

Numéro

Vol. 25 No. 2 (2013): Exploring Society's Influence on Learning

Rubrique

Articles

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