COMMUNITY ADULT
LEARNING NEEDS
MESSAGE FROM THE PRESIDENT AND BOARD OF GOVERNORS
2
EXECUTIVE SUMMARY
3
1. INTRODUCTION
5
2. COURSES AND PROGRAMS FOR COMMUNITY RESIDENTS AND EMPLOYERS
7
3. BARRIERS TO ACCESSING ADULT EDUCATION
11
4. OVERCOMING BARRIERS TO ACCESSING ADULT EDUCATION
15
5. RESPONSIBILITY FOR FUNDING ADULT LEARNING AND SKILLS TRAINING
20
6. APPLIED RESEARCH IN COMMUNITIES, BUSINESSES AND ORGANIZATIONS
26
7. CONCLUSIONS AND RECOMMENDATIONS
29
REFERENCES
31
APPENDICES
32
APPENDIX A: METHODOLOGY 33
APPENDIX B: ADULT LEARNING SURVEY – EMPLOYER AND MANAGER VERSION 37 APPENDIX C: ADULT LEARNING SURVEY – COMMUNITY RESIDENT VERSION 43
APPENDIX D: 51
A GUIDE TO READING THE COMMUNITY PROFILES 51
CAEC (COMMUNITY ADULT EDUCATION COUNCIL) PROFILES 52
COMMUNITY PROFILES 66
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Education can be the key to a better quality of life for individuals and for communities. Empowered by education, learners can broaden their knowledge, increase job-related opportunities and even improve work performance and job satisfaction. While many people understand and appreciate the benefits provided by a good education, the ability to access it can be a challenge to academic advancement. This is one of many findings included in the Community Adult Learning Needs Assessment.
As a Comprehensive Community Institution and regional steward, NorQuest collaborates with community partners to meet post-secondary, literacy, and foundational learning needs. To this end, we recently completed a survey of the communities we serve. The goal of the survey, part of the Community Adult Learning Needs Assessment Project, was to assess adult learning, workplace training and labour needs in the NorQuest Stewardship Region.
The findings offered us insight into the good work already being done in many communities and also clarified some of the challenges experienced by others. These challenges range from limited awareness of existing opportunities to insufficient financial resources and a lack of time needed to engage in further learning. While NorQuest’s distance education technology already offers accessible education in more than 200 communities, we are always looking for ways to expand our reach and provide innovative solutions that address learner needs and support community sustainability. Many survey respondents were members of business and industry who described some of the challenges they face. Their responses helped us recognize the need to better define terms like “applied research” and articulate its benefits for employers across the province. Survey data also indicated a desire for diversified learning opportunities to meet the needs identified by community employers.
This report is just a starting point. With these findings, we will begin working collaboratively with the communities we serve to address their specific needs and support their planning to determine solutions. Fundamental to this work is the need to recognize education as a partnership—between learners and instructors as well as among municipal leaders, business and industry, Aboriginal communities and education providers.
Scholar and essayist Ralph Ellison once wrote “Education is all a matter of building bridges.” Empowered by the Community Adult Learning Needs Assessment Report, we look forward to connecting with you in the near future.
Lynn Faulder
Chair NorQuest College Board of Governors
Dr. Jodi L. Abbott
President and CEO NorQuest College
MESSAGE FROM THE PRESIDENT AND BOARD OF GOVERNORS
NorQuest College is a provincially designated Comprehensive Community Institution (CCI), with a mandate to facilitate adult learning across a large area of Central
Alberta, identified by Alberta Advanced Education and Technology as the Edmonton Region, and also referred to in this report as the NorQuest Stewardship Region. The overarching goals of NorQuest’s regional stewardship plan are to engage communities, support and enhance existing adult learning activity, build partnerships with community stakeholders, and create and maintain regional advisory structures to determine and report on regional and community learning needs.
To help achieve these objectives, NorQuest College established Community Adult Education Councils (CAECs) in 15 communities within the NorQuest Stewardship Region. Individual profiles of each of these communities can be found in Appendix D. As an initial community engagement activity, NorQuest designed a survey with two
sections: one to assess community adult learning needs, and the other to determine labour market needs. The results of the survey are being used to identify local programming needs in each of the CAEC-hosting communities as well as in the region as a whole. Nine key questions were used to guide the survey, and they are included in the report. Copies of the two versions of the survey are included in Appendix B and Appendix C.
The survey helped NorQuest College determine what types of courses and programs are most needed by employers and by community residents. Employers identified a high need for trained people in administrative support, management, and accounting as well as many other skilled positions. Community residents identified the need for a variety of courses and programs, including business, humanities, languages and computer skills, as well as courses in areas of personal interest. The majority of individual respondents are not currently engaged in adult education, but 43 per cent reported that they have plans to continue their education within the next two years. People in the NorQuest Stewardship Region face a number of barriers to accessing adult education. Most potential learners face barriers related to the cost of education. A large majority also have difficulty because of class schedules and the time commitment required for studying. Many also have insufficient prerequisites, meaning that upgrading courses are needed. Some potential learners identified barriers caused by poor language skills, lack of computer and Internet access, lack of child care, work responsibilities, lack of employer support and lack of awareness of programs offered in the community.
Overcoming barriers to accessing adult education depends largely on the ability to provide courses and programs in the community. Face-to-face instruction is the preferred mode of delivery. However, both employers and community residents expressed interest in online and distance learning, and seemed open to exploring opportunities in video and teleconferencing. Increased enrolments in courses and programs offered through eCampusAlberta suggest that online learning is gaining popularity as people become more comfortable with computer technology and the Internet. A lack of high-speed Internet is still a barrier to learning in some geographic areas.
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In addressing responsibility for funding adult learning and skills training, survey results indicate that both employers and individuals believe government should provide more than 50 per cent of the costs for adult learning. Employers believe that companies and organizations should support employees in attaining further education. For job-specific skills training, respondents believe government should be responsible for 20 per cent or less of the cost, with employers and individuals covering the balance. Most employers are currently facing a shortage of skilled workers—a situation that will intensify over the next five years as technology continues to evolve and large numbers of workers retire.
Alberta has a significant role to play in the global economy; it is important that we welcome innovation, adapt quickly to change and encourage the growth of a skilled and productive workforce. “Applied research” is the term given to research that is carried out in the real world for direct practical reasons. Promoting applied research is a key element to enhancing our quality of life in the 21st century and strengthening Alberta’s role in the global economy.
Survey results indicate that more can be done in the area of applied research. Of the employers surveyed, only 21 per cent had engaged in applied research over the past year and 45 per cent indicated a lack of understanding of the subject. Applied research projects have been conducted on subjects ranging from education and libraries, to social services, business, tourism and the labour market. Respondents expressed interest in projects in other areas as well, including agriculture, health, child care and the environment.
The Community Adult Learning Needs Assessment project achieved its goals of
assessing the current situation with respect to adult education and training in the region, and identifying current and future needs. The project also determined the following: the extent to which community residents want opportunities for further learning; the communities’ educational needs as perceived by employers/managers and individuals; and the barriers residents encounter in trying to further their education and skills training. Information obtained from the survey will be extremely valuable in determining the best use of resources in NorQuest College’s ongoing regional stewardship projects.
1. INTRODUCTION
This region, identified as the Edmonton Region by AET, is home to approximately 1.5 million Albertans (including residents of Edmonton) in more than 125 communities. To fulfill our regional stewardship responsibilities for adult learners in the region, NorQuest College sought out community partners and assisted them in building and maintaining regional and community advisory councils. Additionally, NorQuest designed and administered two versions of a survey to ascertain the adult learning requirements of community residents and employers. This document contains the data and information collected from more than 1,300 respondents who completed one or both versions of the Adult Learning Survey.
Alberta Advanced Education and Technology (AET) published the Roles and Mandates Policy Framework in 2007. This document articulated the Ministry’s plan to organize post-secondary learning in Alberta into a six-sector model. NorQuest College was assigned the role of a Comprehensive Community Institution and was mandated to facilitate adult learning activity within an assigned geographic area across Central Alberta.1
FIGURE 1.
NORQUEST COLLEGE STEWARDSHIP REGION
Northwest District (as of July 1, 2011)
Northwest District (included prior to July 1, 2011) South District
Northeast District Edmonton District
■ NorQuest College Campuses
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METHODOLOGY
This report is based on a literature review and on data collected from the two different versions of the survey administered between January and May 2011 in the stewardship region assigned to NorQuest College.
A link to an online survey was provided on the Campus Alberta website (hosted by NorQuest College). This link was also advertised in flyers that were distributed to potential respondents in all the communities (except Edmonton) within the Edmonton Region boundaries. The link brought respondents to a screening page where they identified whether they were employers or supervisors of employees at a business or industry in the Edmonton Region. If respondents answered in the affirmative, they were taken to a page informing them of the purpose and voluntary nature of the study, and requesting their consent to continue to the survey. If the respondents were not employers or indicated they were not interested in completing the employer version of the survey, they were taken to the informed consent page for the community resident survey. Employers who completed the employer version of the survey were also asked if they would like to complete the community resident version of the survey.
After answering in the affirmative on the informed consent page for the community resident survey, respondents were asked to identify their age. Although there was no manipulation of survey respondents, the research team had decided not to collect data from minors. Respondents who said they were under the age of 18 were screened out of the study. At the request of Community Adult Education Council (CAEC) volunteers, two paper-based surveys were developed to solicit responses from visitors to various venues in the region, such as trade shows and public libraries as well as a women’s show. These paper versions netted 489 completed surveys, which represents 36.9 per cent of total responses.
RESPONSE RATE
Using Statistics Canada population projections, the research team estimated the three target sectors for this study had a population of 495,543 adults. The team worked toward a sufficient response rate in each sector in order to meet a 95 per cent confidence interval with less than 5 per cent margin for error. The 1,327 completed surveys collected in 4.5 months of the study exceeded the target for the three sectors overall and a 99 per cent confidence (3.6 per cent error margin) was realized. The following chart shows the response and confidence rates for each of the three sectors. For a complete breakdown of the response rates by community and by CAEC, refer to Appendix D.
FIGURE 2.
RESPONSE AND CONFIDENCE RATES FOR THE THREE SECTORS Responses to Adult Learning Survey
Community Total
Blank Employer Resident Completed Confidence
Version Version Version Surveys Interval Error
Northeast District Total 16 64 490 570 95% 4.1%
Northwest District Total 17 103 306 426 95% 4.7%
South District Total 9 72 196 277 90% 5.0%
Target Population Total 42 239 992 1273 99% 3.6%
Out of Scope 4 14 36 54
The mission of NorQuest’s Adult Learning Survey was to collect meaningful data on individual community resident and labour market needs in the NorQuest Stewardship Region in order to help communities plan their adult learning strategies. The following questions were asked relating to this subject:
• What types of courses/programs do adult learners require for their career and learning goals? • What types of workplace training do employers and managers want for their employees? • Is there a fit between the needs of employers and the educational requirements of individuals?
Individual community residents provided free-form responses to questions about the types of courses or programs they would be interested in taking. In a separate version of the survey, employers and managers provided input regarding staff shortages and noted skill deficiencies that make it difficult to recruit qualified candidates in the communities. The data from both versions indicates a significant gap between what community residents want in terms of programming and what community employers and managers need in terms of employee skills. However, the data does indicate a clear overlap in the types of programming needed in the areas of business, commerce, management and administration.
In order to present results from the question about program preference, it is necessary to present a brief background as informed by the NorQuest Stewardship Region survey.
OBSERVATIONS
CURRENT EDUCATION LEVELS OF SURVEY RESPONDENTS
Of the community residents who responded to the survey, 64 per cent have a high school diploma. A small number of respondents (approximately 8 per cent) are currently engaged in English as a second language programming and/or academic upgrading. Approximately 20 per cent of community residents have credentialed certificates or diplomas and 23 per cent have university degrees. Less than one per cent of respondents
identified a professional designation (CA, CGA, EMR, HR). (See Figure 3.)
CURRENT ENTRY-LEVEL EDUCATIONAL REQUIREMENTS OF COMMUNITY EMPLOYERS
Community employers identified a high school diploma as a requirement for most entry-level positions. For management positions, 40 per cent of employer respondents require a diploma or degree. Additionally, employers seek those who have certification in the following areas: first aid, Construction Safety Training System (CSTS), and oil field or forestry safety certification.
2. COURSES AND PROGRAMS FOR COMMUNITY RESIDENTS AND EMPLOYERS
FIGURE 3.
Education levels of survey respondents
High School (64%) Degree (23%) Diploma (20%) Other (1%)
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FIGURE 4.
SKILLED POSITIONS THAT ARE DIFFICULT TO FILL
Administrative Support Requires some specialized training or on-the-job training.
Manager Requires post-secondary education, either diploma or degree.
Accountant Requires post-secondary and/or professional designation.
SHORTAGE OF APPROPRIATE CANDIDATES FOR JOB OPENINGS
Employer/manager survey respondents identified a variety of job titles that are difficult to fill. Administrative support was identified most frequently, accounting for 14 per cent of the total. Administrative support tends to be a catch-all job title for a diverse group of skilled administrative positions such as bank teller, receptionist, legal secretary and sales associate. Community employers identified manager as the next most difficult job to fill, representing 11 per cent of the total job titles listed. Right behind “manager” is a list of skilled positions that community employers find difficult to fill: accountant, social worker, child care worker, day home facilitator, program instructor (teacher), library assistant, literacy instructor, facility manager, recreational technician, food and beverage service provider, grocery store staff and addictions counsellor. All positions identified require some level of specialized training at a post-secondary level. The data shows that community employers consistently identified skilled positions as being the areas of employment where they face recruitment obstacles (Figure 4).
Labour shortages identified by employers in the NorQuest Stewardship Region reflect the shortages identified in the rest of Canada. Manpower Canada lists these as the top 10 hardest positions to fill in Canada:
1. Technicians (adequate technical skills for position)
2. Sales Representatives 3. Skilled Trades Workers 4. Engineers
5. Secretaries, PAs, Administrative Assistants and Office Support Staff
6. Drivers
7. Production Operators 8. Laborers
9. Accounting and Finance Staff 10. Managers/Executives
(Talent Shortage Survey, Manpower, 2011)
RESPONDENTS’ CURRENT LEVEL OF EDUCATIONAL ENGAGEMENT
As shown in Figure 5, most survey respondents indicated they are not currently engaged in continuing education opportunities in their communities.
Although totals fluctuate across the region, 57 per cent of survey respondents are not currently pursuing continuing education.
Conversely, survey respondents did indicate they plan to engage in continuing adult education opportunities in the near future. Of the respondents, 26 per cent between the ages of 21 to 45 would like to begin an education opportunity within the next 12 months. A further 17 per cent of respondents between the ages of 25 to 45 identified that they plan to continue their education within one to two years (Figure 5).
PROGRAMMING REQUESTS OF SURVEY RESPONDENTS
The following is a compilation of programming preferences as provided by community residents who responded to the survey. The course or program preferences are presented in groups reflecting their disciplines or similarities.
• Business, commerce and administration – Marketing, money management, mutual fund licensing, small business and entrepreneurial classes, payroll, bookkeeping, accounting
• Fine arts – Art, art classes, interior design, dance, English literature, writing, music
• Computer skills – Multiple respondents cited “computer” as a type of course they are interested in, but provided little additional detail. Other topics grouped into this heading are iPad orientation, iPhone orientation, website design, CNC (computer numerical control), AutoCAD
• Cooking – Baking, cake design, culinary courses
• Languages – English as a second language, Spanish language classes, French language classes
• Crafts – Various crafts such as pottery, jewellery making, sewing, quilting, etc.
• Personal fitness, health and wellness – Yoga, tai chi, personal fitness, holistic medicine, parenting, spirituality, lifestyle courses
• Photography
• Miscellaneous – Seniors’ programs, human resources related courses, leadership courses, library studies, medical training, medical lab technician
FIGURE 5.
Current and planned engagement in continuing education in the community
0-12 months (26%) 1-2 years (17%) Not engaged (57%)
10 IMPLICATIONS AND RECOMMENDATIONS
Overall, the data tells us that community employers generally require a high school diploma for entry-level positions and additional or post-secondary credentials for management-level positions. The data also shows us that only 20 to 23 per cent of participating community residents have these credentials.
Community employers told us they are experiencing a shortage of skilled workers in the NorQuest Stewardship Region. Employers identified the jobs they are trying to fill as positions that require some level of post-secondary education—accountants, library assistants, managers and business people.
Manpower Canada data supports the information provided by community employers. A 2011 Manpower document, Manufacturing Talent for the Human Age, describes a global shortage in soft skills: “People are not coming to employment with skills like collaboration, critical thinking and agility” (p. 2). A deficit in soft skills may be a contributing factor to the skilled labour shortage identified by community employers in the NorQuest Stewardship Region.
The data does indicate an overlap in the business realm between employer need and community residents’ interest in programming. From the employers’ perspective, there is a need for business managers, accountants, payroll experts, small business experts and financial managers. Community residents also recognized this need, giving high priority to continuing education opportunities in business, commerce and administration.
Most of the community respondents (83 per cent) are employed in either a part- or full-time capacity and “personal interest” is the primary reason given for seeking continuing education opportunities. Yet 53 per cent of respondents stated they are seeking to enhance their education for job-related reasons.
The data indicates the vast majority of survey respondents are not currently involved in post-secondary, credentialed or personal interest courses—but they want to be. This suggests that adult learning needs are not fully being met by the local community or by Alberta’s post-secondary learning system. It does appear that community members are hopeful and ready to engage in programming when it is made available. There is definitely room for both community-based personal interest programming and credentialed post-secondary programming to co-exist in the NorQuest Stewardship Region.
Adult learners face a number of barriers in their efforts to pursue further education. Returning to a formal learning situation after an extended absence can be a challenging experience. This section responds to the following question:
• What are the major barriers to accessing adult education in communities in the NorQuest Stewardship Region?
The NorQuest survey results indicate that 48 per cent of respondents were unable to access adult education in their home communities within the past five years.
OBSERVATIONS
Distance learning enables individuals to remain in their home communities while pursuing an education. A number of factors influence an individual’s decision to return to formal learning—whether it is delivered in a classroom setting or via computer. The primary barriers to adult continuing education are cost, scheduling, child care, and lack of awareness about the educational system itself and the options for accessing courses and programs. When asked how necessary some form of financial support would be to facilitate returning to school, a full 78 per cent of respondents said it would be a moderate to high need. The financial supports identified include student loans, student grants and scholarships (Figure 6).
Class scheduling that will mesh with the learners’ schedule can also be a major issue for adult learners. A formal learning program generally requires an extended time commitment of one to five years; individuals may question whether they can maintain the level of dedication required for success over that extended period of time. Figure 7 shows that scheduling is a significant barrier to 68 per cent of respondents.
The majority of respondents do not see language skills as a barrier to participation in adult education. However, as shown in Figure 8, 36 per cent of respondents see a lack of the necessary prerequisites as a moderate to high barrier to further learning.
3. BARRIERS TO ACCESSING ADULT EDUCATION
FIGURE 7.
Class scheduling as a barrier to participation in further education or training
Moderate/high barrier (68%) Low/no barrier (32%)
FIGURE 8.
Insufficient prerequisites as a barrier to participation in further education or training Moderate/high barrier (36%) Low/no barrier (64%) FIGURE 6. Cost as a barrier to participation in further education or training Moderate/high barrier (78%) Low/no barrier (22%)
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3. BARRIERS TO ACCESSING ADULT EDUCATION
The majority of respondents have home computers, but 17 per cent indicate lack of access to a home computer is a barrier (Figure 9). Lack of Internet access at home corresponds with the proportion of individuals who do not have a home computer (Figure 10). This 19 per cent of community residents without Internet access is a significant segment of the survey respondents.
Less than 10 per cent of respondents identify disability or cultural affinity as a barrier to education. But as shown in Figure 11, 23 per cent indicate that lack of child care is a significant barrier to their accessing further education. Nineteen per cent of respondents identified child care as a necessity that would have to be in place before they could pursue educational opportunities.
As indicated in the first section of this report, 83 per cent of respondents are employed either full time or part time. Figure 12 indicates that the majority of respondents see their personal commitment to work as a barrier to participation in adult education. Respondents typically have little time outside work and child care to pursue higher education.
FIGURE 9.
Lack of access to a home computer as a barrier to participation in further education or training Moderate/high barrier (17%) Low/no barrier (83%) FIGURE 10.
Lack of Internet access at home as a barrier to participation in further education or training Moderate/high barrier (19%) Low/no barrier (81%) FIGURE 11.
Lack of child care as a barrier to participation in further education or training Moderate/high barrier (23%) Low/no barrier (77%) FIGURE 12. Work responsibilities as a barrier to participation in further education or training
Moderate/high barrier (63%) Low/no barrier (37%)
FIGURE 13.
Lack of employer support as a barrier to participation in further education or training
Moderate/high barrier (39%) Low/no barrier (61%) FIGURE 14. Lack of awareness of community programming as a barrier to participation in further education or training
Moderate/high barrier (64%) Low/no barrier (36%)
A possible support for students would be the provision of internships or guaranteed work placements upon their completion of a program. Thirty per cent of respondents indicated that these types of opportunities after
graduation would be a moderate to high requirement if they were to return to adult education.
As shown in Figure 13, a significant number of
respondents view a lack of support from their current employer as a barrier to their participation in adult education. This lack of support could be in the failure to provide time off, flexible work schedules or alternative work arrangements.
The final common barrier is a general lack of awareness among respondents of the programming available within their regional communities (Figure 14). Respondents are often unaware of what programs are being offered, where they are taking place and the supports available for individuals who wish to participate. Of the survey respondents, 34 per cent identified career counselling as being of moderate to high importance if they are to further their education; 26 per cent identified a significant need for personal counselling in order to return to formal learning.
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IMPLICATIONS AND RECOMMENDATIONS
A barriered learner is an individual who faces challenges in his or her attempts to pursue further education. These barriers may be due to costs, time constraints, work schedules, child-care requirements, family situations and lack of awareness of learning opportunities. Data shows most adult learners in the NorQuest Stewardship Region have been out of the formal educational system for more than one year and wish to return in order to improve their employability and earning potential.
Regional programming centres and community members need to be aware of these barriers so they can help individuals gain access to the education system. Barriers caused by cost and employment demands could be partially alleviated through internships or paid practicum hours. Barriers caused by scheduling could be offset by offering students prior learning assessments to reduce prerequisites, and by encouraging employers to support further education as part of their community outreach.
Regional programming should be designed to build competencies into programs for barriered learners. Student success initiatives should form part of all regional programming efforts. Currently, local tutorial support is available to help new learners develop their self-confidence. This practice should continue and be augmented with other support programs so individuals can master the skills necessary for the more self-directed aspects of distance learning.
In addition, employers will need to take a more active role in encouraging staff to improve their educational standing. Encouragement from employers would have a significant impact on the ability of individuals to participate in adult education as lifelong learners. Alberta’s current shortage of skilled labour will become an increasing economic liability in the near future. Supporting barriered learners in their pursuit of educational upgrading is therefore a key strategy for regional community sustainability. We need to devote more resources to providing local programming that is designed to facilitate the greatest possibility of learner success.
Meeting labour market needs and improving access to learning opportunities are two key challenges for the post-secondary educational system (Campus Alberta Planning Framework, 2002). These challenges are deeply felt within the NorQuest College Stewardship Region, where a large geographic area and relatively small population have limited the educational opportunities for people in many rural communities.
While larger post-secondary institutions in this region are based in Edmonton, there is also a post-secondary presence in rural communities. As a Comprehensive Community Institute, NorQuest College supports rural learners within our stewardship area. Distance and online learning opportunities are also offered through eCampusAlberta, Athabasca University and other post-secondary institutions, both within and outside the province.
Nevertheless, significant barriers remain. Many communities lack the population density to support face-to-face delivery, and reliable access to high speed Internet is not uniform across the region.
Using data from employers and community residents, this section will provide an overview of the survey results as they relate to training and program delivery in rural communities.
The following questions were asked relating to this subject:
• What is the state and potential of community-based programming and training?
• What is the potential of online learning for improving access to educational programming in communities in the NorQuest Stewardship Region?
OBSERVATIONS
STATE OF COMMUNITY-BASED PROGRAMMING AND TRAINING
LOCAL DELIVERY OF EDUCATION AND TRAINING
Providing local delivery of training and adult education is a significant challenge in rural communities where the smaller population makes the delivery of cohort-based face-to-face instruction less feasible. However, upgraded Internet access through initiatives such as the SuperNet2, as well as the availability of e-learning programs through educational
institutions and consortia such as eCampusAlberta3, have increased opportunities for adult learners in rural Alberta to
remain in their communities while they study.
In spite of the improved access to web-based programming delivered from urban post-secondary institutions, both employers and individuals in the surveys clearly identified the importance of education and training opportunities being delivered in their own communities.
As shown in Figure 15, 93 per cent of employers and 91 per cent of individuals assign moderate to high importance to having educational and training opportunities in their own communities.
FIGURE 15.
How important is it that more educational and training programs are delivered in your own community?
4. OVERCOMING BARRIERS TO ACCESSING ADULT EDUCATION
EMPLOYER/MANAGER High (56%) Moderate (37%) Low (6%) None (1%) Don’t know (0%) COMMUNITY RESIDENT High (59%) Moderate (32%) Low (6%) None (2%) Don’t know (1%)
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Consistent with this information, survey participants expressed significant interest in having the courses or programs offered through classroom instruction in their communities. Of the respondents, 79 per cent of employers and 78 per cent of individuals reported moderate to high interest in this delivery mode (Figure 16).
FIGURE 16.
How interested would you be in classroom instruction in your local community?
ON-CAMPUS INSTRUCTION IN EDMONTON
Most survey participants did not express interest in moving to Edmonton for training or educational opportunities, although there were significant differences between the responses of employers versus individuals. Only 31 per cent of employers were moderately or highly interested in providing this option to their employees, while 49 per cent of individuals had a moderate to high interest in Edmonton-based training or education (Figure 17).
FIGURE 17.
How interested would you be in on-campus classroom instruction in Edmonton? EMPLOYER/MANAGER High (41%) Moderate (38%) Low (12%) None (5%) Don’t know (4%) EMPLOYER/MANAGER High (8%) Moderate (23%) Low (35%) None (29%) Don’t know (5%) COMMUNITY RESIDENT High (49%) Moderate (29%) Low (12%) None (8%) Don’t know (2%) COMMUNITY RESIDENT High (26%) Moderate (23%) Low (22%) None (26%) Don’t know (3%)
DELIVERY MODES
As indicated previously, face-to-face instruction is a preferred delivery mode for most community residents. However, other delivery options are available. While paper-based distance learning is still quite common, online delivery (either synchronous4 or asynchronous5) is becoming more accessible to remote students and provides a much higher level of
multimedia and interaction than traditional correspondence learning. Video conferencing technology is also available in many rural communities, often through Community Adult Learning Councils (CALCs).
ONLINE AND DISTANCE LEARNING
Of the employers surveyed, 75 per cent expressed moderate to high interest in using online learning as a means of providing training to employees. Of the individual community residents, 72 per cent reported moderate to high interest in taking online courses. (See Figure 18.)
FIGURE 18.
How interested would you be in online training/learning? EMPLOYER/MANAGER High (36%) Moderate (39%) Low (16%) None (5%) Don’t know (4%) COMMUNITY RESIDENT High (40%) Moderate (32%) Low (15%) None (11%) Don’t know (2%) EMPLOYER/MANAGER High (22%) Moderate (47%) Low (18%) None (8%) Don’t know (5%) COMMUNITY RESIDENT High (19%) Moderate (32%) Low (24%) None (23%) Don’t know (2%) VIDEO/TELECONFERENCING
Video/teleconferencing provides an excellent delivery option if the technology is available in the community. It offers a real-time interactive learning experience that is well suited to meet a number of training and educational needs. As shown in Figure 19, 69 per cent of employers surveyed reported moderate to high interest in using this technology to train employees. However, only 51 per cent of individual community residents expressed moderate to high interest in using video and teleconferencing to take educational programming.
FIGURE 19.
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PAPER-BASED DISTANCE LEARNING
Paper-based delivery was not a desirable option for either employer or individual survey respondents. Only 43 per cent of employers and 47 per cent of individuals reported moderate to high interest in this delivery mode (Figure 20).
FIGURE 20.
How interested would you be in paper-based distance delivery for training/learning?
PREVIOUS ONLINE EDUCATIONAL AND TRAINING EXPERIENCE
Across the province, participation in e-learning has increased considerably in the last decade. For example, 2010 marked the sixth consecutive year that eCampusAlberta enrolments increased by at least 29 per cent from the previous year, reaching a total of 12,900 course registrations for the 2009–2010 academic year (eCampusAlberta, 2010). Athabasca University continues to be successful not only in the delivery of online courses—with enrolments worldwide reaching 38,000 recently—but also as a respected research institution specializing in distance delivery (AU at a Glance, April, 2011). Other post-secondary institutions, from inside and outside the province also offer online programming to Albertans.
Survey participants reported some engagement with eCampusAlberta and other online educational providers, with 8 per cent having taken a course through eCampusAlberta, 18 per cent through an Edmonton-based post-secondary institution, and 15 per cent through another post-secondary institution6. As well,
22 per cent of survey respondents indicated they had online educational experience through a private provider and 28 per cent reported having taken programming or training through their employer. (See Figure 21.)
EMPLOYER/MANAGER High (10%) Moderate (33%) Low (32%) None (20%) Don’t know (5%) COMMUNITY RESIDENT High (19%) Moderate (28%) Low (25%) None (26%) Don’t know (2%)
6. Some overlap likely exists between eCampusAlberta and post-secondary institutions, as students may have accessed an institution’s course through eCampusAlberta. eCampusAlberta does not create its own courses.
FIGURE 21.
Have you taken an online course from any of the following providers?
0% 5% 10% 15% 20% 25% Employer (23%) Private Provider (14%) Other post-secondary (8%) Edmonton-based post-secondary (15%) eCampusAlberta (7%)
IMPLICATIONS AND RECOMMENDATIONS
Based on the data, local delivery of programming is still the preferred option for many community members and employers. The challenge for Comprehensive Community Institutions will always be in finding cost effective ways to provide local delivery to smaller communities. This may require the development of collaborative models involving various community partners and Campus Alberta post-secondary institutions. While providing local delivery opportunities wherever possible may continue to be a priority for most communities, the real future of adult programming and training will likely lie in some form of online delivery. Attitudes towards e-learning, as indicated in the survey, suggest greater openness to this delivery mode. This trend should continue as Internet accessibility in rural communities improves and adults become more comfortable with emerging technologies and new media.
Support for training and educational opportunities for community members can be an important component in community sustainability. Such support provides an opportunity for collaboration between post-secondary institutions and community partners to ensure both businesses and community residents can access high-quality programming without moving to large urban centres.
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A majority of adults surveyed indicated they engage in education programs and courses for employment-related reasons. The 2007 Statistics Canada report, “A Comparative Perspective: Results from the Adult Literacy and Life Skills Survey,” found that more than 80 per cent of Canadian adults who take a course or enrol in a program are doing so for job-related reasons. The question of who should pay for employment-related programs and courses is multifaceted, and is often dictated by who will benefit from the learning. Clearly, government has a role, but the primary responsibility rests on the shoulders of individuals and their employers.
The following questions were asked relating to this subject:
• Who should bear the cost of adult education and skills training?
• Is there a role for employers in the provision of access to education for adult learners?
OBSERVATIONS
Many complex factors affect whether an adult pursues further education, with three key contributors
being the cost of education, employer support and government support.
Within the NorQuest Stewardship Region, 78 per cent of individual respondents indicated that the cost of education has been a significant barrier to their pursuit of further education. As shown in Figure 22, 45 per cent indicated that lack of employer support has been a barrier to their pursuit of further learning opportunities, and 52 per cent indicated that lack of government support presents barriers to further learning. In light of these findings, a key question is how to provide adult learning and skills training that is both accessible and affordable. The terms “adult learning” and “skills training” are defined in the NorQuest survey as follows:
Adult learning is formal learning including personal interest courses, basic math and literacy, academic upgrading, as well as learning for formal credentials such as a diploma or degree or a professional licence (e.g., a real estate licence or a class one driver’s licence, etc.).
Skills training refers to informal and formal learning experiences that are directly related to the tasks performed by employees on the job site. This includes new employee orientation, leadership, communications, customer relations, training for job-specific technology, equipment, policy, practices, and safety training.
5. RESPONSIBILITY FOR FUNDING ADULT LEARNING AND SKILLS TRAINING
Is cost a barrier to further education? High (44%) Moderate (34%) Low (7%) None (15%)
Is lack of employer support a barrier to further education?
High (17%) Moderate (22%) Low (6%) None (55%)
Is lack of government support a barrier to further education?
High (18%) Moderate (28%) Low (6%) None (48%) FIGURE 22.
COST, LACK OF EMPLOYER SUPPORT AND LACK OF
GOVERNMENT SUPPORT AS BARRIERS TO FURTHER EDUCATION
ADULT LEARNING SUPPORT
With respect to adult learning for the purpose of obtaining credentials for careers, the survey found that both individual respondents and employers believe government should cover most of the costs.
Of individuals surveyed, 68 per cent believe government should cover 50 per cent or more of the cost of post-secondary education (Figure 23).
Of the employers surveyed, 87 per cent believe government should cover 50 per cent or more of the cost of post-secondary education (Figure 24).
Sixty-five per cent of employers surveyed in the NorQuest Stewardship Region indicate they provide some kind of support to help employees access adult learning such as training and ongoing professional development. Thirty-eight per cent of employers indicate they provide some form of financial support (Figure 25).
FIGURE 23.
COMMUNITY RESIDENT RESPONSE
Who should be responsible for the cost of courses you require for your career and learning goals?
Student pay all (8%) Student pay most (24%) Government pay all (7%) Government pay most (16%) Government/student equal (45%)
FIGURE 24.
EMPLOYER/MANAGER RESPONSE Who should be responsible for the cost of adult learning programs?
Student pay all (8%) Student pay most (5%) Government pay all (15%) Government pay most (41%) Government/student equal (31%)
FIGURE 25.
Does your business or organization provide support for employee access to training or ongoing professional development required to earn a credential, such as a certificate, degree or professional licence to maintain their current credentials?
Other/no support (20%) Outside work/no funding (15%) Voluntary professional
development employee/ work time (19%)
Flexible work hours to accomodate learning (8%) Financial support (38%)
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FIGURE 26.
Does your employer support employee access to adult learning opportunities (e.g., training or ongoing professional development required to earn a credential, such as a certificate or degree, or to maintain your current credentials)?
Don’t know/no support (41%) Outside work/no funding (9%) Voluntary professional
development employee/ work time (17%)
Flexible work hours to accomodate learning (10%) Financial support (23%)
Individual respondents in the region indicate 50 per cent of employers provide some sort of support for adult learning opportunities. This may include training or ongoing professional development to earn a credential such as a certificate or degree, or to maintain current credentials. Twenty three per cent of the respondents indicate that their employers provide financial assistance for pursuing adult learning (Figure 26).
While these results show strong support for adult learning, they also indicate that 41 per cent of employees in the region are not aware of or do not have either access to or support for adult learning and skills training. Results from the survey indicate the majority of
employers who participated would consider providing tuition support for external adult learning or skills training. However, at present only 11 per cent of
employers have adopted this practice (Figure 27). FIGURE 27.
EMPLOYER/MANAGER
Do you provide tuition support for employees to take external courses or programs?
No (29%)
Current practice (11%)
Considering this practice (60%)
FIGURE 29.
EMPLOYER/MANAGER
Does your business or organization provide support for employee access to skills training that will improve their ability to perform their job duties?
Don’t know/no support (12%) In-house job specific employer
hosted (30%)
Voluntary professional development employee/ work time (11%)
Flexible work hours to accomodate learning (8%) Financial support (39%)
FIGURE 30.
COMMUNITY RESIDENT Does your employer support employee access to skills training that will improve your ability to perform your job duties?
Don’t know/no support (41%) In-house job specific employer
hosted (23%)
Voluntary professional development employee/ work time (8%)
Flexible work hours to accomodate learning (7%) Financial support (21%) FIGURE 28.
EMPLOYER/MANAGER
What forms of support should employers be expected to provide for job-specific employee skills training?
Employer all time and financial cost (38%)
Employer financial support only (37%)
Employer provides time only (20%)
Employee provides time and financial cost (5%)
SKILLS TRAINING SUPPORT
Skills training provides employees with job-specific skills. This type of learning brings benefits to employers in terms of improved productivity and to employees by enhancing their career opportunities.
Of employers surveyed in the region, 75 per cent indicate that the employer should cover all or part of the financial support for job-specific training, such as language skills, computer classes, etc. (Figure 28).
Although survey results show that 75 per cent of employers believe they should provide some form of financial support for skills training (such as improved language skills and computer classes) only 39 per cent indicated they actually provide this type of financial support (Figure 29).
Twenty-one per cent of employee respondents indicated that their employers provide financial support for skills training, such as improved language skills and computer classes. Clearly, there is a gap between the beliefs of employers and their actions with respect to employee skills training (Figure 30).
24 CURRENT SKILLS SHORTAGES AND REQUIREMENTS
WITHIN THE NEXT FIVE YEARS
Ongoing education and skills training are needed to enhance innovation and productivity in the workplace. This is particularly important in light of technology advances and the pressures of globalization. Over the next five to 10 years, skills shortages due to tight labour markets and worker retirement will create even more demands. A key strategy in promoting productivity and innovation is to deal with skills shortages and ensure retiring workers are replaced.
To better understand the role of employers in providing access to adult learning and skills training, the survey looked at current employer practices, current and projected skills shortages, and projected retirements over the next five years.
Survey responses indicate that 48 per cent of businesses in the NorQuest Stewardship Region are currently affected by moderate to serious skills shortages (Figure 31).
Over the next five years, 21 per cent of the businesses surveyed expect to replace one quarter or more of their current workforce due to retirements (Figure 32).
FIGURE 31.
To what extent is your business or organization affected by a shortage of skilled workers?
None/minimal (38%) Internal training offsets
recruitment need (14%)
Moderate difficulty recruiting (37%) Serious difficulty recruiting (11%)
FIGURE 32.
In the next five years do you anticipate needing to replace a significant number of workers due to retirement of your current workforce? None (22%) < 10% (27%) 10-25% (30%) 26-50% (17%) 51-75% (3%) > 76% (1%)
HOW MUCH SHOULD EACH GROUP PAY FOR SKILLS TRAINING?
The survey found strong support among employers for the following ratio with respect to paying for skills training: 50 per cent employer, 30 per cent employee, 20 per cent government (Figure 33).
IMPLICATIONS AND RECOMMENDATIONS
To help ensure a more effective use of resources, the future needs of employers for formal adult education programs and skills training must be clearly identified. This information should be used to create and update educational programming.
The formal adult learning system plays a key role in providing the knowledge, skills and attitudes that individuals require in order to contribute to society through working for an organization. The education students receive will serve as a foundation for continued learning and development, which often is facilitated by skills training.
More collaborative and coordinated efforts between employers, post-secondary institutions and training providers could have the potential of addressing concerns about cost and return on investment, and should result in employers taking greater ownership of issues related to adult learning and skills training. Together, employers, government, training providers and post-secondary institutions must work to ensure that current skills shortages are addressed and retiring workers are replaced. If these issues are not addressed, the productivity and innovation of regional organizations will be hampered.
Employer should pay 50% or more of the cost of skills training.
50% or more of the cost (58%) Less than 50% of the cost (42%)
Employee should pay 30% or less of the cost of skills training.
30% or less of the cost (56%) 31% or more of the cost (44%)
Government should pay 20% or less of the cost of skills training.
20% or less of the cost (60%) 21% or more of the cost (40%) FIGURE 33.
EMPLOYERS – WHAT PERCENTAGE SHOULD EACH GROUP PAY FOR THE COST OF EMPLOYEE SKILLS TRAINING?
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6. APPLIED RESEARCH IN COMMUNITIES, BUSINESSES AND ORGANIZATIONS
Applied research is research that is carried out in the real world for direct practical reasons. By contrast, pure research is often carried out in a lab for theoretical reasons. Applied research has direct consequences relating to technology and innovation. It is used to enhance processes and bring about innovation in everything from agriculture and industry to education and the arts.
This report will look at the results from NorQuest’s Adult Learning Survey with respect to these questions:
• What is the current state of applied research conducted by business and industry in the NorQuest Stewardship Region?
• Do businesses and employers in the region see the need for collaborating with Alberta’s post-secondary education institutions on applied research activities?
By gaining an understanding of the current state of applied research in the NorQuest Stewardship Region and sharing this report with community and regional business leaders, we hope to promote these goals:
1. Set the stage for business, industry, regional communities and post-secondary institutions to build an applied research system, accessible to rural Alberta, that helps advance innovation and strengthen Alberta’s global competitiveness.
2. Provide ways for regional communities and businesses to access applied research services from Campus Alberta partners.
Applied research is focused on discovering “new knowledge with an identifiable and immediate practical application” (Roles and Mandates Policy Framework for Alberta’s Publicly Funded Advanced Education System, 2007). This report, along with many other reports and publications, contends that applied research is necessary for innovation. Post-secondary institutions have an important role to play in fostering innovation through applied research in the NorQuest Stewardship Region.
OBSERVATIONS
ROLE OF POST-SECONDARY INSTITUTIONS IN FOSTERING INNOVATION THROUGH APPLIED RESEARCH
NorQuest College is one of 11 Comprehensive Community Institutions (CCIs) in Alberta with a mandate that includes partnering with the community, regional businesses and industry to facilitate regional economic development. Applied research is a key leadership tool for the CCIs in economic development.
A 2010 report from the Conference Board of Canada, titled “Ontario Colleges Stimulate Innovation” found that “the applied research services provided by Ontario colleges stimulate new R&D [research and development] activity and spending in businesses...” Because of its unique access to the entire post-secondary learning system, a CCI can add value that goes beyond economics: a CCI can enhance the social and cultural lives of the people in the region. The Competition Policy Review Panel, 2008, recommended to the federal government that “governments should use all the mechanisms at their disposal to encourage post-secondary education institutions to collaborate more closely with the business community, cultivating partnerships and exchanges in order to enhance institutional governance, curriculum development and community engagement” (p. 129). As a CCI, NorQuest College can act as a conduit to facilitate collaborations and partnerships between post-secondary institutions and the region’s business communities.
CURRENT STATE OF APPLIED RESEARCH IN THE NORQUEST STEWARDSHIP REGION
Results of NorQuest’s survey indicate that the current level of applied research undertaken by businesses is very low and there is a lack of understanding of the term “applied research.” Of the organizations surveyed, 21 per cent engaged in applied research in the last year; 53 per cent indicated no engagement, while 26 per cent did not know (Figure 34).
As shown in Figure 35, the survey results indicate a low level of interest in, and understanding of, applied research and its benefits. Of the respondents, 33 per cent indicated they had no interest in engaging in applied research. A lack of understanding is indicated by the 45 per cent of respondents who did not know whether they wanted to participate in a project.
COLLABORATIONS IN APPLIED RESEARCH
Businesses and organizations that had conducted applied research over the last five years collaborated with a variety of research institutions (Figure 36).
Other non-post-secondary organizations that can be deemed applied research collaborators include the Foothills Research Institute, the Solicitor General’s Office, the Alberta Council of Women’s Shelters, Alberta Education, BCIT and Maskwachees Cultural College.
FIGURE 34.
In the last five years, has your business or organization engaged in an applied research project in this region?
Don’t know (26%) No (53%) Yes (21%)
FIGURE 35.
Are you (your business or organization) interested in partnering with a post-secondary institution to engage in an applied research activity?
Don’t know (45%) No (33%) Yes (22%)
FIGURE 36.
With whom did you collaborate?
Other (29%)
Lakeland College (3%) NorQuest College (18%) Northern Lakes College (3%) NAIT (9%)
Banff Centre (3%)
University or Alberta (29%) University of Calgary (6%)
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6. APPLIED RESEARCH IN COMMUNITIES, BUSINESSES AND ORGANIZATIONS
CURRENT APPLIED RESEARCH PROJECTS
Of employers in the region who completed NorQuest’s Adult Learning Survey, only 14 per cent indicated they had participated in applied research during the past five years. Research conducted was in the following areas: education and libraries, social services, business, labour market, and tourism (Figure 37).
Employers who were surveyed indicated interest in collaborating with research institutions to conduct applied research relating to education and libraries, social services, business, labour markets, agriculture, the environment, child care and health (Figure 38).
IMPLICATIONS AND RECOMMENDATIONS
Survey results indicate a clear need to educate business about applied research and its benefits. Post-secondary institutions, governments, and business need to
acknowledge the importance of applied research as it relates to innovation and productivity.
Post-secondary institutions are well positioned to liaise with other institutions in the region to ensure applied research projects are coordinated so, where possible, support and participation can be leveraged from other partners.
Applied research is vitally important to the Alberta economy if we are to remain competitive in the global marketplace. This is an area that needs to be promoted and implemented to a much greater extent in the NorQuest Stewardship Region.
FIGURE 37.
Applied research projects over the past five years – NorQuest Stewardship Region
Education and libraries (33%) Social services (27%) Business (27%) Labour market (6%) Tourism (7%)
FIGURE 38.
What applied research activity are you interested in pursuing or participating in?
Education and libraries (23%) Social services (7%) Business (8%) Labour market (15%) Agriculture (8%) Environment (23%) Childcare (8%) Health (8%)
The intent of the Community Adult Learning Needs Assessment Project was to collect meaningful information regarding adult learning and workplace training in the communities within the NorQuest College stewardship region with an aim of achieving the following:
• Obtaining a “snapshot” of the current state of adult education/training and applied research activities within these communities and the region as a whole
• Identifying programming and workplace training needs within these communities and the region as a whole
• Raising the profile of NorQuest College and Campus Alberta within these communities and the region as a whole
• Beginning the process of relationship building with community stakeholders in order to develop models of community–CCI collaboration, ultimately leading to greater access to adult education, workplace training, and applied research opportunities within these communities
The project was successful in capturing important information about the state of adult learning and training in communities within the NorQuest Stewardship Region. Clearly, there is a desire among residents for enhanced access to a range of educational opportunities, from post-secondary and personal interest, to specific workplace
training. This suggests a greater role for CCIs in partnering with communities to create linkages to other Campus Alberta institutions and training providers, and to support communities in planning their adult education strategies.
Regional adult learners still face considerable barriers in accessing further education. Some of these—lack of technology, poor Internet access and limited e-learning opportunities, for example—may become less significant over time. However, survey participants identified a number of obstacles, such as cost, and conflicting work and family schedules that will likely continue to be barriers in their pursuit of education. In particular, both employers and community members identified awareness of and access to funding opportunities as a necessary component for supporting adult education. Many post-secondary institutions have expertise in student services functions, including navigating through the student funding system and providing career planning. Therefore, one possible way that CCIs could support the reduction of barriers for regional learners in the future would be to work with communities in developing a plan to provide these services.
Participants also noted they had limited awareness of existing educational opportunities. CCIs, along with their community partners, have an opportunity to increase awareness of programming that is already available through entities such as eCampusAlberta as well as other providers. Raising the profile of career programming and training that leads directly to employment in the community may also ease the misalignment between the needs of employers and the interests of community members, and help under-represented groups transition into full-time employment. This will require collaboration between local business and industry and the CCI.
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7. CONCLUSIONS AND RECOMMENDATIONS
Employers participating in the survey indicated little knowledge of applied research and its potential value for their enterprises. CCIs must consider carefully the need to articulate the benefits of research if they intend to develop research-based partnerships with local enterprises.
The surveys provided considerable information on the various modes of program delivery. Not surprisingly, survey participants identified local delivery of programming as the preferred option. However, both employers and community residents did express openness to e-learning. Given that this delivery mode offers outstanding flexibility and program variety, it is reasonable to believe web-based delivery will play a large role in the future. In this area too, CCIs have expertise and can contribute in the delivery of e-learning programming and training.
The issue that lies at the heart of the Community Adult Learner Needs Assessment Project is how to develop a meaningful role for the CCI in rural communities. How does a post-secondary institution engage communities and stakeholder groups, including municipal leaders, business and industry, First Nations people and adult education providers? In what ways does the CCI support community sustainability? What does the collaborative model look like and what are the roles of each of the participants? These questions will guide the next stages of NorQuest College’s regional stewardship activities.
PERIODICALS
Conference Board of Canada. (2010). Ontario Colleges Stimulate Innovation. CNW Group.
Retrieved from http://www.newswire.ca/en/releases/archive/November2010/02/c8091.html
WEBSITES, e-SOURCES
Alberta Advanced Education & Technology. (2002). Campus Alberta: A Policy Framework. Retrieved from http://aet.alberta.ca/media/134142/campusalbertframework.pdf
Alberta Advanced Education & Technology. (2007). Roles and Mandates Policy Framework for Alberta’s Publically Funded Advanced Education System. Retrieved from http://aet.alberta.ca/media/133783/rmpf.pdf
Athabasca University. (2011). About AU. Retrieved from http://www2.athabascau.ca/aboutau/index.php
eCampusAlberta. (2010, July 6). Albertans Embrace Online Learning. Retrieved from http://www.ecampusalberta.ca/ news-stories/media-releases/albertans-embrace-online-learning-ecampusalberta-registrations-soar-past
Industry Canada. Competition Policy Review Panel. (2008). Compete to Win - Final Report. Retrieved from
http://www.ic.gc.ca/eic/site/cprp-gepmc.nsf/vwapj/Compete_to_Win.pdf/$FILE/Compete_to_Win.pdf
Manpower Canada. (2011). Manufacturing Talent for the Human Age.
Retrieved from http://www.manpowergroup.com/research/research.cfm
Manpower Canada. (2011). 2011 Talent Shortage Survey.
Retrieved from http://www.manpowergroup.com/research/research.cfm
Statistics Canada. (2007). Adult Learning in Canada: A Comparative Perspective: Results from the Adult Literacy and
Life Skills Survey, 2007. Retrieved from http://www.statcan.gc.ca/pub/89-552-m/89-552-m2007017-eng.htm
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APPENDIX A: METHODOLOGY
33
APPENDIX B: ADULT LEARNING SURVEY – EMPLOYER AND MANAGER VERSION 37
APPENDIX C: ADULT LEARNING SURVEY – COMMUNITY RESIDENT VERSION
43
APPENDIX D:
51
A GUIDE TO READING THE COMMUNITY PROFILES 51
CAEC (COMMUNITY ADULT EDUCATION COUNCIL) PROFILES 52
COMMUNITY PROFILES 66
APPENDICES
The data from this report was collected using two surveys (see Appendix B and Appendix C). The first was
developed to solicit feedback on adult learning needs from employers in communities in the Edmonton Region; the second was developed for adult residents of communities in the Edmonton Region. Both surveys were developed by the Regional Stewardship Needs Assessment research team. These surveys were made available to the public beginning January 24, 2011 and closing June 3, 2011.
The surveys were initially built for online administration using an online tool called FluidSurveys.ca. Because some
respondents would want to complete both surveys, the instruments were merged into one survey. Potential respondents were first introduced to the employer version of the survey and were screened for eligibility. Respondents who identified themselves as business owners, managers, or supervisors were asked if they wished to complete the employer/manager version of the Adult Learning Survey. If they declined, they were forwarded to the screening page for the community resident version of the survey. If they accepted and completed the employer/manager survey, they were then asked if they also wished to complete the community resident version of the survey. The online tool’s looping and branching components allowed eligible respondents to complete both versions of the survey.
The survey link was made available on http://campusalberta.norquest.ca/ and flyers were generated and distributed in the communities of the region (except for Edmonton).
A paper version of each survey was also developed and made available to individuals visiting local libraries within the region. Some surveys were administered by volunteers of Community Adult Education Councils at local trade shows or conferences.
DATA EXTRACTION AND PREPARATION
Data was extracted from the online version of the survey in MS Excel format and prepared for upload into a Statistical Package for Social Sciences (SPSS) file for analysis. Data from the paper versions of the survey was extracted using a program developed by Remark. This data was also prepared and coded where necessary for upload into the SPSS file.
RESPONSE RATES
In the four months of the survey administration, a total of 1327 surveys were collected. Of this, 54 were from individuals or employers who did not reside or work in a community in one of the three target districts of the
Edmonton Region. A total of 1273 surveys were submitted by community residents or employers in the target regions. Of these surveys, 78 per cent were the community member version of the survey; 19 per cent were the employer/ manager version, and 3 per cent were blank.
The research team sought a 95 per cent confidence interval with 5 per cent or less margin for error. To calculate the response rates and confidence intervals, the team estimated the number of adults (total population minus those under the age of 18 years) in each of the three districts based on Statistics Canada forecasts of the area populations. Overall, the survey met a 99 per cent confidence with 3.6 per cent margin for error. Two of the districts, Northeast and
Northwest, achieved the 95 per cent confidence goal with less than 5 per cent error. The South district had a slower take-up rate for the survey, but did meet a 90 per cent confidence with exactly 5 per cent margin for error. Overall, the research team is confident that the data collected is representative of the regional population and of each of the three target districts. For more details on response rates, refer to Figure 39.
DATA ANALYSIS
All the data was uploaded into SPSS and a number of cross-tab and frequency queries were run. The resulting output was interpreted by the report writers and utilized to build illustrative charts and tables as appropriate.
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FIGURE 39. ADULT LEARNING SURVEY RESPONSE RATES
BLANK EMPLOYER COMMUNITY TOTAL CONFIDENCE ERROR
RESIDENT INTERVAL
TARGET POPULATION TOTAL 42 239 992 1273 99% 3.6%
NORTHEAST DISTRICT TOTAL 16 64 490 570 95% 4.1%
NORTHEAST
CAECS Beaver County 2 10 60 72
Lamont County 3 8 68 79 St. Albert 3 13 124 140 Strathcona County 6 17 84 107 Sturgeon County 2 13 149 164 Thorhild County - 3 5 8 NORTHEAST COMMUNITIES Alcomdale - - 1 1 Andrew - 1 4 5 Ardrossan 1 1 Bon Accord - 3 1 4 Bruderheim 11 11 Cardiff - 1 2 3 Chipman 3 3 Edmonton Garrison - - 75 75 Fort Saskatchewan 2 4 19 25 Gibbons - 1 5 6 Holden - 1 1 2 Lamont 2 5 46 53 Legal 3 3 Morinville 2 8 61 71 Mundare 1 2 2 5 Opal - 1 1 Radway - 1 2 3 Redwater - - 1 1 Ryley - 2 21 23 Sherwood Park 3 10 46 59 St. Albert 3 13 124 140 St. Michael - - 2 2 Strathcona County 1 3 18 22 Thorhild - 1 3 4 Tofield 1 3 35 39 Viking 1 4 3 8 APPENDIX A: METHODOLOGY
FIGURE 39. ADULT LEARNING SURVEY RESPONSE RATES
BLANK EMPLOYER COMMUNITY TOTAL CONFIDENCE ERROR
RESIDENT INTERVAL
TARGET POPULATION TOTAL 42 239 992 1273 99% 3.6%
NORTHWEST DISTRICT TOTAL 17 103 306 426 95% 4.7%
NORTHWEST CAECS Edson 8 37 122 167 Hinton 6 43 116 165 Westlock 1 8 18 27 Whitecourt 1 13 43 57 NORTHWEST COMMUNITIES Barrhead - 1 5 6 Dapp - - 1 1 Edson 7 34 118 159 Evansburg 1 2 7 10 Hinton 4 32 103 139 Jasper 2 11 13 26 MacKay - - 1 1 Mayerthorpe - 1 8 9 Nojack - - 1 1 Peers - 1 - 1 Robb - 1 - 1 Westlock 1 7 12 20 Whitecourt 1 12 35
