PDF _321 KB_ - Community Connections Circle March 29-30_ 2007 by gjjur4356


									        Community Connections
          March 29-30, 2007
           Moncton, NB

 The Adult Learning Knowledge Centre held a community connections circle on March 29-30,
2007, at the Delta Beauséjour Hotel in Moncton. The event brought together representatives from
   Francophone, Aboriginal, and other diverse communities across Atlantic Canada. The circle
                 provided a space for communities to discuss adult learning issues.

                               Table of Contents

Invitation from Steven Boyce                                  Page 3

Welcome letter from Kathleen Flanagan                         Page 4

Introduction to Adult Learning Knowledge Centre               Page 5

Introduction to Community Connections Reference Groups        Page 6

Community Connections Working Group                         Page 7-8

Opening remarks by Robert Grégoire                         Page 9-10

Opening remarks by Kathleen Flanagan                      Page 11-13

Agenda                                                   Pages 14 -15

Facilitators                                                Pages 16

Report from Diverse Communities Reference Group          Pages 17-21

Report from Aboriginal Reference Group                   Pages 22-28

Report from Francophone Reference Group                  Pages 29-35

Closing remarks by Kathleen Flanagan                         Page 36

List of participants                                      Page 36-43


The Adult Learning Knowledge Centre (ALKC) is seeking to develop a better understanding of the
needs and issues related to adult learning among First Nations, Francophones, and other communities
in Atlantic Canada. To assist with this, ALKC’s Community Connections working group is using
reference groups. A description of the reference group model is contained below in this e-mail.

You are invited to participate in a Community Connections Circle at the Delta Beausejour Hotel, in
Moncton, New Brunswick. This is an invitational event that is intended to bring together diverse
communities from all over Atlantic Canada, and to provide a space for communities to discuss adult
learning issues. The Community Connections Circle will begin on the evening of Thursday, March
29, and continue during the day of Friday, March 30, 2007.

This is a great opportunity for you to share your concerns, experience, and knowledge of adult
learning issues. Your participation will be invaluable in providing the Adult Learning Knowledge
Centre with recommendations that could enhance adult learning practices in Atlantic Canada and
across the country.

The Adult Learning Knowledge Centre is an initiative of the Canadian Council on Learning.
 ALKC’s role is to serve as a national centre of expertise and action around adult learning, and to
foster a pan-Canadian culture of adult learning. For more information, please visit the website:

Expenses for this event, including travel, accommodation, and meals, will be covered by the Adult
Learning Knowledge Centre, through reimbursement. Please contact the Delta Beausejour Hotel, if
you will require lodging on the evening of March 29th 2007. Call the Delta Hotel Reservations
Department at 1-888-351-7666. Callers must identify themselves as being with the Adult Learning
Project and call prior to March 9, 2007, in order to qualify for our group rate.

I will contact you by telephone very soon to confirm your availability. If you are unable to attend
and wish to recommend another participant, please contact me at your earliest convenience.

We look forward to your participation in this invitational event.

Yours sincerely,

Steven Boyce
Organizer for Adult Learning Knowledge Centre’s Community Connections Working Group
Moncton, NB
Tel: 506.859.9580
Fax: 506.859.4484

Hello all, / Bonjour tout le monde,
Welcome to the 2007 Community Connections Circle! The event has been organized by the Community
Connections Working Group, a committee of the Adult Learning Knowledge Centre.

The Adult Learning Knowledge Centre is an initiative of the Canadian Council on Learning, a national,
independent, not-for-profit organization, funded through an agreement with Human Resources and Social
Development Canada.

Working with government, educational institutes, and community organizations, the Adult Learning
Knowledge Centre seeks to develop a culture of adult learning that is accessible, relevant, and responsive
to the needs and interests of all Canadians, as individuals and as community members. The work builds
on the long tradition within Atlantic Canada of linking adult learning to social justice and community
development. The Adult Learning Knowledge Centre recognizes, and is committed to overcoming,
systemic barriers to adult learning based on language, race, class, and ethnicity.

Your involvement is crucial to this work. We look forward to a positive and productive dialogue.


Je vous souhaite la bienvenue au Cercle de réseaux et de liens communautaires. Cet événement a été
organisé par le Groupe de travail d’établissement de liens communautaires, un comité formé par le Centre
du savoir sur l’apprentissage chez les adultes.

Le Centre du savoir sur l’apprentissage chez les adultes a été mis en place par le Conseil canadien sur
l’apprentissage, une société nationale et indépendante à but non lucratif financée en vertu d’une entente
avec Ressources humaines et Développement social Canada.

En travaillant avec le gouvernement, les établissements d’enseignement et les organismes
communautaires, le Centre tente de développer une culture de l’apprentissage chez les adultes qui soit
accessible, pertinente et qui réponde aux besoins et aux intérêts de tous les Canadiens, en tant
qu’individus ou collectivités. Le travail est destiné à poursuivre une longue tradition au Canada
atlantique de lier l’apprentissage chez les adultes à la justice sociale et aux développements
communautaires. Le Centre reconnaît et s’engage à surmonter les obstacles systémiques à
l’apprentissage chez les adultes basés sur la langue, la race, la classe, les privilèges et l’ethnicité.

Votre participation à ce travail est critique. Nous anticipons un dialogue positif et productif.

Sincerely, /   Cordialement,

Kathleen Flanagan, Ed.D.
Coordinator / coordonnatrice

                     Introduction to the Adult Learning Knowledge Centre

What is the Adult Learning Knowledge Centre?
Adult learning provides a way to learn new skills for new circumstances, and to correct learning
inequities that are the result of social and economic barriers.
The Knowledge Centre’s mission is to help develop a culture of lifelong learning, accessible and relevant
to all Canadians, with a positive impact on individuals, communities, and the nation. By working with
governments, educational institutes, and other agencies, the Knowledge Centre seeks to develop diverse
learning opportunities that will meet people’s diverse learning needs and interests.

How will I or my community benefit from the Adult Learning Knowledge Centre?
The Adult Learning Knowledge Centre has many programs and activities that are intended to contribute
to the development of adult learning, such as:
     Speaker Program is an innovative program offered in partnership with organizations and groups.
     The Knowledge Centre provides funding to bring informed speakers to communities throughout
     Atlantic Canada to speak about relevant adult learning issues. The events are free and open to the
     Call for Projects is an opportunity for organizations and groups, based anywhere in Canada, to
     obtain funding for knowledge exchange events such as meetings, conferences, and discussions, on
     literacy, seniors learning, prior learning assessment, and arts and culture.
     Workshops and Meetings are often sponsored by the Knowledge Centre on various topics related to
     adult learning. These events take place in communities throughout Canada. In some cases, the
     Knowledge Centre provides subsidies to cover travel expenses. There are many ways that you and
     your community might benefit from these programs and activities:
     • You may be able to obtain funding to organize events and activities that are relevant to your
     • You may be interested in taking part in events and activities organized by others.
     • You may advise the Knowledge Centre about programs, activities, and issues that are relevant
          to your community.

How do I get involved in the Adult Learning Knowledge Centre?
Here are some of the ways that you could become involved:
   • The Knowledge Centre’s staff team is guided by a regional consortium of individuals, community
        groups, government agencies, educational institutes involved in adult learning in Atlantic Canada.
        You may be interested in joining the consortium.
   • The Knowledge Centre’s Community Connections Working Group is responsible for community
        outreach, which helps communities to have a voice at the Knowledge Centre and to ensure that
        your community’s learning needs and interests are represented. You may wish to contact the
        Community Connections working group and ask for details.
   • The Knowledge Centre’s website provides information about adult learning issues, offers details
        about events and activities, and announces opportunities for funding. Please visit the website.

Contact information:
Coordinator of Adult Learning Knowledge Centre: Kathleen Flanagan (506) 451 6865 flanagan@unb.ca
Chair of Community Connections Working Group: Robert Grégoire gregoir@umoncton.ca
Website: www.ccl-cca.ca

                       The Community Connections Reference Groups

Why a reference group?
In order to get a diverse range of inclusion and a better engagement in the Adult Learning
Knowledge Centre initiative, we are creating a “space” for the participation of Aboriginals,
Francophones and other marginalized communities. We hope to accomplish this through a
reference group model.

What does a reference group do?
Reference Groups act as an advisory body to the Community Connections working group and the
ALKC, providing input, direction and recommendations regarding adult learning from an
Aboriginal, Francophone and marginalized community perspective. Since this is the beginning of
a process for engagement, lessons learned from the initial three groups will be used to formulate
a longer term strategy.

How does the reference group work?
Each of the Reference groups has a designated team leader from the Community Connections
working group and a small team of community leaders to help bridge the process and support the
development of a “space” for group participation, communications, facilitation and accessing of
resources. The reference groups will recruit fuller participation from each of the communities:
1. To collect learner’s views and consider issues related to the uniqueness of each group in
    addressing the adult learner needs of their communities.
2. To share experiences in their unique communities, including the identification and
    dissemination of examples of best practice.
3. To discuss issues and problems relating to adult learning needs, and recommend solutions.
4. To work with the Community Connections working group and the ALKC to highlight and
    develop potential solutions to problems identified.
5. To report to the Community Connections working group and the ALKC on matters related to
    their specific interests.

Participation in the reference groups?
Participants are volunteers and nominees from the identified reference group community. It is
recommended that participants of the reference group join and leave as the issues that brought
them are considered and resolved (ad hoc members), or remain to participate in issues as they
arise (standing members). Over time the reference groups will move to a more structured model
for engagement. However, in the initial stages it is important to keep it somewhat “open ended”
so that the groups can make decisions and promote strategies for their longer term engagement.

                        Community Connections Working Group Members:

Robert Grégoire (Chairperson/Président)
Développement d'affaires et recherche/Business Development and Research
Groupe des technologies de l'apprentissage/Learning Technologies Group
Direction générale des technologies/Information Technology Department
Pavillon Jeanne-de-Valois, Université de Moncton
Boul. Université, Monton (NB) E1A 3E9
Téléphone (phone): (506) 858-4971
Télécopieur (fax): (506) 858-4317
Courriel (e-mail): robert.gregoire@umoncton.ca
http://clic.umoncton.ca (usagers inscrits/registered users)
http://gta.umoncton.ca/portfolio (portfolio)

Charles A. Leblanc                                          Helene.Fournier@nrc-cnrc.gc.ca
Directeur du développement académique                       55-1100 Crowley Farm road | 55-1100 chemin
Éducation permanente - Université de Moncton                Crowley Farm
Moncton, NB E1A 3E9                                         Moncton, New-Brunswick | Moncton, Nouveau-
Tél.: (506) 858-4627                                        Brunswick
Téléc.: (506) 858-4489                                      E1A 7R1
                                                            Joan Hicks
Christin Lanteigne                                          5659 Merkel Street
Program Consultant/Consultant en programme                  Halifax, NS B3K 2J1
Employment Division/Division de l'emploi                    902-453-2786 (T)
Post-Secondary Education and Training/                      902-453-4645 ( FAX)
Éducation Postsecondaire et Formation
Tel: 869-6099                                               Kathleen Flanagan
Fax: 869-6608                                               Coordinator / Coordonnatrice
                                                            Adult Learning Knowledge Centre / Centre du savoir
Danielle Charron                                            apprentissage chez les adultes
Assistant Coordinator / Coordonnatrice adjointe             Canadian Council on Learning / Conseil canadien sur
Adult Learning Knowledge Centre /                           l'apprentissage
   Centre du savoir Apprentissage chez les adultes          University of New Brunswick, Fredericton, NB E3B
148, pavillon Marshall D'Avray Hall                         5A3
University of New Brunswick / Université du                 flanagan@unb.ca
Nouveau-Brunswick                                           506 451 6865
Fredericton, NB E3B 5A3                                     www.ccl-cca.ca
E-mail / courriel: dcharron@unb.ca
Tel. / tél.: (506) 451-6913    Fax / télécopie: (506)       Lorette Chiasson
451-6922                                                    Agente principale de projet/Senior Project Officer
http://www.ccl-cca.ca/adultlearning                         Base de données en alphabétisation des adultes
Hélène Fournier, Ph.D.                                      National Adult Literacy Database (NALD)
Research Officer | Agente de recherche                      Maison Scovil House
National Research Council Canada | Conseil national         703 rue Brunswick Street
de recherches Canada                                        Fredericton, NB E3B 1H8
Institute for Information Technology | Institut de          Tel. (506) 457-6844
technologie de l'information                                Fax (506) 457-6910
People-centred technologies group | Groupe de               Courriel/Email : lorettec@nald.ca
technologies axées sur les gens                             www.bdaa.ca
Government of Canada | Gouvernement du Canada               www.nald.ca
Tel. | Tél. (506) 861-0957
Fax | Téléc (506) 851-3630

Nadine Sookermany
Community Literacy Worker                             Renee Elliott
Parkdale Project Read                                 Manager of Client Relations
http://www.nald.ca/ppr                                Distance Education and Learning Technologies
Parkdale Project Read                                 Memorial University of Newfoundland
1209 King St. West, Unit 2                            ED 2000, G.A. Hickman Building St. John's, NL,
Toronto, Ontario M6K 1G2                              Canada A1B 3XB
Tel: 416-531-6308                                     Tel. 709-737-4819
Fax: 416-531-5710                                     Fax 709-737-6783
Email: projectread2@bellnet.ca or nadine@ca2.ca       Toll Free: 1-866-435-1396
Website: www.nald.ca/ppr                              www.distance.mun.ca

Rick Hutchins
PolicyLink NB                                         Sandra Germain
96 Route 616                                          Coordinator
Keswick Ridge                                         Mi'kmaq/Maliseet BSW Program
E6L 1R8                                               St. Thomas & Dalhousie University
PO Box 363, Station “A”                               66 Duval Court
Fredericton, NB                                       Fredericton, NB
E3B 4Z9                                               E3B 6Y7
policylink@nb.aibn.com                                Tel: 460.1838
(506) 458-8274                                        Fax: 454.5024
363-4538, 458-8274, 470-2211                          sgermain@nbnet.nb.ca
Fax: 459-4201

Opening Remarks by Robert Grégoire
Thursday, March 29, 7:30 pm

My name is Robert Grégoire, and it is my pleasure and privilege to welcome
you all in Moncton tonight, for the first Community Connections Circle
organised by the Adult Learning Knowledge Centre. This event is the
culmination of a full year of work by the Community Connections Working
Group, whose members I will take a minute to introduce in just a moment.

But before doing so, let me just tell you that your presence here tonight was
by invitation only. Every person in attendance was selected or referred to us
by leaders in your respective communities. It was always the vision of our
working group to provide a space for communities to express their views on
Adult Learning issues, thus giving them a voice in helping shape the
outcome of the Adult Learning Centre initiative.

We have adopted a concept called Reference Groups to inform the
Consortium about community issues pertaining to adult learning. Prior to
moving this model nationally, and to a great number of communities, we
have decided to test it regionally with three communities: Francophone,
Aboriginal and Diverse.

So the reason you were invited to this event is because it was thought that
you are representative of a group of people whose values, issues and
realities you will be instrumental in bringing to the Consortium attention. It
is fully expected that the outcomes of this Circle can be clearly identified and
acted upon later in ALKC’s mandate. This is why your voice is important, and
your opinion valued.

You should all have received a conference package that provides you with
background information about this initiative. I invite you to take a moment
later tonight or tomorrow morning to look at and read some of this material.
Tonight we will break into our reference groups to discuss the Challenges
you face in promoting adult learning in your community.

Since this is the first such meeting and that few people will know each other,
it will be the occasion to meet one another and share experiences and
concerns relating to adult learning. Tomorrow morning, Kathleen Flanagan of
the Adult Learning Knowledge Centre will give a brief presentation on the
Centre’s work, action plan and offerings. Rick Hutchins will also briefly
describe the Reference Group model, and how we think it can be useful in
informing, ultimately, the Canadian Council on Learning about adult learning

So before breaking into this evening’s session, let me briefly introduce the
Community Connections working group members. They are:
      Hélène Fournier
      Kathleen Flanagan
      Danielle Charron
      Sandra Germain
      Nadine Sookermany
      Rick Hutchins and
      Steven Boyce, our Event Organizer
      Absent are Joan Hicks, Christin Lanteigne, Charles Leblanc, Renee
      Elliot and Elaine Healey.
Kathleen is the Adult Learning Centre Coordinator while Danielle is the
Centre’s French voice. As for myself, I have the great pleasure of chairing
this working group. Please feel free throughout this conference to approach
anyone of us in order to introduce yourself and share your ideas.

We also have three facilitators that will help direct and guide the discussions
within each reference groups. They are Barb Martin for the Aboriginal
Reference Group, Liane Roy for the Francophone Reference Group and Rick
Hutchins for the Diverse Communities Reference Group.

I wish you all a pleasant and fruitful conference. Good night.

Opening remarks by Kathleen Flanagan
Community Connections Circle
March 30, 2007, 9 am

Good morning and welcome. I am very pleased to see so many people today. Last night’s
discussion provide an excellent beginning to our today’s work.

At last night’s welcome, Robert Grégoire mentioned that I would be giving a presentation this
morning about the Adult Learning Knowledge Centre. I am hesitant to characterize my
introductory remarks this morning as a presentation. The Adult Learning Knowledge Centre
organized this event not so much to talk as to listen.

However I WOULD like to tell you why we organized this event, why we need to listen, and
what we hope will come out of this.

The Adult Learning Knowledge Centre is an initiative of the Canadian Council on Learning,
which is a national, independent, not-for-profit organization funded through an agreement with
Human Resources and Social Development Canada.

The Canadian Council on Learning was set up in 2004 with the understanding that Canada is
doing poorly, when compared to other countries, in our ability to provide lifelong learning

CCL set up five separate knowledge centres across Canada. Each has national responsibilities,
each has a national mandate, each focuses on a particular aspect of learning, each is led by a
regional consortium.

Our consortium is based in the four provinces of Atlantic Canada, and includes Newfoundland
and Labrador, Nova Scotia, New Brunswick, and Prince Edward Island. ALKC has a national
mandate, but takes guidance from a regional consortium.

The consortium could have defined adult learning as post-secondary education and workplace
training. But the consortium did not do this. Recognizing that Atlantic Canada has a strong
heritage of linking adult learning to social justice, the consortium saw that it was important to see
adult learning more broadly than formal learning.

ALKC recognizes, and is committed to overcoming, systemic barriers to adult learning based on
language, race, class, and ethnicity. The knowledge centre focuses on the learner, not on the
delivery of learning. The knowledge centre sees learning as life-long (meaning that we need to
learn throughout the whole of our lives) and life-wide (meaning that we need learn in the many
roles in our lives – as workers, as parents and family members, as citizens, and as spiritual and
social beings).

Our role is to make sure that opportunities for learning are accessible to all, not just the

How do we do this?

ALKC undertakes its work through four working groups, including the Community Connections
Working Group – the group that organized this event today. Community Connections quickly
established community outreach as its primary objective.

I am going to leave it to Rick Hutchins to explain the reference group model, and how
Community Connections uses the model to reach community organizations.

Before I turn things over to Rick, I want to tell you a little bit about my personal connection to
adult learning.

I have been a photographer for 25 years. I taught photography at the Nova Scotia College of Art
and Design for 15 years. Teaching in an art school may sound like it is removed from the real
world, but my interest in photography has always been very much tied to social justice issues. I
believe in the value of using visual tools to communicate with others – to communicate feelings,
to document experiences, and to persuade others of the need for social change. There is a strong
tradition of social change photography that I feel very connected to. In my home city of Halifax,
I have been involved in issues around neighbourhoods, poverty and health, peace, women’s
rights, equity, and anti-racism.

And as a teacher, I have become deeply attached to the process of working with others to learn,
and to continue my own learning.

For me, learning begins with valuing the experiences and perspectives of others.

Last night, we were talking about literacy and learning disabilities, about how shame and
isolation are factors that impede learning. We talked about the waste of human potential that is
the result of social barriers and inequities to learning.

One of the inherent principles of adult learning is that everyone has value and everyone deserves
respect. Everyone deserves the opportunity to learn. Everyone. Not just children. Not just
young adults. Not just the rich. Not just the privileged. Not just those for whom learning comes
easily. Everyone.

The role of the Adult Learning Knowledge Centre is to help identify the barriers to learning, and
to work with governments, educational delivery institutes, individuals, and communities to
remove the barriers.

In your conference kit, you will find a yellow information sheet that describes some of the
programs that the Adult Learning Knowledge Centre has developed to advance adult learning.

We need more to develop more programs. And we need your ideas, your direction, your
leadership to help us develop programs that are effective.

I don’t want to sound too simplistic. Many of you have been involved with adult learning for 10,
20, and 30 years, and you know full well that the problems are complex. The solutions are not

Under-funding is not too hard for any of us to understand. And under-funding was identified in
last night’s discussions as the major barrier to adult learning opportunities. But the political and
social factors that prevent the allocation of adequate resources, that interfere with the recognition
that there are obvious and inevitable social costs to inadequate funding for adult learning, these
are complex.

I want to end by stressing one of the very practical, very concrete, desired outcomes of today’s

The Adult Learning Knowledge Centre is holding a national symposium in Halifax on June 10-
12. There is no registration fee for the symposium, and we expect approximately 200 people.
We have carefully held two of these sessions as community connections sessions – this could be
arranged as one French session and one English session. This provides an opportunity to take
today’s discussions and move them to a national forum.

Once again, I want to thank you for your participation in this event. I look forward to a dynamic

               COMMUNITY CONNECTIONS CIRCLE, MARCH 29-30, 2007
                        DELTA BEAUSÉJOUR HOTEL, MONCTON
                                     ---- AGENDA ----

    PURPOSE: To engage grass-roots and community-based organizations in dialogue about
    the adult learning needs and issues of their communities, and to develop methods for
    sustaining the dialogue in order that the needs and issues of diverse groups are reflected
    in the work and activities of the Adult Learning Knowledge Centre.

Thursday, March 29, 2007
The plenary session on Thurs, March 29 will be bilingual.
5:00-7:00 pm        Registration                                               Upper Mezzanine
Registration        Light Meal                                                 Upper Mezzanine
                    Reception                                                  Shediac B

7:00-7:30 pm        Welcoming Presentations:                                   Shediac B
Plenary             Robert Grégoire
                    Community Connections Working Group
                    Danielle Charron
                    Adult Learning Knowledge Centre
                    Rick Hutchins
                    Reference Group Facilitator

7:30-9:00 pm        What are the major challenges that we face in promoting adult learning
Reference Group     at the community level?
Meetings            Aboriginal Reference Group                             Shediac A
                    Facilitator: Barb Martin
                    Diverse Communities Reference Group                    Shediac B
                    Facilitator: Rick Hutchins
                    Francophone Reference Group                            Shediac C
                    Facilitator: Liane Roy

9:00-10:00 pm       Informal gathering                                         Upper Mezzanine

Friday, March 30, 2007
Simultaneous translation will be provided at all plenary sessions on Fri, March 30.
7:30-9:00 am        Continental Breakfast                                      Ballroom A

9:00-9:30 am      Opening Presentations:                                 Ballroom A
Plenary           Robert Grégoire, Community Connections Working Group
                  Kathleen Flanagan, Adult Learning Knowledge Centre
                  Rick Hutchins, Reference Group Facilitator
9:30-10:45 am     Continuation of discussions about major challenges.
Reference Group   Where and how do we fit in the Adult Learning Knowledge Centre and
Meetings          the adult learning network?

                  Aboriginal Reference Group                             Shediac B
                  Facilitator: Barb Martin
                  Diverse Communities Reference Group                    Ballroom A
                  Facilitator: Rick Hutchins
                  Francophone Reference Group                            Shediac C
                  Facilitator: Liane Roy

10:45-11:00 am    Nutrition Break                                        Ballroom A

11:00 -12:15 pm   Continuation of previous discussions.
Reference Group   What are the action steps to move forward?
                  Aboriginal Reference Group                             Shediac B
                  Facilitator: Barb Martin
                  Diverse Communities Reference Group                    Ballroom A
                  Facilitator: Rick Hutchins
                  Francophone Reference Group                            Shediac C
                  Facilitator: Liane Roy

12:15-1:15 pm     Lunch                                                  Ballroom A

1:15-2:30 pm      Continuation of previous discussions

                  Aboriginal Reference Group                             Shediac B
                  Facilitator: Barb Martin

                  Diverse Communities Reference Group                    Ballroom A
                  Facilitator: Rick Hutchins

                  Francophone Reference Group                            Shediac C
                  Facilitator: Liane Roy

2:30-2:45 pm      Nutrition Break                                        Ballroom A
                  Evaluation of event

2:45-3:45 pm      Reference Group Presentations                          Ballroom A
3:45-4:00 pm      Closing Remarks                                        Ballroom A

                    Facilitators for Reference Group Meetings

Facilitator for the Aboriginal Reference Group
        Barb Martin
        Han Martin Associates
        P.O. Box 354, Station A
        Fredericton, New Brunswick
        Canada, E3B 4Z9
        Tel: (506) 455-2881
        Fax: (506) 455-3169
        E-mail: hanmar@nbnet.nb.ca

Facilitator for the Francophone Reference Group
        Liane Roy
        415 rue Pont-Breaux
        Shédiac, N.-B., Canada
        E4P 2M4
        téléphone: (0)1-506-533-8850
        cellulaire: (0)1-506-875-1009

Facilitator for the Diverse Communities Reference Group
        Rick Hutchins
        Policylink NB
        96 Route 616
        Keswick Ridge
        E6L 1R8
        PO box 363 Station "A"
        Fredericton, NB
        E3B 4Z9
        (506) 458-8274
        363-4538, 458-8274, 470-2211
        459-4201 [fax]

                Report from Diverse Communities Reference Group
                                  By Rick Hutchins, Facilitator

Over the two days in Moncton the diverse communities circle met and engaged in a lively
discussion on three key questions , prepared specifically for this event. Given the challenges of
time and scope the event proved fruitful and a tremendous building block for the future
development of community connections. With this in mind the overall goal of the event was
met: To engage more learners/communities in the work of the ALKC using a reference group
model. To create a space for this engagement.

The event began with all three groups together and introductory remarks from Kathleen
Flanagan, ALKC..This was helpful in setting a context for the connection between this event and
the work / goals of the ALKC. :

Kathleen Introduced the CCL and that funding was to continue from 2004-2009.Therer are five
Centres of Excellence: Health, Aboriginal, Adult, Early Childhood and Work and Learning. She
went on to explain the ALKC role and link to adult literacy , social justice and community
development which is embedded in their work. The role of the Community Connections
Working Group as community outreach and its commitment to overcoming systemic barriers
was brought forward. Kathleen wrapped up by explaining that ALKC is to provide
opportunities for learning, and be accessible to all

After Kathleen introductory remarks we broke into groups for the first time. There were 18
members in the diverse communities session. As the facilitator I asked each member to :
introduce themselves and their work to the group and to identify major barriers to adult learning
that they face.

Diverse Groups Reference Group (18 members)

Moon Joyce: Renaissance College, University of New Brunswick, Lecturer/Professor

Linda Snyder: Centre of Excellence for Women’s Health, Halifax. Involved in bringing research       Deleted: e
to policy (for Dept of Health, Community Services etc), qualitative research within a social
justice framework, works with communities who experience geographic/social/racial isolation.
Supports community based organizations to give power/entitlement. Sets up doorways for

Phyllis Marsh-Jarvis: President, Health Board for African-Canadians, which enhances/provides
health educations, preventative educations around HIV/AIDS, research promotion, works with
youth who have been excluded from the education system, to create a space for the need for adult
learning for youth and older adults who want to return to school.

Janet Skinner: The Lichen Group, Labrador, talked about the closure of the Labrador Literacy
Information & Action Network in order to initiate a new provincial literacy coalition; the need
for resources to support under resourced, community-based programs (versus allocating most of
the funds in so-called university-community collaborations to the university participants); the
destruction of communities’ capacity to support learning under the current government’s
policies; the need for capacity building in isolated communities. We act as if we know and
understand those in isolated communities… in situations we cannot possibly understand without
having longer-term experience there…. saying things such as “you’re no different from us” when
there are great cultural differences… and then make policy / programming decisions that are
inappropriate. This is destructive and does not build community capacity for learning. The ALK
is one of the few structures remaining and we hope / trust that one of its roles over the next two
years will be to speak to these issues. Talked about the “visible” work that we do as being like
the tip of the iceberg, the larger part of the work we do…. the critical work that supports the
visible programming….. is not seen. It is like the 90% below the surface that keeps the visible
part afloat. Also shared the story of the “Million Dollar Murray” that is an interesting way of
demonstrating the costs of NOT acting on issues early.(See:
www.endlongtermhomelessness.org/press_center/million_dollar_murray.aspx )

Sharon Park: Director, Community Education Network, Newfoundland for 15 years, involved
in education in rural/remote communities. Programs are making the maximum use of resources
available, are very creative with the limited resources.

Judy Caissie: Ex.Dir. of Miramichi Independent Living Resource Centre, one of 28 Canadian
Independent Living Resource Centres across Canada, which serves people with ‘all
disabilities,.’ Taught languages in the NB French and English school systems. Taught Literacy
and GED in the City of Moncton's 'Workplace Education.".

Sherry Costa: VoicePrint, which has been around since 1989, gives people the right to access
print materials, connects with communities through the National Broadcast Reading Service.
Also has a project called “Newspaper Voices” (Canwest) which brings newspaper stories into the
classroom via radio broadcast.

Anne-Marie Wade: Learning Disability Association, St. John’s Newfoundland

Sandra LeBlanc: E.D. Learning Disability Association of PEI, talked about how 80% of those
with a learning disability also have literacy issues, they use assistive or adaptive technology and
that these issues are closely tied to economics and health.

Bonnie Ratburn: Learning Disability Association (SW Newfoundland), shared how the
education system has failed those with learning disabilities, has told them they were stupid and
shared how many in the mental health system are also tied up in learning disabilities.
Crystal Banks: Morel Learning Centre, PEI. Her program does a lot of work with job skills
readiness, job shadowing, that her work is ‘really sad and really rewarding’, works with ‘at risk
youth,’ seniors, research in low level literacy connection.

Beverly Barbour : Anna Templeton Centre for Craft Art & Design (Newfoundland). Anna
Templeton Centre for Craft Art & Design (Newfoundland). Craft and art training and
education. The hands-on, learning by doing focus works well for some individuals who do not
succeed in more academic environments. We do grant scholarships when we can, but we charge
fees for classes in order to generate much needed revenue. With sustaining funding, which we
do not have, we could do a lot more in the community. But, at the end of the day, we have to
pay our bills too.

Ann McCann: Murphy Centre, St. John’s Newfoundland. Many young people don’t make it in
the regular stream, dealing with shame from bad school experiences, hard to express different
lifestyle choices, religion in the regular schools. The Centre gives them an alternate space to do
so. Many have personal issues like poverty, no food, transportation, clothing, and need
considerable amounts of support. There are so many restrictions around funding, makes it
difficult to meet them where they are. We use so much energy being creative with funds, it
really is phenomenal.

Jane Hunter: Literacy Nova Scotia. We serve the literacy community in NS. This includes 4
levels of literacy to a high school diploma. Duties include: answering toll free learn line,
providing workshops for adult literacy learners and proffesional development for instructors.
There are many barriers to potential adult literacy learners in Nova Scotia.
    1. Identifying that a learning program could be beneficial for them , Especially Level 2
    2. Finding a program in their own community that meets their needs and is available at a
        convenient time.
    3. Having instructors available in the learning programs who are available to meet their

Ann Marie Downie: E.D. Literacy Nova Scotia. Coalition that supports the development of
literacy programming and delivery in N.S. Recognizes that we need to embed literacy into Adult
Learning and Education, it is a foundational skill that leads to other types of learning yet it
continues to remain isolated from adult learning. The ALKC has an important role to play in
breaking down barriers when it comes to this issue.

Sunday Miller: Director, Dartmouth Literacy Network. Identified that there are no resources, not
enough money for literacy. Her program is located in a mental health hospital/centre, which adds
to the stigma for learners wanting to enter her program. Looking for new space but is challenged
with funding issues. Conducts testing for workplace literacy. Involved in PLAR (Portfolio) for
MCSS clients. Talked about the history of inequity in the education system for African-Nova
Scotians, shared how they were segregated until 1968 and how they had to pay for education
beyond grade 8. Now parents are unable to support their school-aged children because of their
own lack of education, which is rooted in systemic issues. Talked about the role of the African-
Nova Scotian Affairs office (government) and the programs for youth at risk (RCH), CASE, and
the Afri-Canadian Services Division (ACSD) which is also governmental. Identified the need for
Student Support Workers to address youth issues in the school system and the justice system.

Linda Homer: Literacy Coalition of New Brunswick. Talked about moving away from deficit
model of literacy, to remove the shame and stigma, we need more education about this for the

rest of society. Talked about lack of funding/resources, the need to break down the funding
silos, the barriers between social and political funding bodies.

General summary of challenges Identified:
   • Finding a space for adult learning
   • Finding resources
   • How to serve (holistic)
   • Working in isolated communities
   • In Atlantic Canada we often act as one but have isolation within
   • “literacy is a disability”
   • Access top resources and services
   • “people are capable of learning but need to learn in a different way”
   • Challenges getting educators and schools on board
   • Adults face barriers, education system may have failed them. stigmatization
   • Low self esteem and anxiety make it difficult to reach some
   • Funding is the greatest challenge
   • Funders are a problem. Not connected
   • Getting learners to the program
   • Making sure programs are available when the learners can make it
   • Recognizing today’s learners have special needs
   • More prior learning assessment
   • Location of services
   • Families at risk,. “talk to loud and you may lose your job”

In general all of the 18 participants had a learner focus The problems seemed to lie with systems
and processes and overwhelmingly, lack of funding.. The exercise was a tremendous learning
experience and sharing of knowledge. This evening helped to set the context for the following
days activities.


Friday, March 30, 2007

Discussion continued:
The group re convened and had a vibrant discussion and wrap up from the night before.
Participants talked about the need for a framework, we need more honesty about the work that
we do, and link that to advocacy and accountability. We need to connect research to policy, that
practitioner research, qualitative research needs to be valued and linked to policy, linked to the
political agenda. Referred to the articles by S. Arnstein, “Ladder for Citizenship Participation”
and Linsky, “Challenge for Change”

The group agreed that we need to capitalize on the ALKC’s approach and commitment to
research. Through the process of discussion the group did identify a few action items that could
be pursued by the Community Connections working group and the ALKC

Action items:
   • To stay connected, how to continue dialogue.
   • Agreed that we would share notes with participants.
   • Important to identify who is missing (youth, adult learners, seniors, poverty groups,
   • Need to identify key people/organization and differentiate between those who just need
       or want info about the ALKC and those who are committed to the process and making
   • Members of group identified strong need to ‘caucus’ or meet about issues facing
       racialized groups. Not comfortable with the term “Diverse Communities Reference
       Group,” not accurate.

One participant shared the analogy of “thinking like water” (being fluid, we can move around
and over obstacles), “not cornering anything meaner than yourself”, and “acting like a virus”
(given the amazing ability of virus to spread)

As the group wrapped up their discussions it was agreed that the term “reference group” was not
, as of yet appropriate. There needed to be another step and the process and a need to connect
further. There was strong support for continued engagement and connectivity .

There was a distinct interest in the June Symposium and in joining either the Consortium or the
Community Connections working group. Follow up with the final report will include an
“invitation” to stay with the process.

Overall, the diverse communities group was very positive and expressed a willingness to take the
process forward. Although we did not end up with a reference group we did receive very
valuable feedback and have established firmly 18 community contacts for the Community
Connections Working Group.

Based on the feedback from the group there will be an effort to meet again at the Symposium. It
is recognized that the full group will not be there but a core to begin the next step in discussions.

Plenary Session:
In the plenary session I presented the groups findings to the larger audience. .One issue identified
was that we did not get to talk about specific issues related to the smaller groups within the
‘diverse communities.’ This discussion will be needed as we move forward

The plenary presentations had a wide range of similarities and there was an optimistic spirit to
move forward and a cross the room commitment to promoting adult learning .

A special Thank you to Nadine Sookermany whose notes helped to form much of this report

                       Report from Aboriginal Reference Group
                                    By Barb Martin, Facilitator

Introduction and Background
This document summarizes the discussions of the Aboriginal Reference Group during the
Community Connections Circle sponsored by the Adult Learning Knowledge Centre (ALKC) on
March 29-30, 2007 at the Delta Beausejour Hotel in Moncton. Barb Martin, an Aboriginal
facilitator from Han Martin Associates, was retained by the ALKC to facilitate the Aboriginal
Reference Group and to prepare a brief summary of the discussions and conclusions arising out
of that session.

Barb worked in concert with Sandra Germain who was a resource person to the group as she is
an Aboriginal member of the regional consortium from Atlantic Canada (Newfoundland and
Labrador, Nova Scotia, Prince Edward Island, and New Brunswick) that provides ALKC with
direction and guidance. Sandra is also a member of the National Advisory Group, a 20-member
advisory group which provides ALKC with advice from the national perspective. In addition,
Sandra was the liaison, who helped the Community Connections Working Group to form the
reference group.

The Aboriginal Reference Group was one of three reference groups that met during this session
to engage grass-roots and community-based organizations about the adult learning needs and
issues of their communities, and to develop methods for sustaining the dialogue in order that the
needs and issues of diverse groups are reflected in the work and activities of the ALKC.
Although a larger number of individuals and organizations had been invited, nine participants
attended this particular group which met four times, once during the evening of March 29th and
three times on March 30th, to discuss and answer the following questions:
   •   What are the major challenges that we face in promoting adult learning at the community level?
   •   Where and how do we fit in the Adult Learning Knowledge Centre and the adult learning
   •   What are the action steps forward?

There were a number of challenges and issues related to adult learning identified by the group
during the Community Connections Circle but the overall and unifying theme underlying most of
these issues was the importance of Aboriginal language and culture in adult learning for
Aboriginal people and communities.

Lack of Recognition of Aboriginal Knowledge and Culture
It is the experience of Aboriginal people that the education system is geared towards assimilation
of Aboriginal people and often resistant to adaptation to Aboriginal learning styles. The group
identified a number of issues relating to this state of affairs in the adult learning field which
     • The different knowledge that Aboriginal learners possess, such as traditional knowledge
         or simply the life experience that they bring to the adult learning situation, is often not

       acknowledged or valued. There is a need for meaningful recognition and respect for
       what the Aboriginal adult learner is bringing into the course or training.
   •   The capacities that already exist in Aboriginal communities in terms of those who can
       teach or instruct adults within their communities need to be acknowledged and developed
       further. One of the participants stated that we need to “grow our own teachers.”
   •   Elders who have the traditional knowledge and culture are not being utilized in adult
       learning for Aboriginal people.
   •   More emphasis is placed on non-Aboriginal credentials and academic qualifications than
       on Aboriginal credentials and culture.
           o Post secondary institutions and often some Aboriginal communities do not
                recognize the competencies and culture of Aboriginal people, which undermines
                self-esteem and worth of Aboriginal adult learners as well as undermines the
                culture of the community.
           o Training received from Aboriginal institutions, such as the Nechi Training
                Institute, is not recognized through accreditation by mainstream post secondary
   •   Even when Aboriginal people are credentialed through mainstream post secondary
       institutions, they are not being utilized or are under utilized by many Aboriginal
       communities or groups.
   •   Post secondary institutions are not following through with unique initiatives developed to
       meet the needs of Aboriginal learners, leading to a loss of momentum and negatively
       impacting Aboriginal students and adult learners. This in turn jeopardizes the quality of
   •   There is lack of flexible solutions in adult learning situations in Aboriginal communities
       to accommodate practices unique to their culture or geography, e.g. in Labrador where
       many families “go to the country” for two months at a time to renew, heal relationships,
       maintain culture as well as to prevent a sense of disempowerment.

Related to the above, but even more focused, was the range of issues related to language and the
importance of language to Aboriginal people and communities. These included:
   • Need to emphasize the importance of Aboriginal languages in adult learning to increase
       sense of identity and to decrease the conflict posed to many adult learners of having to
       make a choice between education and culture.
   • This lack of recognition of the importance of language translates into lack of funding for
       early immersion for Aboriginal languages. As a result, many adult learners find it
       difficult to retain their own language.
   • Aboriginal teachers or instructors fluent in their own language often face challenges in
       trying to articulate or explain issues they are dealing with in adult learning to non-
       speakers or to other non-Aboriginal instructors, leading to a sense of isolation and lack of

   •   There is often more emphasis placed on bilingualism in French and English versus
       Aboriginal languages in adult education. There is no recognition of the bilingualism that
       comes with speaking an Aboriginal language such as Mi’kmaq or Maliseet, and one of
       these other official languages.

Other Challenges
Other challenges with adult learning identified by the Aboriginal Reference Group were:
   • The courses or training for Aboriginal adult learning are often not relevant to the
       Aboriginal group or community which is receiving this training. There is a need for
       training courses appropriate to the community or region such as safety or survival courses
       in areas where hunting and fishing is still the way of life or livelihood, as opposed to
       courses that are not relevant to that region or geography.
   • Technology which is necessary for adult learning initiatives are not accessible, up to date
       or are too costly.
   • Childcare services are often not available or are too expensive for adult learners,
       preventing them from taking advantage of adult learning opportunities
   • Currently, many adult learning courses in Aboriginal communities are not appropriate for
       adults. This is because of reasons such as:
           o Courses tend to be mixed in terms of the age groups in the class, leading to a
               fragmented approach where the instructor is trying to meet all needs and affecting
               the quality and relevance for everyone. What may work with youth and children
               will not work with adults, who feel isolated as a result.
           o The approach often taken in the training or courses for Aboriginal adults is
               designed more for children or youth as opposed to adults. The “schoolhouse”
               approach should be avoided with adult learners as it is not responsive to the adult
               learners’ needs.
   • The training provided to adult learners in Aboriginal communities often does not take
       into consideration issues related to the various literacy levels or disabilities that exist
       within Aboriginal communities, such as Fetal Alcohol Syndrome and Fetal Alcohol
       Effects. Further, instructors do not have experience in dealing with this.
   • Aboriginal and other instructors often do not have support systems in place to deal with
       intense situations in Aboriginal communities.
   • Funding levels for post secondary education assistance have been capped for many years
       while the Aboriginal population and the demand has increased. This has led to “having
       to rob Peter to pay Paul” in many communities to meet the needs of students and adult
       learners, as well as a situation where many students are not able to complete their
   • The economic disparity that exists within many Aboriginal communities between the
       “haves and the have-nots” may lead to the situation where the “have-nots” are not
       included in adult learning opportunities or their voices are not heard.

   •   There is a training industry that has developed in Aboriginal communities as a result of a
       number of factors, including lack of employment. Undertaking training sessions is
       sometimes a form of employment for many Aboriginal people because there is no
       employment available in the surrounding communities or within the community itself.
   •   Adult learners also have to contend with the challenge of not being able to find a job in
       the field for which they have received training.
   •   Post secondary and training institutions receive a lot of funding to train Aboriginal adults
       but there is no meaningful outcome that results from taking training in particular fields
       for many adults. Consequently, the question arises as to who really benefits from this
       training industry. There is a need to expand these programs so that there is an end result
       that comes from the training for both the learner in the form of a job, and to the
       community in terms of cultural relevance.
   •   Policies that discriminate against adults in some post secondary training institutions by
       being inflexible with respect to rules, e.g. requirements in Adult Basic Education
       (upgrading) programs where adults cannot miss more than three days of attendance or
       otherwise they are asked to remove themselves from training, even though the situation
       may have warranted their absence, e.g. cultural or community expectations to attend
       funerals and ceremonies, which require several days of participation.
   •   On the other hand, some policies may be too flexible by allowing for absences and
       behaviours that would not be tolerated in other situations, which then affects the quality
       of education for adult learners in Aboriginal communities. There is a “reverse
       expectation” where instructors or institutions expect lower attendance and high
       absenteeism among Aboriginal adult learners or that they are not able to learn at the same
       level as other adults, resulting in a lower quality of education.

Relationship with the ALKC and the Adult Learning Network
The group took a pause towards the end of the second time slot of small group meetings and after
identifying challenges to pose questions to the ALKC, i.e.,
    o What was the ALKC planning to do with the information that this group had shared so
    o What were the benefits of participation to Aboriginal people;
    o What type of assurance could there be to ensure that the priorities of each group are
        addressed, without the concerns of others being diminished;
    o Is the ALKC capable of providing support equally to francophone, other groups and
        Aboriginal people (and even among the diversity of Aboriginal people and communities
        across the country)?

The Aboriginal reference group wanted to have the answer to these questions before they
proceeded with answering the question of whether they saw themselves fitting into the ALKC or
adult learning network in general.

It is the experience of most of these participants in similar sessions regarding other initiatives,
that Aboriginal people were often used as “tokens” or as a means to obtain further resources by
agencies or departments who consulted with them. As it was not an uncommon experience for
many of these participants to be invited to provide input to a process where nothing meaningful
resulted, it made it difficult to be trusting of any process where they were again being consulted.
Aboriginal people are overly researched and consulted in ways that are not meaningful. One
participant shared that “it takes a lot out of us to share these issues and challenges including the
trust that is required of us to do this. Some of the issues are very painful and personal and then
nothing comes out of it.”

The process of sharing information and experiences is not an academic exercise for Aboriginal
people. It is what they live on a day to day basis. When they see the resources to address these
issues go to the agencies or academics who have consulted with them but who are not heard from
again once the resources have been obtained, it makes it especially frustrating. The group
suggested that it was a lot to expect Aboriginal people to trust the process again.

The question that was also posed to the ALKC was what the benefits were to Aboriginal
communities given the amount of time, energy and effort required to provide this information to
outside parties by Aboriginal people and groups. This was posed to the organizers, and it was
arranged that ALKC’s coordinator, Kathleen Flanagan, attend the third group meeting to address
these questions

It was noted by Kathleen that these questions were not unusual and had been posed by other
groups. Acknowledging that “trust is a constantly negotiated process”, she stated that the AKLC
understands that it takes time to develop a relationship based on respect and trust. The intention
is not to institute tokenism but for meaningful participation and that the ALKC can only promise
to make an honest effort to understand Aboriginal learning needs.

There are five Knowledge Centres within the Canadian Council for Learning, including one for
Aboriginal Learning, each of which focuses on different areas but provide services nationally.
The Aboriginal Learning Knowledge Centre has decided to place their focus specifically on
Aboriginal youth as opposed to adults and have three coordinators across the country that deal
with Aboriginal issues related to learning. The Adult Learning Knowledge Centre is one of these
five centres and they attempt to be responsive to issues around adult learning across the country
including those around Aboriginal people. They do not just expect the Aboriginal Learning
Knowledge Centre to deal with all Aboriginal issues around learning.

Participants in the reference group were also concerned about how the priorities of each group
could still be addressed without issues from other groups being put on the back burner, and
whether the ALKC is capable of providing support equally to francophone, other groups and
Aboriginal people. Further, even among Aboriginal people and communities across the country,
there is a great diversity. There is a perception among many mainstream organizations that they
do not have to deal with Aboriginal issues because they assume that Indian and Northern Affairs
Canada will take care of these issues. This often leads to the situation where Aboriginal issues
are not a priority. The group also did not want the situation where all of these groups end up
competing for limited resources and “pulling ourselves down”.

Kathleen stated that the “litmus test” will occur when something concrete is identified around
Aboriginal issues and adult learning. At this point, it will be easier to assess whether the
relationship between Aboriginal people and the ALKC is working. The ALKC is committed to
making the relationship work but at the end of the day, the end results will indicate success or
not. Often what the ALKC can only do is inform government about issues and provide support
to the Aboriginal community in terms of addressing issues with government around Aboriginal
adult learning. However, there is merit to these actions because it provides support to the
positions of Aboriginal people.

The group also wanted to ensure that the ALKC was aware that it was not possible for one
person to try and represent, much less address, the complexities and diversity of issues re adult
learning and Aboriginal people in Atlantic Canada or Canada overall. In order to have
meaningful participation and to ensure that Aboriginal issues continue to be addressed, other
Aboriginal people in addition to Sandra Germain need to be involved in different levels of this
group. Do all of these participants need to join the group to ensure that Sandra receives this
support? Who deals with the issues that have been identified?

Kathleen stated that there are currently three staff members with the ALKC. The staff is directed
by a regional consortium which consists of approximately 40 organizations involved in adult
learning. There is also a national advisory group, which offers advice to ALKC from the
national perspective. The Canadian Council on Learning provides ALKC with its funding and
has established the overall mandate. ALKC is responsible for improving adult learning for all
Canadians. The consortium provides leadership to ALKC, setting policy and making
recommendations. The reference group model is only one method to ensure that the needs of
Aboriginal adult learners are addressed, but it is not the only avenue. There are other ways
including the participation of Aboriginal organizations and groups in ALKC’s consortium.
There may also be other ways that are not yet apparent.

Upon reflection and another opportunity to discuss these issues in the fourth small group session,
the group arrived at the decision to take the next step and be involved in the ALKC because it
was felt that it was important to support Sandra Germain in her role in the ALKC.

Next Steps in Moving Forward
The Aboriginal Reference Group identified the following as next steps in increasing Aboriginal
participation in the ALKC and with respect to Aboriginal adult learning overall:
    • Becoming involved in the ALKC to address the needs and challenges of Aboriginal adult
        learners as well as to support Sandra Germain.
    • Meeting again as an Aboriginal Reference Group and inviting others who need to be at
        the table, as well as continuing the discussions started and identifying solutions to the
        challenges shared at this session.
    • Need to identify “expert Natives” not “Indian experts” (non-Aboriginal academics) to
        work with us.
    • Ensure that there is meaningful Aboriginal participation and representation at both the
        regional (including the staff level) and national level (CCL).

   •   Make the position that Sandra Germain currently holds at the national advisory
       committee to focus only on Aboriginal issues as they relate to adult learners, rather than
       the general role she currently plays.
   •   Aboriginal people need to take ownership over their own adult learning. This is the
       beginning of a process of working together but, eventually, the reference group for
       Aboriginal learners within the ALKC sees this leading to an Aboriginal Atlantic Adult
       Learning Knowledge Centre (AAALKC) with the ALKC being the “mothership” or
       “launching pad.”
   •   Aboriginal culture and language will be a unifying theme and a significant part of any
       solution proposed or undertaken re adult learning and Aboriginal people.
   •   Aboriginal people must continue to “grow our own teachers” as well as “teach teachers to
       teach us.” One example of addressing this is to use mainstream curriculum and adapt it
       to make it relevant to Aboriginal people, rather than the converse. Aboriginal people
       must also be prepared to select the teachers who teach us.

Other recommendations that arose out of the small group discussions were:
   • Ensuring that the universities, other post secondary and private institutions that deal with
       adult learning are aware of and recognize the training provided by Aboriginal training
       institutions that utilize Aboriginal cultural practices and competencies as valid, such as
       the training provided by the Nechi Institute, and to recognize these meaningfully by
       accrediting them.
   • Relevant life and work experience of adult Aboriginal learners be emphasized and
       recognized by these institutions through processes such as PLAR.
   • Build partnerships with allies within postsecondary institutions to address many of the
       challenges that adult learners have to contend with within these institutions.
   • Ensure that those who design, carry out or fund training or education programs for adult
       learners recognize that “one shoe does not fit all” with respect to Aboriginal people and
       that diversity in learning styles also exists among adult learners in the Aboriginal
   • Ensure that there is a support worker who takes the time to follow up with the adult
       learners to ensure that there is continuity and to identify issues they may have re the
   • Ensure that there is accountability back to the community among those who deliver
       training or courses to adult learners in Aboriginal communities and that they have
       definite outcomes built into the program such as higher education or a job placement at
       the end of the training.

                         Report from Francophone Reference Group
                                   By Liane Roy, Facilitator

Introduction and Context
This document is a summary of the discussions of the Francophone focus group which was part
of the Community Connections Circle sponsored by the Adult Learning Knowledge Centre
(ALKC) on March 29 and 30, 2007, at the Delta Beauséjour Hotel in Moncton. Liane Roy,
consultant and facilitator, was hired by the ALKC to lead the Francophone focus group and
prepare a short summary of the discussions and conclusions.
Liane worked with Hélène Fournier, member of the Network-Building and Community
Connections Working Group, and Danielle Charron, Assistant Coordinator of the Adult Learning
Knowledge Centre, who were resource persons throughout the workshop.
The Francophone focus group was one of the three groups that met during this session, which
was aimed at involving local and community-based organizations in a discussion on the needs
and problems of adult learning in their community and on designing methods to continue the
dialogue so that the various groups’ needs and concerns would be reflected in the ALKC’s work
and activities. Fifteen persons from the four Atlantic Provinces participated in this group, which
met on March 29 and 30, 2007, to try to answer the following questions:
    • What are the main challenges we face when we promote adult education at the
        community level?
    • Where and how do we fit into the Adult Learning Knowledge Centre’s network?
    • What concrete measures do we need to take to go forward?

Delivering quality community-based training, whether for literacy or in other areas, poses
numerous challenges.

First, it is practically impossible to find reasonably priced facilities. There are also barriers in
terms of transportation and childcare for certain learners.
In many regions it is difficult to recruit learners and qualified Francophone trainers. Learners
have to overcome barriers related to the shame they sometimes feel about having to go for
training. In certain provinces and regions there is a concern that taking courses in French isn’t

Adequate budgets are always difficult to obtain and the size of territories means that in many
cases there are large distances to travel.

Another major challenge is the difficulty of accessing learning-related services in French, for
         •    Psychology
         •    Guidance
         •    Screening for learning disorders and difficulties
         •    Individualized services (one-on-one) for adults with learning difficulties
              (including disorders)
         •    Other specialties

Faced with these challenges, the group determined that training in essential workplace skills
might be an interesting alternative for preparing adults in the workplace. There is also a need to
establish partnerships among the provinces to share experiences, lessons learned, resources,
information, etc. As well, in some provinces better interdepartmental coordination would make it
easier to manage learners’ files.

One major challenge is motivation, that is, how to keep potential learners’ interest while they go
through all the steps of a plan (choose a program, fill out forms, meetings etc...), before they
really start learning. It is still important to encourage the adoption of good educational practices
adapted to adults in order to help motivate learners and reduce the too-frequent number of

It was also concluded that a dialog is needed with employers and that flexible evaluations should
be developed that meet the needs of adult learners.
The group also determined that training needs to be offered for handicapped adults.

Situation report and concrete measures to go forward
The group all agreed to combine the questions on the situation report and on the concrete
measures to go forward. The specific recommendations were as follows:
    • The Francophone community must be represented by a specific reference group;
    • The Knowledge Centre’s existence needs more publicity;
    • A Francophone representative from each Atlantic Province should sit on the steering
    • Respond to adults’ specific needs according to their interest, age group, rhythms, specific
       interests …
    • The Francophone logo needs to be on the symposium’s Web site
       www.ALKCsymposium.ca to encourage Francophone participation;
    • A communication plan should be developed to tell people that the Adult Learning
       Knowledge Centre exists and to meet the needs of recruiting learners;
    • Propose incentives for learners;
    • Regular (quarterly) meetings are needed among the representatives of the Francophone
    • Encourage interprovincial exchanges between interveners and Francophone adult
       education groups and institutions;
    • Closer collaboration among the various interveners (different needs in each region), for
       example, referring agencies (Departmental), training groups, etc.
    • Internet-based communication tools need to be designed to bring people together using
       the NALD portal and share information:
       - Community of practices, discussion group
       - Techno-watch of practices in adult learning.
    • Multidisciplinary action groups on learning should be formed, besides the Francophone
       reference group. The necessary members should come from the regions and be chosen
       intersectorally from among all the interveners in different fields: arts, media, literacy,
       economic sector, health, etc. Since culture is often intimately connected to learning, the
       reference group would connect with the latter. Alone, interveners in adult education and
       literacy cannot deal with the enormous challenge of low literacy rates among Acadians
       and Francophones.

Question of structure
Then structure was discussed. Participants determined that it will be important to build
connections with the private sector and added that the line between francization and literacy is
very close in certain regions and provinces.

It was felt that the Centre should suggest that someone tour the four provinces to meet with the
different groups in order to get to know them and their needs better. Another objective of this
tour could be to explain the Centre’s various programs, the network of four other centres and the
process for applying for funding.

It was also suggested that the notes taken during the session on March 29 and 30 be sent to the
15 Francophone participants present in Moncton and to other persons to validate the leader’s
report. The report could be presented at the Halifax symposium in order to gather comments
from other Francophones and to present recommendations as to the composition and operation of
the reference group. It is important to get the reaction of the various Francophone representatives
so that the reference group will be as representative as possible of Francophones in the four
Atlantic Provinces in the field of adult learning.

                                           Appendix 1
Details from the flipcharts about the challenges to adult learning at the community level
   • Large territories
   • No public transportation
   • Fewer volunteers, difficult to replace
   • Housing-big challenges
   • Budget - lack of money, no stability
   • Help/funding for studies to prevent high dropout rates
   • Learning disorders – barrier/access
   • Essential workplace skills = confidence
   • Skills programs = 9 skills
   • Adults in recovery, you have to work on soft skills to increase self-esteem and reduce
       intimidation about literacy
   • System is not personalized – dropouts and learning disorders
   • Training in French isn’t cool
   • No support from governments
   • Challenges of distance
   • Lack of Francophone resource persons
   • Technology for distance education exists
   • Sharing among people and provinces
   • Form partnerships
   • Collaborate, exchange
   • Bridge the distance
   • Awareness – convince people to be proud, work on the pride
   • Culture, exchanges, Franco/Anglo
   • Difficult geography: priority to the teacher, classes in general
   • Support motivation: when it takes too long = fewer teachers, less energy and interest
   • Need for more training and resources
   • Challenges for Francophones in NB: continue learnings, should be a project of society,
       employers should give learning opportunities to seasonal employees, career guidance,
       project partners with employers and the cultural area
   • Skills and literacy
   • Consequences of the lack of support for learning = stress, ill health
   • Need to make employers aware of literacy
   • Licenses and certification
   • Help takes more money: need for evaluation of learning problems, diagnosis requires a
       long process, long waiting list, more resources needed to work 1 on 1
   • Capping
   • Funding needed to hire tutors
   • The process to refer clients is not direct
   • Lack of follow-up
   • Lack of access to training
   • Meeting the needs of adults requires a more personalized approach because their
       situations are different.

•   Support for adults in difficulties: needs for psychological help, there are few or no
    services for adult learners, few community programs not attached to a college
•   Evaluation of needs, understand basic needs: psychosocial, disorders, motivation,
    accumulation of difficulties.
•   Difficult to recruit clientele: no clientele referred by Departments, no publicity
•   Better coordination of services and programs is needed, as in the old days of NB Works
•   Departmental referrals don’t work the same way everywhere
•   Challenges (PEI): accessibility of programs
•   Work on esteem, personal growth and support
•   What is the impact on children of seeing their parents study
•   Employment support program: essential skills in general and in the workplace
•   Change in clientele in recent years: more homogenous and learning disorders
•   Learning results: need a skill-based approach rather than an academic one
•   Need for tailored evaluation of learnings
•   In N.S there is the possibility of modifying the program and the evaluations
•   Structured formative evaluation; evaluate the learning rather than the time spent.
•   Personal adjustment
•   Aging population; seniors do not have the same needs, access to information is more
    difficult, simple literature, target health
•   Access to transportation a real need
•   Always a lack of Francophone trainers and resources, distance work hinders
•   Identify sharing mechanisms and resources
•   Learner incentive program
•   Learning needs of handicapped adults

                                             Appendix 2
Persons present

New Brunswick             Prince Edward Island   Nova Scotia         Newfoundland
                                                                     and Labrador
Réjeanne Cormier          Claude Blaquière       Lianne Comeau       Michelle Bush
Émilie Haché                                     Norbert LeBlanc
Brenda Vienneau                                  Monette Robichaud
Gregory D’Souza
Charline Vautour
Lorette Chiasson
Nathalie Lapointe
Ginette Belliveau
Rock H. Laflamme
Solange Basque-

Hélène Fournier, scribe
Liane Roy, leader

Closing remarks by Kathleen Flanagan
March 30, 2007, 3 pm

There are many people to thank for this event, including
       Liane Roy
       Rick Hutchins
       Barb Martin
       Steven Boyce
       Danielle Charron
       Robert Grégoire

I have some questions on my mind that I would like to pose to each of you:

1. What did we bring into this room?
    I think we brought:
    • Good will
    • Personal experiences with our communities
    • A desire to improve conditions for adult learners

2. What are we walking out with?
    • Connections with various communities
    • A better understanding of the adult learning issues and barriers at the community level
    • The basis for a report which will be shared nationally

3. Does ALKC offer the potential to do something meaningful?
   • It is too early to answer this question. The proof will be in the pudding. The litmus test
      will be: Can ALKC respond to the concrete suggestions offered by the reference groups?
      Can the reference groups direct ALKC to provide something that it is within ALKC’s
      power to provide?
   • In that sense, the answer to this question does not lie with ALKC only. It lies with all of
      us who are here today, who think that ALKC represents an opportunity to do something
      significant, and who are prepared to hold our feet to the fire.

Finally I want to point out something that will come as no surprise to anyone. And that is: The
problems that we have discussed over the last two days are not new. Racism, tokenism,
exclusion, and discrimination based on race, ethnicity, language, class, race, and ability. These
are not new problems.

And the solutions are not new: Responses that are grounded in real-life, not in theory; grounded
in respect and sincerity, not in artifice and lies; grounded not in individuals advancing only
themselves and only temporarily, but in communities achieving real advances that are
sustainable. These are solutions that have been stated and re-stated.

These are the aspirations that CCL and ALKC firmly aligns itself with – applied research, adult
learning that is accessible to all Canadians, learning that is accessible to and advances not only
for individuals but also for communities.

                                         PARTICIPANTS AT COMMUNITY CONNECTIONS CIRCLE

            Aboriginal Reference Group
Province         Name       Surname       Title and/or Organization                  Address                         Contact info
NB           Katie       Joseph                                       322 Creek Side Drive                 743-0462
                                                                      Indian Island, NB                    kjoseph322@hotmail.com
                                                                      E4W 1S4
              Gail       Metallic        Education Director           1 Riverside West                     gailm@listugujeducation.com
                                         Listuguj Mi'gmaq             P.O. Box 298
                                         Government                   Listuguj, G0C 2R0
             Amy         Drucker                                      10 Maple Drive, Rexton, NB E4W 2G3   adruker@hotmail.com
             Jeannie     Bartibogue                                   15 Diggle Point Road                 (506) 776-9098 or 776-2051
                                                                      Burnt Church                         jeanbartibogue@hotmail.com
                                                                      E9G 2B2
             Joanne      Bartibogue                                   114 Algonquin Road                   Tel: 776-4636
                                                                      Burnt Church, NB                     j_bartibogue@hotmail.com
                                                                      E9C 2A1
             Laurel      Lewey, PhD      Assistant Professor          Department of Social Work            506-452-0485 (w)
                                                                      St. Thomas University                506-452-0611 (fax)
                                                                      Fredericton, N.B.                    lewey@stu.ca
                                                                      E3B 5G3
NS           Sheila      Francis         Pictou Landing Band          Box 116, Site 6, RR# 2               sheilaf@pchg.net
                                         Council                      Trenton, NS
                                                                      B0K 1X0
NL           Dawna       Lee             Career Development           Box 525                              709-497-8101
                                         Practitioner                 Sheshatshiu                          d.lee@nf.sympatico.ca
                                         The Lichen Group             Newfoundland
                                                                      A0P 1MO
Total = 8

Francophone Reference Group
 Province      Name      Surname       Title and/or Organization                    Address                         Contact info
            Réjeanne   Cormier     Coordonnatrice, (FANB)               2083, route 350                  Tel: 506 727-3600
                                   Projet d'alphabétisation familiale   Maltempec, N.-B.                 Télécopie: 506 727-3600
                                                                        E8P 1N4                          Courriel: sylva@nbnet.nb.ca

            Emilie     Haché       Centre de Ressource Vie              183-B, boul. J.-D. Gauthier      Téléphone: (506) 336-1304
                                   Autonome                             Shippagan (N.-B.)E8S 1M8         Télécopieur: (506) 336-1322
                                   Région Péninsule acadienne inc                                        Courriel: crvapa@nb.aibn.com
            Brenda     Vienneau    Coordonnatrice régionale             28, rue Hugo                     Tél : (506)394-3661
                                   CCNB-PA Alphabétisation              Haut Sheila, N.B.                Fax : (506)394-3662
                                                                        E1X 3S4                          Courriel :
            Gregory    D'Souza     Président,                           187 Rue des Saules               Téléphone: 506-336-3436
                                   Apprentissage pour Adultes           Shippagan, NB                    Télécopieur: 506-336-3477
                                   Péninsule Inc.                       E8S 1K4                          courriel : greg@umcs.ca
            Charline   Vautour     étudiante au doctorat à              37, rue Cornell                  Tél.: 506-549-5621 (bureau-
                                   l'Université de Moncton et           Moncton (NB)                     Bathurst)
                                   Conseillère (occasionnelle) en       E1C 2W2                          Portable. : 506-547-0445
                                   ÉRA et en compétences                                                 Tél.: 506-854-7242 ( à Moncton)
                                   essentielles                                                          Courriel :
                                   Ministère de l'Éducation                                              charline.vautour@gnb.ca
                                   postsecondaire, de la Formation
                                   et du Travail
            Lorette    Chiasson    Agente principale de                 Base de données en               Tel. (506) 457-6844
                                   projet/Senior Project Officer        alphabétisation des adultes      Fax (506) 457-6910
                                                                        (BDAA)                           Courriel/Email :
                                                                        National Adult Literacy          lorettec@nald.ca
                                                                        Database (NALD)                  www.bdaa.ca
                                                                        Maison Scovil House              www.nald.ca
                                                                        703 rue Brunswick Street
                                                                        Fredericton, NB E3B 1H8
            Nathalie   LaPointe    Conseillère en carrière              182 Boul. J.-D. Gauthier         tél: 336-0073 fax: 336-0074
                                                                        Shippagan E8S 1P2                nathalie.lapointe@nb.aibn.com

            Ginette    Belliveau   Conseillère en carrière              Centre ressources carrière       Tél: (506)393-9034 Télécopieur:
                                                                        3514, rue principale, 2e étage   (506)393-9035
                                                                        Tracadie-Sheila (N.-B.)E1X1c9    Adresse électronique:

             Rock       H. Laflamme   Enseignant, Rock H. Laflamme      Classe d'adultes de Shédiac         Tel : 533-8191 (W)
                                                                        105 Second Avenue                   383-1654 (H)
                                                                        Moncton, N.B.                       rhlaflamme@hotmail.com
                                                                        E1C 7Y1
             Solange    Basque        Directrice générale par intérim   Fédération d'alphabétisation du     Téléphone: 506-548-5551
                        Rhéaume                                         Nouveau-Brunswick                   Télécopieur: 506-548-5564
                                                                        219, rue Main, Suite 8              Site Web:
                                                                        Bathurst, N.-B. E2A 1A9             www.nald.ca/fed.htm
PEI          Claude     Blaquière     Directeur                         La Société educative de l’Île-du-   Téléphone : (902) 854-3010
                                                                        Prince-Édouard                      Télécopieur : (902) 854-3011
                                                                        C.P. 159                            Site Web: www.socedipe.org
                                                                        48, chemin Mill                     claude@socedipe.org
                                                                        Wellington (Î.-P.-É.)               1.877.854.3010
                                                                        C0B 2E0
NS           Lianne     Comeau        coordonnatrice provinciale        Équipe d'alphabétisation-           Téléphone: (902) 648-0501
                                                                        Nouvelle-Écosse                     ou 1-888-648-0501
                                                                        C.P. 59                             Télécopieur: (902) 648-3525
                                                                        1, rue Slocumb Tusket               Courriel:
                                                                        (Nouvelle-Écosse)                   coordination.eane@nald.ca
                                                                        B0W 3M0                             Site Web: www.nald.ca/eane/
             Norbert    LeBlanc       Coordonnateur de la formation     Ministère de l'Éducation / Dept.    T 902-749-2260 F 902-742-4628
                                      des adultes Communauté            of Education 10 Starr's Road        C 902-740-6148
                                      acadienne Adult Education         Yarmouth, N.S. B5A 2T1              LEBLANNA@gov.ns.ca
                                      Coordinator, Acadian              Canada
             Monette    Robichaud     Équipe Alphabétisation            C.P. 95                             Tel: 645-2859
                                                                        Meteghan, N.S.                      pacmeteghan@hotmail.com
                                                                        B0N 2J0
NL           Michelle   Bush          Director,                         Eastern Edge Gallery                709-739-1882
                                                                        72 Harbour Drive                    709-754-3909 (home)
                                                                        PO Box 2641 Sta, C                  bushmichelle@hotmail.com
                                                                        St. John's, NL
                                                                        A1C 6K1
Total = 15

Diverse Communities Reference Group
 Province       Name       Surname        Title and/or Organization                  Address                     Contact info
NB          Judy        Caissie      Director, Miramichi Independent     28 Heritage Road, Apt#9       Tel: 506 778-9626
                                     Living Resource Centre              Miramichi, NB                 jcaissie@nb.aibn.com

            Lynda       Homer        Literacy Coalition                  98 Monteith Drive             Tel: 506 457-0331
                                                                         Fredericton, NB               lhomer@rogers.com
                                                                         E3C 1L6

            Moon        Joyce                                            75 McKeen Street              506 451-8386
                                                                         Fredericton, NB               moonj@nb.sympatico.ca
                                                                         E3A 2P7

PEI         Sandra      LeBlanc      Executive Director                  40 Enman Crescent,            ldapei@hotmail.com
                                     Learning Disabilities Association   Charlottetown PE
                                     of PEO                              C1E 1E6
            Krystal     Banks        Acting Coordinator                  100 Littlefloner Avenue?      Phone: 902-961-2642
                                     Morell Region Community             RR#2                          Fax: 902-961-3406
                                     Learning Centre                     Morell, PEI                   email: mrclc@eastlink.ca
                                                                         C0A 1S0
NS          Ann Marie   Downie       Executive Director                  NSCC, Truro Campus            T: 902-539-4326 (direct)
                                     Literacy Nova Scotia                PO Box 1516, Truro, NS        F: 902-539-4603 (direct)
                                                                         B2N 5V2                       Office: 800-255-5203 or 902-897-
            Jayne       Hunter       Coordinator                         NSCC, Truro Campus            t. 902-897-2444
                                     Literacy Nova Scotia                PO Box 1516, Truro, NS        f. 902-897-4020
                                                                         B2N 5V2                       jayne.hunter@nscc.ca
            Linda       Snyder       Atlantic Centre of Excellence for   502 - 1465 Brenton St.        902.494.7876 (tel)
                                     Women’s Health                      Halifax, NS B3J 3T4           902.494.7852 (fax)

            Sherry      Costa        Atlantic Regional Outreach          6389 Coburg Road, suite 202   Phone: 902.444.7359
                                     Coordinator                         Halifax, NS                   Fax: 902.444.7346
                                     Voice Print                         B3H 2A5                       Toll Free: 1.888.623.7359

             Sunday      Miller         Executive Director                Dartmouth Literacy Network    Tel: (902) 464-3265
                                                                          300 Pleasant St.              Fax: (902) 464.3052
                                                                          Simpson Hall                  ed@dartmouthliteracy.net
                                                                          Dartmouth NS
                                                                          B2Y 3Z9

             Phyllis     Marsh-Jarvis   President Health Association of   1149 Main Street              435-9928
                                        African Canadians                 Dartmouth, NS                 pmarshja@aol.com
                                        Co-Chair Southeastern Health                                    http://womenssupport.wetpaint.com
NL           Ann Marie   Wade           Program Coordinator, LDANL        66 Kenmount Road, suite 204   Phone: 709-753-1445
                                                                          St. John's, NL                Fax: 709-753-4747
                                                                          A1B 3V7                       annmarie.ldanl@nl.rogers.com
                                                                                                        Web: www.nald.ca/ldanl
             Bonnie      Rotchford      Project Coordinator Learning      Harmon Building               Phone: (709)643-4310
                                        Disabilities Association of       58 Oregon Drive, suite 203    Fax: (709)643-4420
                                        Newfoundland & Labrador Inc.      Stephenville, NL              coordinator.ldanl@nf.aibn.com
                                                                          A2N 2Y1                       Website:
             Sharon      Park           Executive Director                P.O.Box 5600                  Phone: 709-643-4891
                                        Community Education Network       Stephenville,NL               Fax: 709-643-5490
                                                                          A2N 3P5                       tcen@nf.aibn.com

             Janet       Skinner        Co-founder,                       P.O. Box 1598, Stn B          Phone: 709 896-6212 Tel: 709
                                        The Lichen Group                  Happy Valley-Goose Bay        896-9088 or 709 896-4647
                                                                          Labrador, NL, A0P 1E0         Email: jskinner@nf.aibn.com
             Ann         McCann         (Facilitator)                     P.O.Box 613, Station C        w) 709 579-6606
                                                                          St. John's, Newfoundland      (h) 709 754-4782
                                                                          A1C 5K8                       (fax) 709 579-2655
             Beverly     Barbour        Executive Director                6, Howley Ave. Ext.           Tel: 709.739.7623
                                        Anna Templeton Centre for Craft   St. John's, NL                bevbarbour@hotmail.com
                                        Art & Design                      A1C 2T4
Total = 17

Others: Community Connections Working Group

 Name                  Surname       Attended Circle
 Charles A.            LeBlanc       No
 Christin              Lanteigne     No
 Danielle              Charron                         Yes
 Hélène                Fournier                        Yes
 Kathleen              Flanagan                        Yes
 Rick                  Hutchins                        Yes
 Robert                Gregoire                        Yes
 Sandra                Germain                         Yes
 Steven                Boyce                           Yes
 Joan                  Hicks         No
 Nadine                Sookermany                      Yes
                                                  Total = 7

 Liane        Roy           Facilitator – Francophone          415 rue Pont-Breaux           Tel: (0)1-506-533-8850
                            Reference Group                    Shédiac, N.-B., Canada        cellulaire: (0)1-506-875-1009
                            Consultante                        E4P 2M4                       lianeroy@nbnet.nb.ca
 Rick         Hutchins      Facilitator – Diverse              Policylink NB
                            Communities Reference Group        96 Route 616, Keswick Ridge   (506) 458-8274
                                                               E6L 1R8                       363-4538, 458-8274,
                                                               PO box 363 Station "A"        470-2211
                                                               Fredericton, NB               459-4201 [fax]
                                                               E3B 4Z9                       policylink@nb.aibn.com

 Barb         Martin        Facilitator-Aboriginal reference   P.O. Box 354, Station A       Tel: (506) 455-2881
                            Group                                                            Fax: (506) 455-3169
                            Han Martin Associates                                            E-mail : hanmar@nbnet.nb.ca
 Total = 3

         Total number of participants = 50


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