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INFOADULT-ED ZOOM
ON THE IMPLEMENTATION OF THE ACTION PLAN
OF THE GOVERNMENT POLICY ON ADULT EDUCATION
AND CONTINUING EDUCATION AND TRAINING Vol. 3 TAKE 2 – November 2005
Over a month has gone by since the September issue of Zoom is an editorial; Close-up looks at the renewal of
INFO ADULT-ED. As Bob Dylan used to sing, “The Times the curriculum for basic general education; Feature
They Are A-Changin’”. In this case, though, the passage presentation examines the progress of a specific
This issue focuses on of time has been synonymous with consolidation, since measure under the action plan; Group photo
the following topics: over the last few months a lot of progress has been summarizes the work of the various committees set up
made in the implementation of the five-year action plan to implement the Policy; Flash back provides information
–the aftermath of the of the Government Policy on Adult Education and on the recognition of prior learning and competencies;
Colloque national sur
la reconnaissance des Continuing Education and Training. Since the objective Regional panorama and International panorama report
acquis et des of INFO ADULT-ED is to keep you informed about new on the work of players in the field of lifelong learning,
compétences developments in the field, we will continue to focus on inside and outside Québec; On the program, On the
(symposium on prior this topic in coming issues. Web and On the bookshelf provide links to written and
learning and Web-based sources of information, and a schedule of
competencies) As you have probably noticed, INFO ADULT-ED has a activities in the world of adult education and continuing
–on-line information
new look. Based on your comments, we have changed education and training.
on the labour market
–current programs of the colour of the text to make it easier to read, giving us
study (a new section) a touch of Cinema Paradiso. We have also increased the The bulletin is a work-in-progress, and this month we
–labour market partners size of the typeface. We spent last summer preparing have added a new heading, Current programs, which
and the action plan of the September issue (Vol. 3, Issue 1) on literacy, whose provides information on current adult education pro-
the Policy publication coincided with International Literacy Day. grams in the area of general education.
–partnership expe- We would like to thank all the partners who contributed
riences on the North
Shore to the issue. We hope you enjoy discovering the contents of each
–the 3rd annual section of this issue!
European Summer All the usual items are back in this issue, the second of
University for Research Volume 3. Our current readers are already familiar with Happy reading!
and Innovations in them, but for any new readers, here is an overview of
Lifelong Learning what they contain.
–Web sites
–reference books LILI PAILLÉ,
–a schedule of activities Interim director of general JOHANNE BOURASSA,
adult education Director, employment measures
Ministère de l’Éducation, and services
du Loisir et du Sport Emploi-Québec
RECOGNITION OF PRIOR LEARNING
AND COMPETENCIES
If you took part last April in the Colloque national sur The survey of school boards and CEGEPs conducted
la reconnaissance des acquis et des compétences during the spring of 2004 is currently being analyzed by
(symposium on prior learning and competencies) the MELS units concerned. The goal of the survey was
organized by the Ministère de l’Éducation, du Loisir to assess how school boards and CEGEPs currently deal
et du Sport (MELS) and its partners, you probably with the recognition of prior learning and competencies.
saw the film C’est pour qui ça? If not, you will soon A preliminary report will be presented to the joint
be able to view the video, which presents personal MELS/school boards and MELS/CEGEPs committees.
experiences from adult students receiving services in
the field of recognition of prior learning and Following last July’s call for projects from within the
competencies in various communities. education system to facilitate the recognition of prior
learning and competencies, a committee has been set
The MELS will shortly distribute copies of the video up to study the projects submitted. The call for projects
to school boards, CEGEPs and partner organiza- had two sections:
tions. Extra copies will be available from Guy Fortier,
at the following e-mail address: <guy.fortier@ 1. Joint action and regional service organization
mels.gouv.qc.ca>. approaches for the recognition of prior learning and
competencies.
The proceedings from the symposium will also be 2. Research and experiments concerning a range of
made available next January on the Web site of the innovative approaches to facilitate the acquisition of
Direction de la formation générale des adultes at: missing competencies.
<www.mels.gouv.qc.ca/dfga/portail.html>.
More in the next issue!
ON-LINE INFORMATION
ON THE LABOUR MARKET
It has just become easier to obtain information on time or part-time, by age and by sex. It also lists the
the labour market and employment in Québec, professions the most in demand in each of Québec’s 17
thanks to a new on-line service, IMT en ligne. This administrative regions. One of the advantages of IMT en
Internet application, launched in April 2003 by ligne is that data is provided for individual regions. In
Emploi-Québec, offers customized searches. Before addition, IMT en ligne offers direct access to job offers
this new application was introduced, accurate and posted by Emploi-Québec in the relevant profession.
complete information on the labour market could
only be obtained by consulting various Web sites If you are looking for information on the training needed
and hard-copy documents. IMT en ligne provides for a particular trade or profession, a link is provided to
high-quality information that is easy to understand the vocational and technical education Web site, which
and interpret, and will help job seekers make gives information on secondary -and college-level
enlightened decisions. courses. For professions requiring university training,
links are provided to the Web sites of Québec’s univer-
The need to provide information on the labour sities. IMT en ligne also gives details on trades for which
market is driven by a context in which, according to on-the-job training is available.
Emploi-Québec forecasts, 680,000 positions will
have to be filled in Québec by 2008. To ensure candi- For each of 33 different sectors of activity, information is
dates are hired for all these jobs, better coordination provided on the main professions in the sector, expected
of the supply and demand of manpower will be growth in employment, the professions most in demand
required, in order to match the skills of workers with in the sector, etc. IMT en ligne includes links to other
the needs of employers. This explains the creation Web sites, such as those maintained by sectoral
of IMT en ligne, which provides broader, more workforce committees, professional and sectoral
accessible coverage of information on the labour associations, Jobboom’s Répertoire de la formation
market and job prospects. continue, etc.
Information on over 500 trades
and professions
The Web site <emploiquebec.net> is the entry point
for IMT en ligne. It contains information on over 500
trades and professions, describing job tasks, main
functions, employer requirements and job prospects.
Statistics are provided, by profession and by region,
on wages and the number of people working full-
IMT en ligne offers customized
searches of:
Something for everyone
SOME 500 TRADES AND PROFESSIONS
IMT en ligne will be useful for everyone with an Description of job tasks and hourly wage rates
interest in the Québec labour market: in Québec
Job seekers can consult data on the tasks, main Job prospects for Québec as a whole and individual
functions and wage levels for specific trades and regions
professions; Lists of the professions most in demand, by region
Individuals unsure about their choice of career or Interaction with the Placement en ligne service
training can obtain information on various pro-
grams, including duration, objectives and ad-
mission requirements, and the institutions that TRAINING PROGRAMS
provide them; Vocational and technical education
Employers hiring new staff can learn about the University programs
average wages in a profession, and the workers On-the-job training
currently available;
Human resource specialists can use IMT en ligne SECTORS OF ACTIVITY
to draft job descriptions or redesign their wage Key professions, by sector
policy. Links to the Web sites of sectoral manpower
committees
On-line services offered by Emploi-
Québec
Emploi-Québec intends to use the Internet more to
make information available to job seekers and
people looking for information on the labour market.
IMT en ligne and Placement en ligne are two E-
services offered by Emploi-Québec, a pioneer in the
field of E-government.
Placement en ligne, accessible on-line since October
2001 via the Web site <emploiquebec.net>, is used
by employers to post job openings directly via the
Internet, and by job seekers to submit applications.
The on-line services of Emploi-Québec are a highly
successful example of programs that benefit all
members of society.
WATCH FOR
the next issue of INFO ADULT-ED
EXPRESS for a detailed review
of the work currently under way
to revise the common core curriculum.
CURRENT PROGRAMS
NEW APPOINTMENTS AT THE DIRECTION DE LA Hélène Légaré, from Commission scolaire des Chic-
FORMATION GÉNÉRALE DES ADULTES (DFGA), Chocs, will be responsible for the following services:
MINISTÈRE DE L’ÉDUCATION, DU LOISIR ET DU intégration sociale (SIS);
SPORT (MELS) intégration socioprofessionnelle (SISP);
entrée en formation (SEF);
We are pleased to announce that the following three développement personnel et social (DPS).
people have accepted annually renewable positions, for
a maximum of three years, with the DFGA as on-loan Sylvie Sicotte, from Commission scolaire des Hautes-
development officers. They will take charge of current Rivières, will be responsible for the following programs:
programs and will also design the programs for the last Français, langue maternelle;
segment of the common core, namely the programs for Français, langue seconde;
Secondary III and basic education in Secondary IV and French, Second Language.
V. We wish them a warm welcome.
Martin-Pierre Trottier, from Commission scolaire de Port-
neuf, will be responsible for the following programs:
English Language Arts;
English, Second Language.
LOCAL PROGRAMS OF STUDY
Last spring, the Direction de la formation générale des The MELS has reserved alphanumeric codes in the
adultes (DFGA) of the Ministère de l’Éducation, du SAGE system list for the local programs designed by
Loisir et du Sport (MELS) released a new version of a school boards. The codes display the result type 1: this
guide for school boards to help them design local means that since February 2005, only a percentage
programs to match the current, objective-based pro- mark may be submitted. The type of mark will soon be
grams of study. coded 3, meaning that the result can be expressed as a
percentage, or as a pass or fail. Local programs of study
The guide helps school boards define course content can count as optional courses for the awarding of the
related to the social, economic and cultural realities of Secondary School Diploma (SSD) when they replace
their communities. Local programs can cover a wide Secondary IV or V courses.
range of content and subject matter. They can also be
designed to meet the need of specific groups of The content and evaluation of local programs are under
students. They can be of varying duration: 25 hours the responsibility of the schools that use them. As a
(1 credit), 50 hours (2 credits), 75 hours (3 credits) or 100 result, schools must manage them, archive the relevant
hours (4 credits). materials, and provide information for partners, adult
students, the general public and the MELS, if required.
A local program of study may never replace an official
MELS program, since in that case the course content is
compulsory. For the certification of studies and the
validity of the Secondary School Diploma, this is a
crucial issue.
DRUG ABUSE PREVENTION CONTENT
In August 2003, the Ministère de l’Édu- Adult students are encouraged to:
cation1 (MEQ) and the Direction de la process general basic information on drug abuse
formation générale des adultes (DFGA) find solutions to the problems identified in the
released the course Drug Abuse Education learning situations
(PRS 5140-3) for use in the general adult use their sense of ethics to deal with prejudice,
education network, currently made up of 195 perceptions and beliefs
adult education centres throughout Québec. exercise their critical faculties to analyze alcohol, drug
and medication consumption and addiction
The course is part of the Government Policy on state their opinions appropriately
Adult Education and Continuing Education and
Training. It promotes an approach based on partner- A Course Organization Guide and Definition of the do-
ships with public, community or private organizations main for summative evaluation (in French and English)
working in the field of abuse prevention. have been released for the course.
The goal of the course is to enable citizens to obtain A Guide to Individualized Learning Activities (in French
information about alcohol, drug and medication con- and English) is also available. It presents an approach
sumption in various life situations in order to increase based on a research project, allowing adult students to
their awareness of the subject, define their position in develop their skills depending on their interest in the
relation to it and assume responsibility. course and their motivation.
Since the course is based on a preventive approach to
drug abuse, it is important to define what we mean by
prevention. Prevention is an approach that makes
people aware of drug use and abuse, and the course
aims to prevent the appearance or development of
problems related to alcohol, drug and medication
consumption, as well as their consequences for the
individual and society. The course promotes a person-
centred approach in order to prevent high-risk attitudes
and behaviours.
The guiding principles behind the course are:
to intervene before problems occur;
1. On February 18, 2005, following the most recent cabinet shuffle
to help individuals make enlightened, appropriate by the Québec government, the Ministère de l’Éducation became
choices. the Ministère de l’Éducation, du Loisir et du Sport (MELS).
COMMON CORE*
( )
The following table shows the course structure.
The elements of the common core are compulsory and dealt with in the context
of individual lives.
The situations proposed illustrate one way of dealing with the elements
of the common core.
Elements of the general content that present basic information on alcohol, drug and medication
consumption and the prevention of drug abuse.
1. Evolution of the phenom- 2. Personal 3. Spheres 4. Consequences 5. External
enon of consumption environment of influence for oneself resources
and others
(X) Life contexts** (CA)
Situational problems on specific themes : Complementary
Motor vehicle operation Health activities**
Family life Sexuality Research
Professional and academic life Social life possibilities
(O) Discussion topics **
Discussion starters
Indicators**
Elements providing information on the progression of learning
* Compulsory content
** Optional content
SUMMARY OF COMMON CORE
1. Evolution of the phenomenon of consumption 4. Consequences for oneself
Habits of consumption and evolution of substances and others
Currents of thought Related consequences
Prevention of drug abuse Economic consequences
Legislation
Offences 5. External resources
Public, private and
2. Personal environment community resources
Definitions
Cycle of dependency
Law of effect
General effects of psychotropic substances on physical health
Profile of consumers
3. Spheres of influence
Definitions
Myths and beliefs
Spheres of influence
Risk factors
Individual factors
Family and intergenerational factors
Social, educational and vocational factors
Protection factors
Individual factors
Family and intergenerational factors
Social, educational and vocational factors
Documentary examples are suggested for each element.
ORGANIZATION It is not necessary to be a specialist in drug abuse to
teach prevention; the goal is to raise awareness. Given
The course is optional and there is no prerequisite for this situation, the development of partnerships with
the program “Personal and Social Development.” It public institutions (such as a CLSC) and community
earns three Secondary V credits. organizations should be considered.
Please note that Carmen Trottier, chief executive
officer of the Association des intervenants en toxico-
manie du Québec (AITQ), can offer documentary
DID YOU KNOW THAT … support by phone, at the following number: 450-646-
The course can be given to individuals or is room for the development of partnerships 3271. You can also visit the AITQ Web site at
groups that want to take more responsibility between adult education centres and govern- <www.aitq.com/>.
for their actions as citizens or parents, or ment departments and bodies and other
following a court decision or administrative groups with an interest in this field. For more information, contact Richard Lemieux at the
measure as part of the Alcofrein program (for Direction de la formation générale des adultes, by
people convicted of impaired driving)? There phone at (418 646-7261) or by e-mail at <richard.
lemieux@mels.gouv.qc.ca>.
GOOD NEWS
COURSE CODE IN SAGE
The Plan d’action national en matière de toxicoma-
The MELS course, which lasts 75 hours, can be used by nie (provincial plan of action on drug abuse) will be
adult education centres to design and dispense course tabled this fall. It is the continuation of the reference
content adapted to the social, economic and cultural framework for drug abuse adopted by Québec in
realities of their community, and to offer courses as a 2002.
local program of 25, 50 or 75 hours. The course codes
are given in the SAGE system. The plan of action results from the work of the
interdepartmental committee set up by the Minis-
The DFGA Web site <www.mels.gouv.qc.ca/DFGA/ tère de la Santé et des Services sociaux, with input
portail.html>, under the headings Disciplines and Déve- from various departments (Éducation, Loisir et
loppement personnel et social, contains documents for Sport; Justice; Sécurité publique; Emploi et Solida-
the course that you can consult on-line or download for rité sociale; Famille, Aînés et Condition féminine)
printing. and the Secrétariat à la jeunesse, the Secrétariat aux
affaires autochtones, the Société de l’assurance
automobile du Québec and the Comité permanent
SUPPORT de lutte à la toxicomanie. Each department or
organization will propose actions based on the
People who would like to give the course, but did not priorities set out in the action plan, their own
attend the training sessions offered during the MELS departmental or organizational priorities, and their
regional tours, should contact us to receive further financial capacity.
information.
The Government Policy on Adult well as the Office des professions In addition, at the start of the
Education and Continuing Educa- du Québec. The Commission des work to draft the Policy, the
tion and Training will be imple- partenaires has five seats on the Commission des partenaires du
mented in the form of a partner- committee, including one re- marché du travail set up a
ship, built on a solid foundation served for its president, Marjo- working group on continuing
since the drafting of the Policy in laine Loiselle. education and training. Chaired
2002 was based on a consensus by Nancy Neamtan, the working
between partners in civil society To ensure gradual implementa- group submits opinions to the
and departmental authorities. tion and follow-up for the action Commission and advises it on
plan in the area of recognition of issues and the positions taken by
Three years later, what image can learning and competencies, an its representatives on the Comité
we capture of the commitments interministerial table, co-chaired national de suivi. The working
made by the partners? What by the Associate Deputy Minister group has shown itself to be a
forms of partnership are in- of the MELS, Robert Dépatie, and dynamic and stimulating forum
volved? What channels are the Associate Deputy Minister for discussions and the defining
used to circulate ideas and responsible for Emploi-Québec, of positions that aim for, and
experiences, and to offer help? Maurice Boisvert, has been often achieve, a consensus. The
established. Besides representa- members raise concerns, indicate
First, in the action plan for the tives from the other departments obstacles and propose solutions.
Policy, the contribution of part- concerned, the table brings Recently, the Commission’s chair
ners from civil society, as well as together representatives from the joined the working group and
government departments, is map- Commission des partenaires du asked it to monitor the work in
ped out and is given concrete marché du travail, the Conseil progress on the Stratégie de
form by the Comité de suivi de interprofessionnel du Québec, qualification et de développe-
l’implantation de la politique et the Office des professions and ment des compétences de la
du plan d’action, often referred the Comités d’intégration et de main-d’œuvre. The working
to as the Comité national de suivi. maintien en emploi des per- group submitted opinions to the
The committee is co-chaired by sonnes immigrantes et des Commission in which it identified
the Deputy Ministers from the personnes handicapées. Other problems and defined the action
Ministère de l’Éducation, du Loisir groups can also submit briefs or required and, working proac-
et du Sport and the Ministère de contribute to the work of the tively, identified solutions that
l’Emploi et de la Solidarité sociale, table. could be implemented by the
Michel Boivin and François Commission, reflecting its
Turenne. The other departments commitment to ensuring a skilled
concerned are represented, as work force.
Last September, the working in addition to its participation in educational institutions. These
group launched an exercise to the consultation process for the three elements together form the
reflect on the current progress in future skills strategy, will focus on cornerstone for lifelong learning.
implementing the Policy. It three priorities connected to the
observed that some interesting action plan: increasing the grad- This, in a nutshell, describes the
steps had been taken, but stated uation and certification rate for current partnerships in the field
its concern about the slow adult students; developing access and the actions they are under-
progress of certain measures. The to services for the recognition of taking, which will guarantee the
members emphasized the need prior learning and competencies, successful implementation of the
to expend more effort on adult and to missing training; and action plan of the Government
education and continuing edu- providing adequate funding for Policy on Adult Education and
cation and training. As a result, its continuing education and train- Continuing Education and
schedule of work for 2005-2006, ing, for both individuals and Training.
LITERACY PARTNERSHIP BETWEEN
LOCAL COMMISSION SCOLAIRE DE L’ESTUAIRE
PANORAMA AND MAISON ALPHA ABC CÔTE-NORD
Work to prevent illiteracy is one More specifically, the partnership different municipalities, using
of the priorities of adult educa- is designed to: classrooms in various schools.
tion, and the Commission scolaire offer programs and services for Since illiteracy is more prevalent
de l’Estuaire, together with the people lacking basic competen- in rural areas, awareness cam-
Maison Alpha ABC Côte-Nord, cies, especially reading and paigns are mainly conducted in
have been working to intervene writing skills the communities concerned,
as early as possible in the lives of help targeted individuals without ignoring the needs in
the target groups. They offer a reduce their isolation by urban centres.
range of services and activities acquiring the basic skills that
that involve parents, children and will allow them to develop, The level of collaboration between
the community, and have also increase their standard of living the two partners has also made it
devised development and recruit- and become more indepen- easier to target adults requiring
ment strategies. dent help and to refer them to a
promote the development of suitable service. The moral and
The ultimate goal is to reduce the isolated communities by encour- physical support has stimulated
number of people experiencing aging the target population to creative, constructive discussions.
isolation, by encouraging them to use and optimize its potential
participate in the activities The partnership has also allowed
offered and to believe in their the creation of small, even tiny,
own abilities and competencies. Advantages of the partnership student groups, which makes it
simpler to set up the groups.
The school board contributes to
the partnership in various ways. This collaboration between the
First, in terms of logistics, it two organizations has allowed La
provides classrooms to allow Maison Alpha ABC Côte-Nord to
training to be provided. In this use existing teaching materials,
way, the school board helps La and acquire new materials. It has
Maison Alpha ABC Côte-Nord to also given it access to computer
save money, that can then be equipment, allowing the adult
redirected to increasing the offer students to increase their knowl-
of services. Similarly, the amount edge range and increasing the
of territory covered means that La number of possible approaches.
Maison Alpha ABC Côte-Nord
must provide services in several
The partnership has led to the The results of these projects are
presentation of projects under available from the Centre de
the Federal-Provincial Literacy documentation sur l’éducation
Initiatives Program (FPLIP). The des adultes et la condition fémi-
directors of the two organizations nine (CDEACF) at the Web site:
worked together to present joint <http://espacealpha.cdeacf.ca/
projects to create or improve les_projets/projets.php>.
services.
For more information on the
Over the years, the two organiza- partnership, please contact
tions have established several Louise Bolduc, associate director
innovative projects to improve of the Centre régional d’éduca-
the services provided and recruit tion des adultes et de formation
new students. Since 1998, these professionnelle de Baie-Comeau,
projects have included: by phone at 418-589-0870
or by e-mail at <louise.bolduc@
1998-1999 csestuaire.qc.ca>.
Activities
1999-2000
Lobbying of decision-makers
2000-2001
Lobbying of decision-makers II
(continuing on from 1999-2000)
2001-2002
Two birds with one stone
2002-2003
Bulletin
2004-2006
Trojan horse
LOCAL
PANORAMA
MIDDLE NORTH SHORE
The Commission scolaire de la action plan, the Ministère de LOCAL TEAM OF PARTNERS
Moyenne-Côte-Nord is one of l’Éducation, du Loisir et du Sport
the organizations selected to im- has been asked to work with the The local team of partners is
plement the Programme d’aide partners concerned to set up a made up of representatives from
pour favoriser le retour en system to help young adult the school board, the local
formation des 16-24 ans. The students who have dropped out employment centres, youth
defining feature of this program of the school system, or who centres, local community service
is its ecosystemic approach,1 and have low educational attainment, centres, community organizations
it is designed to allow young to resume their studies. such as carrefours jeunesse-
adults aged 16 to 24 to obtain a emploi, outside labour force
Secondary School Diploma (SSD) The lack of a secondary school resources, and businesses.
or Diploma of Vocational Studies diploma or vocational qualifica-
(DVS), to continue their educa- tion can hinder the social and The local team worked together
tion or to take steps to join the vocational integration of young to establish an overview of the
labour market in a permanent adults, and prevent them from current situation in the territory
way and integrate into the continuing their education. For of the Commission scolaire de la
community. some of them, it can also lead to Moyenne-Côte-Nord, allowing
economic dependency, social observations to be made
exclusion and poverty. In 2001, concerning the young adults who
FUTURE OF THE PROGRAM almost 249 000 young people have returned to school or
aged 16 to 24, in other words training, and those still in a drop-
In conformity with the orienta- 29% of the age group, had no out situation. Other observations
tions of the Government Policy SSD. concerned the training and
on Adult Education and Continu- support services provided for
ing Education and Training and young adults, the services offered
the measures in the related by various organizations, and the
1. This approach, based on the most recent consensus in research in the field, posits
that apprehension of a phenomenon such as academic success or failure cannot be
analyzed by isolating it and acting on a single factor, however determinant. The
targets are young adults, educational environment and community and their
interrelations become the basis for planning the educational success of the young
adults involved.
conditions to be met by young This year, the action plan was A report will be submitted during
adults in order to benefit from implemented. Despite the major the current year, describing the
the services. The fact that each challenge created by the fact that point reached in the plan, the
organization can influence the many of the staff members intermediate results observed,
factors that affect the success of responsible for the program were the difficulties encountered, the
young adults was also examined. new, the progress made reflects adjustments made, the use of
Their joint knowledge of the the shared desire to complete funds, and the development
territory made it possible for the the project successfully. Some prospects for the following year.
partners to specify the strengths actions under the plan were
and weaknesses of the current updated to ensure that they
situation and to establish prior- provided a faithful reflection of
ities for each target under the the goals of the program, and
program. others were launched or entered
on the planning schedule
The overview of the situation, the according to the established
objectives and the three targets priorities.
of the program were taken into
consideration when the action
plan was drawn up. For each
target, priorities, objectives,
indicators, methods and a work
schedule were determined by the
local team. In addition, a partner-
ship agreement specifying the
division and complementary
nature of the roles of each
participating organization in the
community was signed.
INTERNATIONAL
PANORAMA
FALLOUT FROM THE INTERNATIONAL PARTNERSHIP
Québec is a regional member of The Direction de la formation PROGRAM
the European Summer University générale des adultes at the
for Research and Innovations in Ministère de l’Éducation, du Four targets were defined to
Lifelong Learning, and all the Loisir et du Sport was a partner in guide discussions and the pool-
member regions met in the event, and presented tools ing of experiences:
Archamps, France, from August and processes that have been
30 to September 2, 2005, to tried out in Québec. In addition, Mobility as a factor in learning,
discuss the theme: it was actively involved in sup- and in personal development.
porting the researchers, faculty
members and managers who Mobility as a factor for organi-
registered for the event. zational change in businesses
PROFESSIONAL MOBILITY: WHAT and administrative services.
COMPETENCIES, LEARNING AND
PUBLIC POLICY? Based on the comments made by Mobility for the most vulner-
the European regions, it appears able members of society: how
For the third consecutive year, that Québec is seen as a source to support their trajectories.
the Foundation of European of inspiration (and even a model)
regions for research in education in the area of training and Providing support for mobility.
and training (FREREF) organized management initiatives aimed
this gathering to pool knowl- specifically at adult education. Roundtable discussions and
edge. The objective was to pro- plenary sessions, lectures and
vide participating regions with workshops were all used to
references to approaches that explore current trends in the
have proved successful in educa- world of vocational mobility, and
tional, vocational and adminis- to identify and set limits on
trative terms. possible actions.
The Direction de la formation Vocational mobility, wanted or Many businesses have impro-
générale des adultes showcased unwanted, upward or downward, vised their own approaches to
three experiences from Québec must necessarily be able to rely the management of vocational
linked to lifelong learning and on a robust support process that mobility. The causes are generally
vocational mobility: involves employees, managers factors such as:
and specialists. As a result, it
Mobility and organizational involves a temporary departure a lack of strategic human re-
reorientation in the education from the economic objectives sources planning
community. that have, in recent decades, a lack of knowledge about the
Mobility of information and acquired the status of “perma- interests and potential of their
vocational mobility: developing nent priority.” employees
the e-portfolio. a lack of training among man-
Support services in the school The success of a vocational mo- agers
community: a key tool for the bility process is based, to a large
future of adult offenders. extent, on training for the indi- The proximity of regions (territo-
vidual facing change or upheaval. ries) allows politicians to imple-
The training focuses on what ment a joint framework for voca-
OVERVIEW people learn about themselves tional mobility. Recognition for
during a time of emotional, social prior learning should, among
The results of the exchanges of and intellectual turbulence, other things, be a key focus of a
ideas and experiences that took about their ability to see them- cross-border, cross-region frame-
place, in an increasingly complex selves in another chapter of their work.
web, during the event can be professional lives, and about their
placed under two headings: readiness to “do something dif- Vocational mobility must be
observations and promising ave- ferent, differently.” Vocational considered from the standpoint
nues for the future. mobility can be motivating. of a “learning situation,” both by
Although it conflicts with the individuals and companies. It has
Observations need for personal security, it can been called a complex, unstable
Vocational mobility is essential act as a lever to force a renewal and unpredictable process, and
for individuals. Globalization, of an individual’s strengths. its full meaning and scope must
fierce competition and a shifting be understood.
job market mean that many
people undergo a period of
vocational transition, whether
willingly or not.
Promising avenues FOLLOW-UP
for the future
In order to develop a dynamic of
The following actions were gen- potentially transferable actions,
erally considered to be conducive the project promoters asked key
to a beneficial vocational mobility participants, as the program ad-
process: vanced, to join working groups to
the inclusion of vocational edu- implement pilot projects in one or
cation and training in the more regions.
process to implement voca-
tional mobility This follow-up operation was one
of the compulsory objectives of
the establishment of partner- the ideas that emerged from the
ships, especially between program “Professional mobility:
businesses and training centres which competencies, learning and
public policies?”
the introduction of participa-
tory management in businesses For the fourth annual program of
to allow managers and union the European Summer University
authorities to work together on the provision of support for Research and Innovations in
a vocational mobility scenario, adapted to the needs of a Lifelong Learning, scheduled to
supervise it and measure its person undergoing a vocation- take place in September 2006, the
effects al transition: projects implemented will be
location of housing presented as potential models.
the pooling of experiences financial assistance for
through the creation of various moving expenses It is clear that the Direction de la
mechanisms: network for the childcare formation générale des adultes
exchange of knowledge, re- will once again be asked to act as
gional committees, theme a switch from program-based a partner, since it has earned a
days, etc. to needs-based logic “strategic” position on the Euro-
pean stage in the field of research
the adoption of a vocational a planning process for the and innovation in lifelong learning.
mobility policy likely to instill a social integration of individuals
culture of mobility (need to belong)
www.
WEB SITES
Association des intervenants en Histoires d’éveil is a publication ners; Les recherches se pour-
toxicomanie du Québec inc. containing articles about projects suivent… contains summaries of
<www.aitq.com> and partnerships implemented as research projects or books con-
part of the program, and that nected to the program and
A Web site providing information highlights initiatives from all fieldwork. Under the heading
on drug abuse prevention. around Québec. In each issue, Proposer un article, readers are
articles are devoted to achieve- asked to suggest topics for
Histoires d’éveil ments at the regional and productions, projects or articles.
<www.mels.gouv.qc.ca/dfga/ provincial levels, as well as in
politique/eveil/histoiresdeveil/ individual communities.
septembre2005/index.html>
The various headings of the Web
The Web site Histoires d’éveil is a site will no doubt interest
new component in the Program- readers. Il était une fois, au
me d’aide à l’éveil à la lecture et national… presents the work of
à l’écriture dans les milieux the members of the interdepart-
défavorisés. It is intended to help mental committee, and describes
integrate emergent literacy activi- the activities of the program;
ties into the lives of families and Pendant ce temps, en région…
daycare centres attended by focuses on the initiatives of each
children under five from under- regional committee; Dans une
privileged backgrounds, along communauté nommée… de-
with their parents and grand- scribes the activities of regional
parents. partners; Dans un coffre aux
trésors… offers concrete sugges-
tions supplied by project part-
PDF DOCUMENTS
The six following documents, Le socioconstructivisme Des pratiques pédagogiques...
dealing with the curriculum for This brochure explains the con- The underlying logic of compe-
basic general education, were cept of socioconstuctivism and tencies is intended to be more
published last July [and are highlights the links with the than just an improvement on
available in French on the Web competency-based approach. current practices. It provides a
site]: new way of seeing teaching and
<www.mels.gouv.qc.ca/dfga/ Compétences, constructivisme learning. This document,
politique/formationgenerale/ et interdisciplinarité intended for everyone involved in
commune/documentsspecialises/ This document, based on several the reform of the curriculum for
ouvrages.html> different analyses and the meth- adult general education, sets out
odological support offered to the ideas to stimulate discussion and
Le cadre de référence designers of programs of study, help define the key issues.
The reference framework defines reviews the difficulties encount-
the general ministerial guidelines. ered when applying the concept
It is the first stage in the examina- of competencies to programs of Information et formation
tion of the issues that will lead to study. continue
a renewal of the curriculum for Keeping staff informed is a con-
general adult education. stant focus of any education
reform. Among the main lines of
Le cadre théorique action defined in the ministerial
The theoretical framework sets plan, the decentralization of
out guidelines for the new curric- powers to adult education
ulum. It deals with the themes of centres will have a direct impact
adult learning and the concepts on adult education. This docu-
of curriculum, constructivism, ment analyzes the situation.
cognitivism, socioconstructivism
and the competency-based
approach. It also provides an
explicit vision of the situations
that guide the drafting of
programs of study.
ON THE BOOKSHELF Robinson-Pant, Anna. Why eat green cucumber at
the time of dying? Hamburg (Germany): Unesco
Smythe, Suzanne and Weinstein, Lee. Weaving
Literacy into Family and Community Life. Ottawa,
Institute for Education, 2003. 200 p. Ontario: Canadian Association of Family Resource
Programs, 2003. 6 v. in a binder.
This book explores the link between women’s
literacy and development, from the Nepal This guide is for fieldworkers with community
perspective. It won the 1998 International Award organizations providing support for families. Its
for Literacy Research, sponsored by the Canadian objective is to equip community organizations to
National Literacy Secretariat and the French integrate literacy activities into their work with
governmental literacy agency Groupe Permanent families, establish bridges between the Canadian
de Lutte contre l'Illetrisme, and supervised by the family support movement and literacy groups, and
UNESCO Institute for Education (UIE), Hamburg. report on the literacy work accomplished by
community family support organizations.
Saint-Germain, Lise. L’expérience des emplois de
solidarité, une réponse à l’exclusion des personnes
peu scolarisées en regard du monde du travail :
exploration d’une pratique sociale novatrice en
matière d’emploi. Master’s dissertation, Université
du Québec à Montréal, 2004. 245 p.
The author of this Master’s dissertation submitted
to Université du Québec à Montréal has, for the
last fifteen years, witnessed the realities faced by
people with low educational achievement. She
discusses social practices and public policies in the
field of vocational integration. This action research
project explores the problem of integrating
people in difficulty into the labour market, as
experienced through the pilot project “Emplois de
solidarité” conducted in Trois-Rivières by the
Centre d’organisation mauricien de services et
d’éducation populaire (COMSEP). The author
hopes that her study will assist the social debate
about public policies targeting integration into the
labour market, and the fight against exclusion and
poverty.
PRODUCTION
TEAM
SCHEDULE OF ACTIVITIES CONCEPT AND
EDITORIAL SUPPORT
Andrée Racine (MELS)
TEXTS
Louise Bolduc
(Commission scolaire
Conference by André Bachand, INTERNATIONAL de l’Estuaire)
NOT TO BE MISSED
a PR professional who has worked ENSEIGNEMENT.BE : L’ENSEIGNEMENT EN Guy Fortier (MELS)
Carmen Lajoie (MELS)
in the university community COMMUNAUTÉ FRANÇAISE DE BELGIQUE Marc Leduc (MELS)
Date: December 8, 2005 Training days in remedial reading Richard Lemieux (MELS)
Place: Université du Québec à Montréal Date: December 3, 2005 Nathalie Lepage (MELS)
André Pelletier (MELS)
Time: 6 P.M. Place: Namur, Belgium Danielle Thibeault (MELS)
Société des relationnistes du Québec Institut d’enseignement supérieur de Namur, Martyne Rioux
Phone: 514-845-4441 rue Joseph Calozet, 19 (education consultant)
Sophie Rioux (MESS)
Phone: 02/227.33.89 Daniel Vachon (Centre
Fax: 02/221.89.03 d’éducation des adultes
E-mail: <colloque@cfw.be> de Havre-Saint-Pierre)
COLLABORATION
Françoise Aubry
(Direction régionale
de la Côte-Nord, MELS)
Marcelle Pepin (Direction
des affaires publiques et
des communications –
DAPC)
Lise Poulin (DGR)
PROOFREADING
Martyne Rioux
(education consultant)
GRAPHIC DESIGN
Maxine Jutras (external
collaborator)
ENGLISH VERSION
Direction de la
production en langue
anglaise
Services à la commu-
nauté anglophone
Ministère de l’Éducation,
du Loisir et du Sport
PUBLICATION
COORDINATION
Suzanne Bélanger (MELS)
ADULT EDUCATION
AND CONTINUING EDUCATION
AND TRAINING
41-3025-V3P2A
The Adult Learn Line is a confidential toll-free telephone service that
provides assistance and referrals for anyone seeking access to training,
from basic education to a college diploma or university degree.
The Adult Learn Line refers individuals and businesses to service
providers in the following areas: “ Dried leaves
Basic education Reception, guidance and referral services Support
services College education University education Student financial
are preparation
assistance Development of work-related skills Employment assistance for the teas of
Distance education Independent community action literacy training autumn.”
RAMON GOMEZ
DE LA SERNA
This publication is available (in black and white or colour versions) on the Web site of
the Direction de la formation générale des adultes:
<http://www.meq.gouv.qc.ca/dfga/politique/bulletin/index.html>.
Ministère de l’Éducation, du Loisir et du Sport
Emploi-Québec
