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Kulich, Jindra, Ed.Adult Educators and Their Associations in BritishColumbia. PACE Papers 2.Pacific Association for Continuing Education,Vancouver (British Columbia).8665p.Pacific Association for Continuing Education, 2832West 36th Avenue, Vancouver, BC, Canada VON 2R1($15.00).Reports - Descriptive (141) -- Viewpoints (120) --Collected Works - General (020)

EDRS PRICE MFOI Plus Postage. PC Not Available from EDRS.DESCRIPTORS Adult Basic Education; *Adult Education; *Adult

Educators; Foreign Countries; Organizational Climate;*Organizational Objectives; Organizations (Groups);Organization Size (Groups); *ProfessionalAssociations; Staff Development; *Teacher Education;*Volunteers; Volunteer Training

IDENTIFIERS *British Columbia

ABSTRACTThe papers written for this report deal with an

analysis of volunteer and professional_adult_educators_and_with theirtraining and cOntinuing-educatianT-Papteg7ittlude-the7following:%tdult Educators_and Volunteers: A Partnership Strategy" (Russ Pacey,Susan Witter, and Barbara B,te); "The Professional Adult Educator: AProflle_Developed from B.C.'s Adult Education Associations" (James E.Thornton_and Richard 0. Kavanagh); and "The Training of AdultEducators in British Columbia" (Denis J. Haughey). The second part of.the report features self-portraits of the adult educatiOn_associations active in British Columbia_(B.C.). Information isprovided about the genesis, rationale and_goaI development/organization, and current situation of the Pacific Association forContinuing_Education_(Knute Buttedahl); the Adult Basic EducationAssociation of_British Columbia (Norma Kidd); the Adult SpecialEducation Association of British Columbia (Gladys Loewen); theAssociation for Community Education in British Columbia _MtgeWilliams); Association of BritiSh Columbia Teachers of English as anAdditional Language (Pat Wakefield); the B.C. Association ofContinuing Education Administrators (Ed Palleson and Don Jacobs); thePrivate Career_Training_Association of B.C. (Marie Tomko); theSociety of Vocational Instructors of B.C. (Vernon A. Young); and theTraining and Development Society of British Columbia (Roy Rajsic).'(KC)

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PACE Papers 2

ADULT EDUCATORS

AND THEIR ASSOCIATIONS

IN BRITISH COLUMBIA

Edited by Jindra Kulich

Pacific Association for Continuing Education

itLg-gEPARTMENTOVEDUCATIDNof Educational-Research-and Imvirovernent

ED TIONAL RESOURCES INFORMATIONCENTER (ERIC)

is document has bun reproduced ureceived- -from the person or organizationoriginattng itMinett*Mtges have been made to improvereproduction quality.

Poinllof vitiv Of opinions staled in this docu-ment do not neasuarify represent officialOERI potitbr. or policy.

1986

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E EDUCATIONAL RESOURCESRMATION CENTER (ERIC)."

The Pacific Association for Continuing Education is an organization of adult educators dedicated to:

fostering and maintaining high standardsof practice in adult, community andcontinuing educationproviding a forum for the exchange ofideas, experiences and views related tothe field

promoting the clear identification ofneeds in adult education and todeveloping methods of satisfying theseneeds through seminars, meetings,conferences and other communicationtechniques

supporting active relationships amongeducators in labour business, industryand the community to ensure that thegoals of each will be supported as theyrelate to adult education

providing a coordinated vehicle onbehalf of its membership in addressingissues of policy, finance and practicerelated to adult, continuing andcommunity education at the provinciallava!

assisting adult learners through bursaryand scholarship awards

Copyright 19813 PACE

Orem' Frorn:The Pacific Atsociation for Continuing Education2832 West 35th AvenueVancouver, B.C. CanadaVSN 2R1

Price: $15.00

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3

EDITOR'S NOTES

The contribution of adult education to the social, cultural and economic development of individuals andsocieties now is recognized everywhere. The expansion of the provision of adult education in BritishColumbia since the early 1960s would not have been possible without the many committed andincreaSingly more competent adult educators, be they volunteers, part-timers or full-timeprofessionals. The contribution of the associations of adult educators also must be remembered.

The papers written for this volume deal in the first part with an analysis of the volunteer and theprofessional adult educators, and with their training_and continuing education. The second pert bringstogether telf=portraits of the adult education associations active in B.C.

Russ Pacey, Susan Witter and Barbara Bate provide us with an inSightful analysis of the situation,trends and significant contribution of volunteers in adult education, and with proposed strategy for apartnership between the volunteers and the professionals.

Jim Thornton and Rick Kavanagh_carried out In preparation for their paper the first B.C. Survey olf adulteducatorS, aiming at the development of a profile of adult educators in B.C. Their paper presents ananalysis of responses to the questions of who are the professional adult educators, where ere theyworking, what are their distinguiShing features and what are their opinions about salient characteristicsof the profeSsion and the professional.

Denis Haughey examines the provision for the training of professional adult Oducatort in S.C. as well asprovision for the training of volunteers. He focuses heavily in his Raper on analysis of the current stetsof in-service training and profOSSional development of the adult education practitioners, deals With theiSSue-of the adequacy of this provision, identlfierneeds-not met and outlines needs and opportunitiesfor the future.

The self-portraits of the B.C. associations of adult educato-s, featured in part two of this volume,present for the first time under one cover information about the genesiS, rationale andgoalS,development, organization and _current situation of the Pacific ASsociation for ContinuingEducation, the Adult Basic Education Association of British Columbia, the Adult Special EducationAssociation, the Association for Community Education in British Columbia, the Association of BritishColumbia Teachers of English as an Additional Language, the B.C. ASSocitition of Continuing EducationAdministrators, the Private Career Training Association of B.C., the Society of Vocational Instructors ofB.C., and the Training and Development Society of British Columbia.

The papers written for and published in this issue of PACE Papers are a valuable and timelycontribution to the field and the profession of adult education in B.C. They should also be of interestand benefit to adult educators and other community and human service workers further afield.

January 1986 Jindra Kulich

NOTES ON AUTHORS OF ANALYSIS PAPERS

Barbara Bate is Instructor/Coordinator of Adult Basic Education at Fraser Valley College, ChilliwackCampus. For the past four years she has coordinated the volunteer tutors program for adults withbeginning literacy skills. Barbara's volunteer experience includes work With the Chilliwack CommunityServices Vdunteer Advisory Board and the Canada Cancer Society.

Denis J. Haughey is Acting Coordinator of Credit Programs in Ihe Division of University Extension andCommunity Relations c,! 'the University of Victoria. For the past five years he has been Coordinator _ofCOMMunity Education In the some Division. Prior to that he was proviricial Coordinator of Adult BasicEducation for British Columbia and he has held teachingend administrathre positions with the Universityof Alberta and the GOvernment of Alberta. He also served as chairman of ContinUing Edudatien atGrant MadEVian Community College, Edmonton; for five WWII. He holds a Ph.D. in EducationalAdministration, and his professional interests include professional development; organizationaladaptation and change in uniVersities, and power and politics in education. He is currently chairpersonof the Minister's Advisory Committee on Continuing Education.

Richard 0. Kavanagh is currently a graduate student in the Department of Administrative, Adult andHigher Education, University of British Columbia. He is a Registered Nurse, with his B.S.N. from theUniversity of Victoria. Richard is engaged in thesis research pertaining to continuing education in thehealth professions.

Ruts Pacriy is Coordinator of Community Education Services Division at Carnosun College in Victoria.As a volunteer within the adult education sector, he is currently President-elect of the Association forCommunity Education=B.C. and Secretary of the B.C. Association of Continuing EducationAdministrators. As a volunteer in the community, he is currently Preaident of the Victoria VolunteerBureau and Vice-President of the Community Council of Greater Victoria.

James E. Thornton, is Assistant Rrofessor in the Department_Of Administrative; Adult and HigherEducation, University of P.ltish Columbia, He is Coordinator, Committee on Gerontology, Faculty ofGractuftte Studies, at UBC. His research interests include professional development in adult educationand the sJucational activities of older adults. These research interests are being pursued withcolleagues in Japan and Sweden.

Susain Witter is Associate Dean of Continuing and Developmental Education at Fraser Valley College,Susan's We* in adult education includes volunteer commitments as Preaident of the VancouverYWCA, and as Board Memter of the Vancouver Volunteer Centre, of the Surrey CoordinatingCommittee; and the Pacific Aisociation for Continuing Education. She developed the VolunteerManagement Certificate Program at Vancouver Community College in 1981.

"D,

I I

CONTENTS

Editor's Notes

Notes on Authors of Analysis Papers

Adult Educators and Volunteer= A Partnership Strategyby Russ Pacey, Susan Witter and Barbara Bate

The Professional Adult Educator: A Profile Developedfrom B.C.'s Adult Education Associationsby James E. Thornton and Richard 0. Kavanagh

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The Training of Adult Educators In British Columbia 21by Denis J. Haughey

The Pacific Association for Continuing Education31

by Knute Buttedahl

The Adult Basic Education Association of British Columbia 35by Norma Kidd

The Adult Special Education Association37

by Gladys Loewen

The Association for Community Education In British Columbia 39by Inge Williams

The Association of British Columbia Teachers of English 43as an Additional Languageby Pat Wakefield

The B.C. Association of Continuing Education Administratorsby Ed Pal lesson and Don Jacobs

The Private Career Training Association of B.C.by Marie Tomko

The Society of Vocational instructors of B.C.by Vernon A. Young

The Training and Development Society of British Columbiaby Roy Rajsic

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51

56

59

ADULT EDUCATORS

AND THEIR ASSOCIATIONS

IN BRITISH COLUMBIA

ANALYSIS PAPERS

ADULT EDUCATORS AND VOLUNTEERS: A PARTNERSHIP STRATEGY

Barbara Bate-, Russ Pacey and Susan Witter

Introduction

Adult 0dt/cation in B.C., as elsewhere, can becharacterized historically as having evolved froma largely informal service, proVided primarilY byvolunteer:1, to an increasingly formal systeMdominated by paid professionals. This paranoiapatterns in most areas of the provision of humanSer Vicee to bommunities in 20th century westernsociety, including the voluntary sector itself.There have bn minor °blips" in this trendalong_ the Wity,_ resulting from the social andeconomic upheavals caused by Significantevents like the Great 1:4_preation and World WarsI arid II. There has been such a change in thepast few years - especially pronounced in B.O. -ostensibly cauwd by r;frevailing economicconditions and concomitant government fiscalrestraint. This has similarly affected andsomewhat redirected both adult education andthe voluntary sector.

It will be argued in this paper that the currentsituation may not be a mere *blip° in theinexorable drive to total professionalism ofhuman services, but the beginning of a maim'directional shift; and that even if this shouldprove not to be the case, we nevertheless woulddo well to rethink the dirmition in which We areheaded.

Unbridled professionalism does_notiapmer to betaking us closer to the elusive goal of adequateand fair_OtOvitiOn Of bilnan services (includingeducation). The _obvious current reaction is thatthe public will not or cannot afftfrd to pay the bill,regardtett Of iltiOrtance of value. On a moresubtle _level; professionalism-has been a, major(if not the major) _fact** in the Oration ofttaditkinal tOmmunity bases of support forindividuals and families; Professional jargon andIncreaml specializatfon tharatterite what iscomMonly lefetted to as °Professional Mys-tique"., which provides Impetus for a syndrOMecharacterized by 09000 OerbeiVing themselvesto be increasingly dependent on °experts" to

deal with the complexities of our SOciety. Thisgrowing feeling of poWeriessness does not justaffect an individual's sense of personal respon;sibling, but also undermines cieople'S Willingnessand perceived ability to reach out and help oneanother. To a great extent, the widelyproclaimed public apathy of our totiety can beattributed to Mit perceived lack of requiredexpertise and tear of possible legal repercus-sions (the wont of another highly professional-ized human serviee sector of our society).

Professionalism alone is not completely respon-sible for the demise of the community or theindividual's ability to _control their own lives. Theincreasing institutionalization of our society andthe Orwellian spectre of depersonalized controlby bureaucraclea in big business and biggovernment are also dominant factors in thisprocess. However, this paper is primarily aboutadults who volunteer and educate, not theorganizational structures in which they work.This is a meaningful distiraion to make becauseneither adult educatiOn nor the voluntary sectorwould normally be described as heavily institu-tionalized or bureaucratized. This relative lack of°bigness% carallelled by their relatively informalstraotures, =Istituto two key premises uponwhich this paper will I* bawd. Most profesSionswould have conSiderable difficulty shifting in thedirectron Which will be described in this paperbecause they are deeply entrenched along thelines described previoutly.

The most significant factor in this entrenchmentis attitudinal, and there is considerable variationamong different pirofeaSiona. Demystifying theprofestions is imperative, and attitude changeswill be required by the public at WWI atprofessionals. Rowever, the professional atti-tude must _clangs first if public attitudes are tobe influenced constructively. Specific humanservicAS and related Orofeations are deliberatelynot being klentified because individually they arenot central to the issue under consideration.Basically, if and as the shoe fits...

The Partnership Strategy

This paper does not pretend tO be the definitiveateteMent Of fUture direction for adult educationor the voluntary sector; considered together otseparately. Rather, it is a perspective,basod onconsiderable experience _working in both areas;that puts forward a strategy for collabOratiOnwhich suggests a "healthier MOdel for thegeneral proVision of human services to commu-nities than the one which seems tO be frOttratingeveryone currently, While et the same _time.being of direct mutual benefit to adult educatorsand volunteers.

The promsed strategy is neither new orearthshaking. In fact, it merely echoes acommon theme being heard within and amongvarious sectors of our society - partnership.While not profound, it la different from pasttraditions, which were dominatui by volunteerswith very little professional expertise or guid-ance. ENIcause we have not gone too far in the"professionalng" of either adult education orvolunteering, the prospects for successfulpartnership are great.

The partnership can perhaps best be consideredalong these two major dimensions:

1. Volunteers providing training.2. Providing training for volunteers.

There aro certainly others, but this simpleconfiguration captuves those elements whichappear to to of highest relevance to theparticular focus of this paper. Training andeducation are the linking factors, in terms ofdeveloping skills to provide services, as well asaffecting attitudes toward responsibility for theprovision of services.

The partnership stratutg,, Will be explicatedthrough five examples of actual adult educationpractice in which the authors are playing ix haveplarki lemsdership roles. They do not pretend toprovide even coverage of the area, but ratherwould most usefully be viewed as case stuftisfrom whlch hettful general Ideas and dirtiCtionscan be gleaned for applications in ether areas.What should be clear from the examples

considered together is the enormous potentialfor creative collaboration between adult educe-WS and the voluntary sector.

Volunteer Management Training

The training of volunteers for the jobs they arebeing asked to perform is an important part ofany iticcessful volunteer program. However,because of the diversity of roles played byvolunteers and the uniqueness of variousorganizational settings, the formai adult systemhas relatively little to do with the regular, direcltraining of volunteers. Of course, the exceptionsare often notable, because they frequentlyinvolve quick response to emergent local need.The ability of adult educators to respond quicklyWith on-the-spot training of needed volunteerscan be documented in most communities. Thearrival of the *Boat People" refugees to Severalcommunities a few years ago was a widespreadcase in point.

Hi/Veinier, on an ongoing basis; a more effectiveway for adult educators to proVide usefulsupport to the Voluntary sector is throughortiViding trakting for its leaders. These are thepeople whoiin turn train the volunteers, as wellas wrovide the OVOrall leadership and support toensure successful volunteer programs andsatisfied volunteers;

Grant MacEwan Community College in Edmon-ton had been woridng with the voluntary sectoron WS basis, providing training on an ad hocbasis, as requested. In 1977, the AlbertaGovernment decided to cut back its spending onsocial services, suggesting that the voluntarysector could help pick up the slack, foreshadow-ing things to come in B.C. Ironical, one- of theincidental casualdes of this cut-back was a verysmall Volunteer Services Unit, which had teendoing an admirable job of provkfing consultationand coordinating information among voluntaryorganizations throughout Alberta with a wallcore staff and minitcule budget. It is doubtful ifthe GovOrnmSnt even realized what it had done,but the shutdown of this limited service causedcznsiderable distress throughout the voluntarysector.

This was the catalyst for the College to assumea proactive role, for other factore had beensuggeating a course of action. Voluntary sectorleaders had for some time been indicating to theCollege that they needed a comprehensivetraining program that_ would allow for thesystematic development of knowledge and skintover time. It was suggeend that some type offormai recognition for the training would inhelpful, as well. The other major concern Wetthat the training be affordable, given theextremely limited budgets of most volunteerorganizations. This ties in with another reality oftraining volunteers. Utually the training theyreceive is not of primary direct benefit to them,but rather its aim is to enable them to moreeffectively provide servicee_ for othert. Thus, itseems fair that their iraining, if not provided tothem at no charge, should certainly besubsidized at least as much 66 regular Collegecredit courses, which are normally of directbenefit to the individual, yet are about 90%subsidized.

The combined Impact of all these factora,togethor with the realization that volunteermanagement was an area of study totallyanalagous to management in tits business orpublic sector, triggered the idea of proposing tothe ProVinciol Government Depanment ofAdvanced Education that the College establish acredit program in tandem With lie BusinessManagement Diplome fVogram. The idea wasnot to create a traditional 03llege program, butto build on the fact that thia area of training hadell the elements of a regular program, and ifapproved, would directly address all the Mediand ancerns expretted by the voluntarySector._ Of_ course these needs could, andperhaps should, have inen addressed in otherways by the Government, but since this optionappeared to be the path of least resistance, itseemed sensible to pursue. It took a highlycooperative effort to pull all_the pieces together.Working with a group of 10 exinriencedvolunteer managers, the College devebped aDACUMAike Skills Profile. With the enthusiasticsupport of the voluntary sector, this profile wasvalidated by over 400 practitioners throUghoutNorthern Alberta. They also conducted an

extensive formal survey of needs at the sametime, using an instrument devised by the Collegein consultation With volunteer leaders. Finally, aninventory of available learning resources wascompiled and a pilot overvieW course conductedand evaluated. With all this ammunition, a formalproposal for program approval was submitted tothe Government. To everyone's astonishment, itwas accepted without question, which wasalmost unprecedented in those days.

With accreditation and regular funding in placefrom year to year. It became Oonible for theCollege to _offer qtnlity community-basedlearning services to the voluntary sector on itaterms, with tuition mats 90% eubeldized. Theprogram is still operating successfully today. Itrepreients a totally just and reasonable answerto the particular set of neede, but onlyachievable via a highly unlikely route, as a resultof extensive, sustained collaboration betweenadult educators in the College and leaders in thevoluntary !vector.

Leadership In the Voluntary Sector:An Educational Television Series

Along with everything olio in our increasinglycomplex society, conditions are changing rapidlyin the voluntary sector. High levels of unemploy;ment are turning unprecedented numbers ofpeople to volunteering, as a means of keepingactive, gaining employment=related experience.while providing worthwhile services in thecommunity.

Another major dimension_ of change relates topeople's motivations for volunteering. Thetraditional images of volunteering rwa longerprevail. Fveenle today see volunteering as atwo-way street of mutual benefit. They are partlymotivated by the desire to provide service totheir communities, but they are also veryconscious of their personal *payoff, ", whichnearly always goes beyond the stereotypicalNOo=gooder- image. In addition to employment-related reasons for volunteering, most peopleare kokire for lifestyle alternativea. Forexempts, people without children will volunteerto work with kids as a means of partly fulfillingthat aspect of their lives. Or, people with jobs

1 0

which provide very little people contact willvolunteer to work with people. Similarly, thodewhose work providet little physical activity mayvolunteer to do things that are physicallystrenuous. Volunteering is commonly seen as away of developing and practicing new skills andbehaviours. The variations are endiess.

While demands of volunteers are changing andIncreasing, volunteer service organizations aretypically being squEmzed by budget cut=backsresulting from Government restraint programsduring these economic hard times. Thus, theyare in a double bind, with increasing demand forServices coming at a time of declining resourcesto support their own operations.

ThiS situation has a particularly devastatingimpact on training of the people who lead andorganize volunteer and voluntery organitations.These people itiaude boards _of directors ofnon-profit organizations, as well as manage=ment _and supervisory staff of OrganizatiOnsproviding volUnteer services. Some of thesestaff positions are paid (usually low salarieS), butoften_ they are volunteers theMeelVea, at aretheir Werth' Of diredtera. Boards and staff havesubstantial legal responsibilities, _as well asfrequently compiex organizational leaderShiproles to fulfill - often with little or no training;

Successful volunteer programs do riot linthappen; they require people with sophisticatedorganizing and supervisory skills. Managing theoperation of large numbers of part-timevolunteer "staff" involves all the elements ofsimilar actMties in the business motor, exceptthat volunteer leaders must ensure that eachvolunteer is being suitably citallenged andsupported or the rmirson will not return. Onlysatisfied Voluntifiera Will continue working.Effective volunteer leadership is crucial for theoperation of the voluntary sector, and effective-ness requires extensive training.

At a time when changing conditions maketraining and upgrading of skills of volunteerleaders more important than ever, these peoplehave less time and money than ever to invest intraining. This affects small, low budget voluntary

organizations particularly adversely. A furtherproblem in aii of this is that educational fundingcut-backs have made regular tritining opportuni-ties more expentilve than ever. Given that mostof the people under consideration here arethemselves volunteers, the entire currentSituation it unfeir to these people and erosive tothe foundations of the voluntary sector.

Training needs to be made available on a flexibleand inexpensive basis in order to effectiVelYMONO volunteer leaders. Television Is a logicalfOrMat to provide flexibly available traininginexpensively. While there are some isOlatedvideo packages Which partly address relatedsubjects, there are currently no video trainingmaterials available which in any way comprehen-sively meet the training needs described here;

British Columbia and Alberta, Woause of theKnowledge NetWork and ACCESS Alberta re-spectively, are in a unique position to developthe required televisionw.based instructionaLmatrials. Their educational television production andbroadcast capability are at the vanguard oftechnological development enywhero in theworld. Working With a team of voluntary sectorrepresentatives and adult educators to guide theprocess, they have the capability of meeting thisidentified need.

Systematically developed, comprehensivevidett--based training programs can be pro-duced, along with appropriate print and othermediated support materials. integrated andwordinated, they will provide a powerful trainingresource for the voluntary sector and for adulteducatorS Working with them. By sharing theproduction workload between the two provinces,the project became manageable and economi-calV featible. The main reason this developmenthas not been undertaken earlier is that it is toolarge for any single jurisdiction.

The initial partners in this venture, in addition tothe tWO educational televbion authorities, areCamosun College in Victoria and Grant MacEwanCommunity Collime in Edmonton, AlbertaFurther Education Services, and Alberta Culture.Others will become involved as the projectdevelops. The training materials will be broad-

11

cast over the Knowledge Network and ACCESSAlberta, and the training packages in videocassette format will be made available forsubsequent distribution thoughout B.C., Alberta,the rest of Canada, and probably internationally,since nothing similar exists elsewhere.

Mass Carclio-Pulmonary Resuscitation (CPR)Training

CPR- is a clastic example of . volunteer activityWhich requires .training for_ competent perform=ance of a vital lifw-saving skill._It IS classic In.thesense that riti one learns CPR for their own directbienefit;__It is .only useful_ in _helping _others. Thus,it_is a highly laudable voiunteerprogram in termsof-the diectittion in the introduction of this papareletine to . the_ trend, toward people feelinghelpless to assist one another.

Cititen CPR has been proven to save lives bysustaining basic !Ka support systems in emer-gency situations until advanced live supportsyttems arrive on the scene. This movementinn advanced with little support from themedical profession; in fact, from time to time,there has been resistance. Adult educatorsthroughout B.C. have been supporting CPRtraining for years, at all levels, includinginstructor training.

In-February of 1983, during Heart Month, a massCPR Heartsaver Course was broadcast over theKnowledge Network, and in one evening over3,500 citizens ot B.C. were added to the ranksof those knowledgeable about and able toPerform CPR. This remains the largest live,interactive educational television event in thehistory of the Knowledge Network. It marked theculmination of monthe of collaborative prepara-tion between adult educators and CPR voiun=teers both centrally and in communitiesthroughout B.C. In Vancouver, adult educatorsfrom the Justice Institute and VancmuverCommunity College worked with CPR people andthe KnoWWdge Network in the preparation offilmed video segrrents for the broadcast whichwould carefully and clearly demonstrate properCPR technique and providw basic preventiveinformation about heart disease. Print back-up

resource materials were also prepared fordistribution. In other communities, local adu:'educators worked with CPR volunteers toorganize a locai training event to Wrap aroundthe television broadmt, incorporating thedietributed print material aid providing thehands-on practical portion of the HeartsaverCourse. Thie involved having practice manne-quins on hand and sufficient numbers ofinstructors to handle whatever number ofstudents showed up at the learning centre orwhatever local facility was being used.

Over 50 B.C. communities that night experi-enced the power of collaboration between adulteducators and volunteers in extending learningopportunities acrott the Province's geographi-cal barriers at low cost, while at the same timeraising public awareness about an importantvoluntary movement in our society.

Volunteers In Adult Education Basic LiteracyPrograms

The use of volunteers in basic literary programsin B.C. datee back to the 1920s when theVaKcouver YWCA utilized volunteers to work withyoung factory workers. These volunteers workedwith young women in 'elementary' reading andWriting skills. Numerous ad hoc adult literacyprograms developed in the 1940s, 1950s, and1980s including programs in neighbourhoodhoutsei, libraries, and community serviceorganizations. However, it hat only been overthe last decade, With the introduction of adultbasic education programs within the post=-Sec-ondary learning environment in B.C. that the useof Volunteer8 in the instruction of adults in basicneeding, -writing, and speaking skills hasflourished.

1Vvo pioneer programs, Vancouver CommunityCollege's "Home Front Learnirie Program" andCOUglat Ctilleee't "I Care Program"; modelledthe development of numerous adult vOlunteerliteracy programs dNiVered by communitycolleges; school cUstricts; church groups,voluntary organizations, and lIbrarlea. Thegrowth, especially over thte lett five years, hasgiven adults with low educational levels new

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opportunities in adult education in BritishColumbia.

The concept of volunteer tutor prograMs, wheretrained tutors are Matched with adults who needupgrading at a basic literacy level, has grownsufficiently at Fraser Valley C011ege in Ab-botsford and Chil &bolt. The program, initiatedin 1982 by the Adult Basic Education Co-or-dinator, has expanded over the laSt feW years toinclude students In English language training andadult special education. Presently, there are fourco-ordinators supervising over eighty trainedtutors and aS many Students, who meet one tothree times a week at the College, in thestudents' homes; the tutors' home*, or othermutually convenient places, to engage inlearning basic reading and writing skills;

The four tutor programs at Fraser Valley Collegeoperate on a similar philosophy and format.Coordinators are fully reSponiible for allactivities within their programs. This involves theprocess of advertising, assessing, deeigningtraining, matching, Supporting,_ recording, anddeveloping. In this way, coordinators are closelylinked with students and tutors, and a three-waypartnershIpit eatily formed. The partnership isbased on communication, equality, and commit-menta system which has proven itself over thelast four yearS.

Adults volunteer in batic literacy programs formany reasons. Primarily, they have a desire tofulfill needs they have as individuals. Some aredeeply committed to a particular area ofservice. Some are seeking new experienceS interms of skill development of career exploration,and some have altruistic feelings of simplywanting to help. Other volunteerS with to meetnew people and become part of a group. Stillothers are unemployed and want to remainactive and involved; they see the tutor programSS an opportunity to keep their professional_ skillsup to date. Tutor training is attractive to theSevolunteers Since the skilli and informationgained are valuable and transferable. A numberof the senior trained volunteers are now working

8

partrtime_ as Adult Special Education LearningAssistants. They work with diSabled Students,assisting with their integration into academic andcareer programs at the College;

There are other_ examples of tutor trainingtransferability. One is the basic literacy volunteerwho is now alw volunteering in a kindergartencleat. She StateS with pride, "I don't need to betold what to do. I understand, and I knoW that I

am a real help.* Many volunteers have reportedthe thrill of rcognizing_and understanding theirown children's learning difficulties. It pleasesthem as parents to be in 6 position to assist.One Volunteer, _after tutoring for two years,changed his career goal and is now enrolled in auniversity teacher training progfam. OthervoluntearS, Who are also trained teachers, haveacquired private tutoring jobs as a result of theirCollege tutoring. It appears that the benefits oftraining and in-service_ to tutors can extendbeyond the volunteer tutor program.

Today's volunteer force has a different make=upthan that of a decade ago. There IS a greaternumber of fully employeod people volunteering

With more leisure time available, they arelooking for activities which are both satiSfyingand rewarding. Alto._ in-creating numbers of menare beginning to volunteer in nurturing areaSsuch as tutoring. And finally, a younger group iscoming forward to complement the maturefemale volunteers who are still active. But eventhis latter group reflects change since they seekmore challenge end responsiblity in theirvolunteer assignments.

There are some in adult education who feel thatvolunteers are uncommitted to their assign-ments. There is growing awareness, however,among those who are using volunteers exten-sively, that if provided with good initial training,challenging and_ rewarding opportunities fortutoring, feedback on performance, in=servicetraining, funding where poSSible, and recognitionfor service, committed individuals will volunteertheir time to help undereducated adults developone of the most significant steps in their adultlivesthe motivation to read and write.

13

Local Economic Develdpment

This example will have to be ccnsideredSomewhat metaphorically to fully understand therelationship's and implications. But it IS of Suchcurrent importance to adult eductors andembOdiet the principles under considerationhere so well as to warrant its inclusion.

Adult educators in B.C. are being encouraged toembrace ideas such as "Small is Beautiful" at Acountervailing strategy to megaprojects and themessiVe central training schemes into which weinevitably get drawn. These generally are notdefined by the community_and may or may notoffer any direct benefit to a specific community.Most significantly, they exist beyond the controlof the local people and adult educators, withdecisions being made by distant 'experts'.Persistent _high unemployment and the inabilityof these centralized programs to do anythingabout it, had led many peop!3 to seek localsolutions. This inevitably involves delving into theinformal economy, which IS, by definition,outside the control of mainstream economics. Itinvolves looking for productive ways to provideand exchange goods and servicet in anemployment market where there are no formaljobs available.

The informal economy, of course, includes thevoluntary sector, which is a massive provider ofimportant services, but not deemed productiveby the formal system since no money changeshands. The establishment of partial or totalbartering systems, such as the Local EconomicTrading System (LETS) currently being pro=moted in B.C., is an impOrtant means ofexchanging needed goods and services whenjobs and money are limited.

The identification of new local markets andproducts which could Ws developed locally atsubstitUtes for 'imported' products are keystrategies for enhancing the local economy. Themain point here is that these are areas of controland decition that rest in the hands of localpeople. Economists claim that 25% of a localeconomy can normally be controlled locally.While that it a frighteningly low percentage, it

9

represents A lot of productivity or dollarequivalents, and can make a big difference tolife in a community. The re-emergence offoodbanka and related emergency servicea hasbeen another area of local response, organizedand operated extensive!), by volunteers.

In all of these areas of informal economicactivity, adult educators can and are playing amajor _role, raising awareness, providing train-ing, helping coordinate voluntary servicesanexcellent example of formal systems breakingdown or proving inadequate to the task, and newpartnerships of informal systems, including adulteducation and volunteers, emerging to meet thechallenges.

Conclusion

It should be evident from the precedingexamples that not only can this strategy ofpartnership strengthen our respective systems,but analogously, other human service systemsas well. Perhaps the most interesting implicationof all of this is the Mental for adult educators,building upon their own experiences working inpartnership with volunteers, to play initiating,leadership, and/or catalytic roles with otherhuman service sectors in the exploration ofcreative new partnerships with volunteers andthe voluntary sbotor.

It is a conStructive approach to a major dilemmawhich is facing society, requiring no denigrationof the professions or their expertisemerely anopen sharing of that expertise. The payoffpotential is enormous and the add-on cost isnegligible. Not only Are the practical problems ofproviding increasingly expensive human serviceseffectively addressed, but a major step willsimultaneously be taken toward reviving thehuman spirit of our people and their communi-ties.

Most solutions to human problemS seem torequire mASSIVe aMOunts of money. This onerequires little or no additional funding, onlyattitude changes. It is a solUtiori in which adulteqUcetOrts COOld be in an ideal_ position to play anincredibly significant role in breaking downbarriers and helping integrate formal and

1 4

informal systems within our society. In a way itrepresents a partial return to the old days.except in the present day context the emphasisis on genuine partnership, with each partnerhaving sophisticated skills and a wealth ofrespective experience to contribute.

10

ME PROFESSIONAL ADULT EDUCATOR:

A PROFILE DEVELOPED FROM

B.C.'S ADULT EDUCATION ASSOCIATIONS

James E. Thornton and Richard 0. Kavanagh

Who are the professional adult educators, whereare they working, what are their distinguishingfeatures, and What are their opinions about thesalient characteristics of the profession and ofthe professional? These questions formad thebasic purpose of this paper which was todevelop a profile of the adult educators in BritishColumbia. To answer these questions wedecided to conduct a survey of the members ofthe professional associations involved in theeducation of adults, asking them directly. Ourstrategy was to approach groupings of indiviclik.als relating more to the profession, than to a jobper se. The provincial education groupsassociated _with the Pacific Association forContinuing Education (PACE) were contacted,and their members canvassed through a mailedquestionnaire. In addition the continuingeducation personnel of the three provincialuniversities were also surveyed.

Introduction

While a job is a position taken to earn a living, aprofession is community joined. °Professionalsare often Said to be oommitted to and identifiedwith their work so that its meaning for them is 6central life interest* (Yeita, 1981:52). TheraiSon d'etre of this community is to share andcontrol advancing knowledge and developmentamong its members.

Adult educators possess abilities to assist adultsin their learning endeavours. Education involvesengineering the milieu to facilitate this learning.

Adult education is increasingly called upon tocontribute to solving society's problems: unern=ployment and under-employment, the chaos ofacid& and tachnological change, and increasingawareness of health, lifestyle and leitureconcerns. Education is alWayt an intentionalactMty, intended to transmit worthwhile know-ledge and attitudes in a morally acceptable Way(Moore, 1982). It is because of thiS claim(valued product by an acceptable process) thatadult education_ has gained increased attentionin our society and in public policy pronounce-ments. Thus, thoSe who practice t a professionare Worthy of study.

WhO ire the Adult Educators In &C.?

We intend_that the adult educators should speakfor themselves as much as possible; therefOre,narrative and reference are Minithal, while dataare presented iri descriptive and tabled form

A total of 1,404 questionnaires were mailed tomembers of eight professional associationsaffiliated with the Pacific ASSociation of Continu-ing Educatiort (PACE) and to continuingeducation personnel of the three provincialuniversities. The number* of questionnairesmailed to membership of each association, thenumbers returned and the rates of return arereported in TABLE #1. Becaute of multiplememberships, the 435 questionnaires returnedrepresent 518 association memberships for aneffective rate of return of 38.8% from theseprofessional groups.

TABLE #1

DISTRIBUTION OF RETURNED QUESTIONNAIRESBY PROFESSIONAL GROUP

TotalMembership

ReturnsNumbers Percent

1. Adult Basic Education 133 35 26.3Assoc of B.C. (ABE=ABC)

2. Association for Community 214 28 13.0Education in B.C. (ACE=BC)

3. Adult Special Education (NOT SURVEYED)Association of B.C. (ASEA-BC)

4. B.C. Association of 111 45 38.7Continuing EducationAdministrators (BCA=CEA)

5. Pacific Association for 164 80 48.7Continuing Education (PACE)

6. Private Career Training 40 20 50 0Association (PCTA-BC)

7. Society of Vocational 64 20 31.2Instructors of B.C. (SVI-BC)

8. Teachers of English as an 486 112 24.0Additional Language (TEAL-BC)

9. Training and Development SOcietyof B;C; (TDBC)

144 61 42.3

10. University Continuing Educators 63 34 53.9

TOTALS 1404 435* 30.9

*The returned questionnaires identified 518 memberships (38.6%) in these professional groups.Eighty-three of the respondents indicated that they belonged to more than one of the associationssurveyed.

Sex

Of the 435 respondents who returned question=flakes; 10 did not indicate their Sex. Of the 425valid responses, 248 (57.91) were from womenand 179 (42.1%) were from men.

12

Age

Fifteen of reVondents did notindicate their age;hoWever, among the of 420 valid responses, therespondents ranged in age from 22 kJ 74 yeerS.The distribution of respondents by age groupings

1 7

is reported in Table #2. The mean age e therespondents is- 42.7 years, and the median ageit 42. The age distribution is consistent withseveral earlier studies (Nichola & Brunner, 1959;Meisner, Persona & Ross, -..~.779) Many adult

educators enter the field after having Worked inanother career or profession, thus accounting inpart for higher average age among those thathave been in the profession for 10 years or less.

TABLE #2

DISTRITBUTION OF RESPONDENTS BY AGE GROUP

Age Group Number Percent

22 to 29 24 5.730 to 34 50 11.935 to 39 114 27.140 to 44 87 20.745 to 49 50 11.950 to 54 37 8.855 tO 59 26 6.260 to 65 19 4.565 to 74 13 3.1

Proximity tO Vancouver

Most of the association6 which were surveyedfor this Study have significant membership in theLower Mainland area and conduct moat of theirmeetings there. Ho Weyer, many of theirmembers reticle and work elsewhere. Thebusiness of an association and its profeasionalidentity are Shaped by the influence thatmembers have on one another. This in turn isinfluenced by the ease of interaction among themembers and their ability _to take part in theaffaira of those associations that provide themprofessional relevance. Thue we wanted toknow how easy it was for members to come tothe meetings of these associations-.

io maintain anonymity the direct and preferredquestionIn what city do you work?was notasked as it would likely identify too many people.Nonetheless, we wanted to know somethingabout the numbers who Would have somedifficulty to come to the annual general meetingsand other meetings of their association becauseof distance and other barriers to travel. Thegeography of British Columbia makes it difficultfor some to travel even a few kilometers for

=131 8

meetings primarily because of the Strait ofGeorgia and the Coast Mountains. So thequestion that was finally asked Was: How longdoes it take you to go to Vancouver by car andferry (in hours)?

Of the 403 respondents who answered thequestion, 217 (53.8%) indicated that it takesthem one half=hoUt or LOSS "to go toVandouver". Of the remaining 186_ respon-dents, 60 (14;9%) live or work one half-hour totwo hoUrS frOM Vertiauver. One hundred andtwenty six (31;3%) of the respondents live morethat three hours from the city. Of those that liveMOM- than three _hours from Vancouver 57(14;0%) live more than six hours away bycarfferry. Such time constraints _require thatbath Of the_professional groups adopt a varietyof ways to keep in touch with its membera and toenhance the continuing pr-ofessional educationopportunities essential to them;

What is Their Work?

Employmnt Status

Just over 67% (293) of the respondentsreported that they were employed full time,

while 24.8% (108) were employed part-time. Ofthe remaining 35 respondents, 2.1% (9) wereworking part-time (not paid), while 1.4% (6)were unemployed and 4.4% (19) were notworking by choice. Of those employed full-time52.6% (152) are men and 47.4% (137) arewomen; however, of part-time workers 16.0%(18) are men and 83.6% (92) are women.

Years in Adult EthatitiOri

The respondents have vaxked an average 10years in the field of adult education, while justabout 50% of them have worked in the field for 8years or less. About 32% of the respondentsentered the field during the _past five yearsclearly indicating the growth that has occurred insome aspects of the field during the pastdrxade. Those who are employed part-timehave been in the field an average of three yearsless than those employed full-time. It isbeliewl that most of these neW adult educatorsare teaching English as a second language andother specialized college programs in the healthand technical areas. However, a more rigorousanalysis of the questionnaires will be necessaryto ascertain areas of growth in the field.

Employr

The =lieges and universities are the- larctestsingle category of employer -46.0% (198). Thepublic schools employ 15.8% (68) and thevocational/technical institutes employ 7.0%(30). Government departments including healthand social service agencies employ 8.9% (38).Industry and commerce employ 4.4% (19) andonly two respondents gave a labour union asemployer. Tiventy-eight (6.5%) are self-employed, while 15 (3.5%) work fr.w proprietaqfschools. Those who work for financialinstitutions and "others" comprise 2.6% (11) ofthe respondents.

How They Started

About 63% (269) o' the respondents reportedthat they started in adult education as a "newjob _opportunity" what) 10.0% (43) gave "wentto school" and 9.6% (41) cited "volunteerwork" as reasons for starting In the field of adulteducation. "Change in job requirements" and

14

"entrepreneurial" accounted for 4.9% (21),respectively. Eight percent (34) of the respon-dents gave "other" 85 their reason to describehow they started as adult educators.

Work Day Activftles

The respondents were asked to indicate thepercentage of their time gent in a variety ofwork -activities. Thete data are reported inTABLE #3. Over 83% (362) of the respondentsspend some part of their work time involved inprwram planning activitiet. However 30% ofthe respondents spend less than 10% of theirtime program planning, and another 30% spendmore than 30% of their time in this activity.Fifty-one (14.1%) spend more than 50% of theirtime program planning.

Seventy-four percent (321) spend some part oftheir work tiff* on administrative activities. Ofthese, about 30% (88) spend more than 50% oftheir time in administrative activities. As mightbe expected those employed full-time spendmore time in administrative activities than thoseemployed part-time. Teaching or training is theprimary work activity of 296 (68%) of thereipondents. Over 50% of them spend morethan 50% of their time teaching. This group iscomposed of many part-time adult educators:those employed patt of the year, thoseemployed part of the day, and those employedunder short term contracts. In contrast toadministrative activities, part-time employees,on average, spend more time teaching thanthose who are employed full-time. Forty-eightpercent (209) of the respondents reportcounseling as part of their work activity. No onespends 811 of thelime counseling. Only 12 of therespondents (2.8%) indicated that they spendbetween 25-=60% of their time counseling.

Seventy=eight respondents spend on_ average34.6% of their _work time in non-adult educationactivities; however, these respondents accountfor only 17.9% of those responding. Theynemod activities associated with education ofchildren (teaching and administration) in thitcategory. Other adult education activities citedby seventy respondents (18.1%) includedresearch, tutoring, testing and professional workwith the associations.

19

1.

2.

3.

4.

5.

6.

7.

TABLE #3

SUMMARY DATA OF TIME SPENT IN VARIOUS WORK ACTIVTIES

Work Activities Mean %Time

No. ofResp'ts

% of allResp'ts

;3rogram planning 25.7 362 83.2

Administrating 31.9 321 73.8

Teaching/training 43.9 298 68.0

Counseling 10.6 209 48.0

Consulting 13.5 200 45.9

Non-adult education 34.4 78 17.9

Other adult education 13.2 70 16.1

Income?

Annual_ indiVidual incomes ranged from a low of$600_to a high of $85.000; The lower inomesare reported by those who are parHiMe paid orunpaid and_ volunteers, While those who arefull-time paid and seff-employed account far thehigher incomes. There were slit retpOndentswho repcirt no income. Fifty-three respondents(12.2%) did not answer the _question. The meanaverage income is $33,413 With the Miftdiithincome of $35,000. The median income forthose working part-tIme is between$15,000420,000 me the Median incrittio forthose employed full-time is between$40,000-$45,000;

Professional Characteristics

The field of adult education has maturedeictehavely overthe past 25 years since many ofthe professional studies of it were done.Campbell (1977) has reported extensiVely onsome of these studies. However, theprofessional organizations that affiliate with

15

20

PACE are relatively new, most having organizedonly since the mid 1970's. Also, many of themembers of these organizations obtained theireducational preparation in other professionalfiekla (Such as nursing, schooling, and voca-tional-technical), and found themselves involvedin the education of adults as a "new jobopportunity% At the same time increasingnumbers of practitioners have returned touniversity for further training in adult educationor sorra aspects of itfor example, teachingEnglish as Ea se-cond language, adult basiceducation, and the like. Many of these jobchanges might to considered lateral within theSame general organization. All of these factorsdetermine, it seems to us, different perspec-tives among respondents as to their professionalidentity with °adult education*. This line ofthinking is bawl on the literature reported byAlien (1961). Campbell (1977), Houle (1970,1980) and Knowles (1980) among others'. Togrin Some Sense of this professional identityamong the members of these groups and theleadership of adult education in the province, weasked the following question:

WHICH OF THE FOLLOWING STATEMENTS BESTCHARACTERIZES YOU? (check one)

1. a professional adult educator2. a profestional (in another field)

responsible for the education ofadultsa practitioner responsible for theeducation of adults

Over fifty-four percent (230) of thote respond-ing indiceted that "professional adult educator"best characterized them, while 29.5% (125)believed tima °professional (in enother field)"beat characterized them. Sixteen percent (69)indicated that "practitioner" best characterizedthem. These responses reflect in part theeducational preparations of the respondents interms of level and specialization. The choiceseems also to reflect whether or not therespondent obtained "professional certifica-tion" in _another field prior to their undertakingwork activities involving the education ofadied9=--for example, nursing practice or teach-ing in the public schools. This question will beused in a subsequent section to chafecterizedifferences in employment status among theraRpondents in these professional groups.

Education

Nearly 66% (286) of the respondenta repOitbaccalaureate degree, while over 46% reportadvanced certification including graduate del=grees. TABLE #4 suffirrieriZeS the educationalbackground of the respondents.

In terms of eductitional specialization these adulteducators bring an eclectic and rich mixture ofdisciplines to the field. Of the 46.2% (201) whoindrceted thet they held a diploma or certificateover 75% reported their swcialization tiateething. Business and management, nursingand several technologies account for thebalance. Of the 288 (65.7%) indicating theyheld a bawalaurate degree, 57 (20%) indicatedspecializations in education, while 194 (139%)indicated the arts and sciences end 31 (11%)indicated professithal programs (nursing, busi-ness, and VW). Of those holding a master'sdegree (44.4%; 180), 31% (56)_ are ineducational specializations and 17% (31) are inadult educatfon. Of the thirty five (8.0%)doctoral degrees, seven are reported in adulteducation, nine in alucation and nine in the artsand sciences; ten respondents did not specifytheir doctoral specialization.

Continuing Profestional Edudation

The respondents are actively engaged invariety of continuing profestional activities whichprovide for their Continuing development profes-sionally and maintain their professional affili-ations. We asked the respondents to indicatethe continuing professional development activi-ties they had completed during the past twelvemonths and what their plans were in the nexttwelve months.

TABLE #4

SUMMARY DATA ON EDUCATIONAL BACKGROUND

Level of Education Number Percent*

1. Some College/University 83 19.1

2. Diploma or Certificate 201 48.23. Baccalaureate 286 65.74. Licentiate 11 2.5

5. Masters degree 180 41.4

e. Doctoral degree 35 8.0

Exceeds 100% due to multiple responses in all educational categories except for doctoral degree.

.=t6 21

Completed. Eighw-nine percent (368) of thereap:indents indicated that they "attendedconference/meetings", while the two other mostfrequently cited fo-rms of continuing educationwere "self-directed reading" (78%; 323) and"attended workshops/short courses" (78%;323). Fifty-three percent (218) of therespondents indicated that they "gave aspeech/presentation" during the paSt tWeivemonths. About thirty percent (127) "took creditcourses" or "worked on an advanced degree"during the past twelve months.

Plans. Fcw the next tWelve monthi (1986) therespondents indicated that the same four formsof continuing education will Ns their preferredactivity: "attending conferences" (88.8%;356); "attending workshops/short course"(80%; 321); "self-directed reading" (75.8%;303); and "giving speech/presentation"(43.4%; 174). Clearly these are activitiesititociated with the affairs of professionalassociations. It is interesting to note that 17.9%(74) of the respondents "published" during thepast year, while 22.7% (91) plan to publish in thenext twelve months. Eighteen percent `tookcredit course" last year and the samepercentage will lake credit courses in thecoming year. Over 13% indicated that they°worked on an advanced degree" this past yearand 14% have plans to take "work on anadvanced degree" in the next twelve months.

Opinions about a Profession

Liveright (1964) proposed that the basic criteriaof a profession are: (1) the existence of arecognize:I code of ethicti; (2) techniques ofoptwiltion based upon some general principles;and (3) control over the profeSsional behavior ofmembere (Campbell, 1977:60). Alien (1961)proposed fifteen criteria of a profetSion (seeCampbell, 1977; Griffith, 1988). Among thesewere: (1) maintenancm of Standards and codesof ettitct; (2) control over quality of practice; (3)systematic body of knowledge; (4) formaltraining; (5) control of certification; (6) autono-mous and self-directing rnembers committed tothe professidn; (7) functions of the professiondMded into specialties; (8) a full=time occupa-tion with adequate remuneration; and (9)retognition try the public and other profession-als. Houle (1980) noted that the study ofprcicetses of professionalization (dynamic char-acteristics) has replaced the identification oftwitting etsential criteria (canons) of a profes-sion. Thus the respondents were asked to rankcharacteristics essential to their developingprofession. Criteria progosOd by Allen (1961)were rewritten and the respondents were askedto rank only three that characterized aorofessional Organization. These data arereported In Table #5.

TABLE #6

Opinions about Professions

PercentRanking

NumberRanking

Encouraging professional development 84.4 367Setting academic Standards 48.7 212

Seeking recognized public mandate 40.0 174Establishing lobby on public policy 34.5 150Formulating ethical standards 30.8 134

Establishing peer review mechanism 14.5 63Requiring membership in professional organization 11.7 61

Lobbying for licensure 5.7

122

For our purposes we summed the firSt, secondand third rankings for_each characteristic toobtain the absolute number of times thecharacteristic was selected. Thit provided acrude ranking of all eight characteristics. Thevast majority of the respondents (84.4%; 367)checked "encouraging professional develop-ment" as_the primary characteristic essential tothe professions. "Setting academt Standards"(48.7%; 212) and "seeking recognized publicmandate* (40%; 174) were distant second arKithird choices. There is extensive discuttion inthe adult education literature about professional-ism and leadership. There seems to have Wenlittle study of what adult educatori actuallybelieve Should be the preferred professionalize-don processes their profession should support.Brown (1984) noted:

It is not known whether adult educatorshaVe a conscious sense of their ownoccupational status and how they rank onvarious measures of pfrofessionallarn.Such data would nOt onlY shed light onhoW adttit educators are in fact definingprofessionalismi but also on whetherthose who debate the future of adulteducation are in real disagreement or aresimply not thinking Of prOfetsionalism inthe ta Me way (pp 101-102).

Space does not permit a full exploration of howmembers of each professional group rankedthese eight items. This question will have to waitfor a more detailed analysis of the data.Nonetheless, this inital profile provides someinsight into the issue.

OpiniOna about Professional Behavior

Numerous studies have been done of theprofessional competencies of the adult educa-tor. Among thou cited by Campbell (1977) areChamberlaine (1961), Aker (1963) and Robin-son (1962). Chamberlain (1961), in a study of135 adult eaduvators (largely Senior administra-tors), found these competencies most fre-quently selected: (1) belief that people have thepotential for growth; (2) imagination in programdevelopment; (3) ability to communicate effec-tively in both speaking and writing; (4)understanding the condiffont under which adultsare mostly likely to learn; (5) ability to keep onlearning; (6) effectiveness of group leadership;(7) krowledge of one's own values, strengthsand weiikne-st; (8) open-mindedness; (9)understanding of what motivates aduitt toparticipate in programs; and (10) strongcommitment to adult education (Campbell,1977:53). These ten behaviors were used in thepresent study.

TABLE 06

Opinions About Professional Bhavior

PercentRanking

NumberRanking

Ability to communicate effectively 56.3 245Belief that people can develop 43.9 191

Strong commitment to adult education 32.4 141

Imagination in program planning 30.8 134

Understanding conditions of learning 26.2 114Understar ding what motivates adults 25.7 112

Awareness of one's own values 20.2 86Ability to keep on learning 18.4 80Willingness to accept other's ideas 15.4 67Effectiveness as group leader 10.8 47

18

We Summed again the first, second and thirdrankings for each professional behavior to obtainan absolute number of times the characteristicWas Selected. This provides a crude ranking ofall ten characteristics. In this exercite therespondents were _not in agreement about theitema. Only a bare majority (56.3%; 245)agreed to the first ranked item"Ability tocommunicate OffectiVely". Tha second andthird ranked items are largely articles of faithabout what a professional needs to believe.Further analysis of theta items might revealdifferences among these professional groups;however, this has not been undertaken as yet.

Analysis of Data

Professional OUtIOOk

In terms of employment status it Makei nodifferent* whether respondents characterizedtheMielVes as °professional adult educator","other professional", or !practitioner" for theyare just as likely tO be "fUll-time paid%"Oart-titne paid" i "unemployed" or "notworking by choical". However, th059 whocharacterized themselVei at °professional adultedUators" entered the field of adult educationas a result of "going to school" while theS8 whocharacterized themseiVeS at "other profes-tiOnal" entered adult education as the result of"change in job requirementa". Than) Whocharacterized theMaohies as_ practitionerstended to enter the field as "volunteer workers"ot as "entrepreneurs". Mat frequently the°professional adult educator" was employed bya college or university; those who are "Otherprofessional" are typically employed by avocational/technical institute or health and socialService; and those who are "practiticmer" areemployed in industry, commerce or financialinStitutiOri, voluntary association and self-employed.

Women in the survey tended to characterizethemselves either as "professional adult educa-tor" (63.1%; 142) as compared to men (38.9%;83). or "practitioner" (61.2%; 41) as comparedto men (38.8%; 26). These differencet aresignificant. On the other hand, 53.2% (86) of

2q

the men tended to characterize themselves as"other professional" as compared to 46.8%(58) of the women. This difference is notSignificant. There was no significant differenceamong these professional outlooks With respectto the number of years the respondents hadbeen in the field of adult education. Those whocharacterize themselves as professional adulteducators have worr-ed on average two year?,longer in the field and spend more of their workactivity time teaching.

Summaty

It hat been twenty-five years since Nicholls andBrunner's study (1951) on the membership ofthe Adult Education ASSOcietion of the U.S.A..Their findings, albeit with a national association(suggested that middle-aged, well educatedmales dominated the full-time paid positions inadult education. Administration and organizingactivities at a program level dominated the workresponsibilities. The membership of the AEAwas found to have less than 5% under 30 yearsold.

Only seven years ago Meisner, Parsons andRoss (1979) published results of a randomsurvey of graduate students in adult educationWhh indicated a slight predominance ofwomen, 29-34 years of age, five years ofexperience in general adult education, previousdegrees in education and ambitions to work asadministrators. Are these trends continuing inthe competition of the adult educators in _thefield and what features are most promtnent?

Whit does our emerging profile of the adulteducator look like in British Columbia?Actuirding to our NOSOndents the typical adulteducator is about forty-two years old, with tenyears of experience in tne field, and is morelikely to be a woman (58%), living in the GreaterVancouver area, and wort:frig full time earningbetween $30,000 and 954,000. Most of thesewomen con-Sider themselves a °professionaladult educator". Those adult educators who aremon (42%) are more likely to considerthemselves as "other professional" working inadult education. Whether a woman or man, theemployer is more likely to be a public institution

(school, college and technical institute, orgovernment agency) and moat Work activitiesinvolve program planning, administration andteaching. They entered the field as a "new jobopportunity". They are academically preparedwith a baccalaureate in arts (66%) and adiploma/certificate (46%) or a graduate degree(41%) in education (66%). Only 16% of theseadult educators specified that they hold a

specialization in adult education. Conference%workshops and short courses. and Self=directedreading are WO preferred activities for continuingtheir professional development. Our typicalrespondent feels that the professions shouldstrive to encourage "professional develop-ment"; however, there is less agreement as towhat "professional behaviors" might contributeto this development.

References

Alen, Lawrence A.(1061) The growth of professionalism in theadult Odic Taloned raovement. 1920.7.1958: Acontent analysis of the periodical literature.Unpublished doctoral dissertation. Chicago:University of Chicago.

Aker. George F.[19CO3) Criteria for Evaluating GraduateStudy In Adult Education. Chicago: Centerfor Continuing Education. University ofChicago.

Brown. CarOl D.(1984) Respwaising the professionalism ofadult education. Adult Education Quarterly.34 (2). 97-104.

Campbell, Duncan D.(1977)i Adult Education as a Plaid of Studyand Practice. Vancouver: Centre forConthuing Education. University of BritishColumbia.

Chamberrain. Martin N.(1960) Ths competence of adult educators.Adult Education. 11 (12).

Griffith. Warm, S.(1980) PirrikYnnel preparation: is there acontinuing education profession? in P.Frindion led), Power and Conflict inContinuing Education. Belmont. Ca.:Wadsworth. 201-230.

Houle. CYrl O.(1970) The eciticatori of edits. In R.M. Smith,G.F. Aker R.J. Kidd (Eds.). Handbook ofAdult Education. New York: Macmillan.

Houle. Cyril 0.(1980) Continuing Learning in theProfessions. San Francisco: Jossey-Bass.

20

Knowles. Malcolm S.(19801 The growth and development of adultoducatiOn._h J.M. Peters and Associates(Eds.). Building an Effective AdultEducation Enterprise. San Francisco:Joesisy-Bles.

Uveright. A.A.(19641 The nature and aims of adult educationae a fleki of graduate-education. In G. Jensen,A.A. Liverigitt. & W. HarenbOok (Eds.). AdultEduomtion: Outlines of an Emerging Fieldof University Study. Washington.D.C.: AdultEduaation Associaticin of th4 U.S.A.

Long, Huty O.09841 Adult Learning Research andPractice. New York: Cambridge.

Mellow. Robert.1Mar01'. 1979) Adult Education GraduateStudents: AProfile. lifelong Learning: TheAdult Years, 2 (7). 18-19

Moore, T.W.(1982 Philosophy of Education. Boston:Routiedge & Kogan Paul.

Nichols. WIllitm M. IL & Brunner. Edmund des.(Summer.1959) Compotition of AEA'sMembership. Adult Education. 11 (4).211=221.

Robinson. C.O.(Sumner. 1962) Criteria for the Education ofAdult Educators. Adult Education. 12 (4).243-244.

Yenta. B.L. _(1981) Trak** paraprofessional instructors ofaduits. In S.M. GraboVisid and Aisociates(Eds.). Preparing Educators of Adults. SanFrancisco: Jossey-Bass

ev 5

THE TRAINING OF ADULT EDUCATORS IN BRITISH COLUMBIA

Denis J. Haughey

This paper examines provision for the training ofprofessional adult educators in British Columbiainsofar at formal credentialled programs areconcerned.

It also looks at provision for the training ofvolunteera in the province. and focuses heavilyon the current state of in-service training andprofessional development for the adult educa-tion practitioner in British Columbia. In so doing,it treats the issue of the extent to which currentprovision is adequate, identifies needs which arenot being met, and focuses on needs andopportunities for the future.

Formal Training

The formal preparation of professional educatorswho choose to specialize in adult education inCanada holds no surprises; With feW exceptionsthey Obtain their training at a university; Shak(1984) reporta that ten of the thirty4W0Canadian universities Offer specific training inMLitt education. This training ranges from theprovision of dertificetes and diplomas toundergraduate and graduate degrees, and up tothe ddidtoral level. While bearing in mind theextremely eclectic backgrounds of adult educe-tiori persOrinelCampbell (1977) described thefield as being sustained by a relatively smallcoreof full-time workers assisted by a very largebody Of part-4iMe teachers and volunteersnevertheless. aside from the relative maturity ofits programs there SeeMS no reason to believethat Britith Columbia is either ideologically orpractically any different from the rest of Canadain how it prepares its 0.0re professional adultOdUtiltiOn Staff. Indeed Selman's (1977) Chro=noiogy of Adult Education in British Columbiademonstrates the unique Contribution made bythe Univörtity Of British Columbia to the formaltraining of adult educators.

In 1957 the University of British Columbiaembarked upon a full degree program in adulteducation, the first of its kind in Canada. By

-

1960 UBE Extension Department had begunin-service short training courses for adulteducation Workers and by 1981 the UniversityWU offering the MA/MEd and EdD in AdultEducation. In 1988, Ulman (1977) points out,UBC inaugurated the Diploma in Adult Education,While in 1971 the Instructor's Diploma Programfor vocational instructors was launched as acooperadve undertaking of the provincial Depart-ment of Education and UBC Extension Depart..ment, replacing the Vocational InStructor pro-gram operated Since 1985. In 1981; Dickinsonreported that the Centre for Continuing Educa-tion and the Department of Adult Education atthe University of British Columbia were offering afall and winter series of workshops and shortcourses in Vancouver, and a week long summerprogram knoWn as Chatauqua by the Pacific. thelatter having been held for the first time in 1973.

While Since 1981 the provision of alternativelearning opportunities has declined, the Chatau-qua program has been diadOritinUed and theinstrUdtOra Diploma Program is being phasedout. UBE still maintains regular universityprograms at the Diploma, Master's arid DoctoralleVel in Adult Education.

The University of VittOria in recent years hasmade 6 modest contribution to the training ofadult educators; or at least those undergradu-ates who intend tO WOrk in the broad field ofadult education. especially recreation admini;stration. .its calendar currently ShOws twoundergraduate f50e-4046de courses listedunder the rubric of Adult Education Program inthe Faculty of Education. One course encom-passes program planning in adult education.While the Other embraces an identification of thetheoretic& basis of adult learning) behaViour andthe char/acted:Vida Of 6dUlt education as a socialand Institutional practice. The University ofVictoria has no structured Diploma or DegreeProgram in Adult EdUdation, but the previousiymentioned courses attract a full complement of

21 26

students annually, as well as a sizeable sampleof practitioners from the broad field of practice.

As far as is known, Simon Fraser UniverSitycurrently offers no specific adult educationtraining courses neither do any of the provincialcolleges offer any courses that can bespecifically credited towards a university qualifi-cation in adult education. However, anexamination of the calendars of the threeprovincial universities demonstrates that, par-ticularly in the field of educational administration,a wide variety of undergraduate and graduatecourses exists that either aspiring or practisingadult educators might find to be of interest. Atthe University of Victoria alone, these includecourses on aoncopts and Theory in Administra-tion, Organizational Analysis and Development,Philosophy and Administration and directedstudies opportunitiet in treat of the candidate'sinterest. In addition, through their Faculties ofEducation, both the University of Victoria findSimon Fraser UniVersity occasionally permitwell-qualified graduate students to study at theDoctoral level under a special arrangementsprovision. Under this provision, applicants arepermitted to structure a graduate program thatmeets their unique requirements, includingthote related to the discipline of adult education.During 1985-1988, as a result of this innovation.at least two practising adult educators In B.C.Will have earned PhD degrees from theUniversity of Victoria, with substantial concentra-tions in adult education.

A related development, perhaps illustrating thestrength of demand for graduate work ineducation, including adult education, andunderscoring the need for flexibility With respectto residence requirements on the part of thetraditional B.C. university providers, is theemerging influence of American universities inB.C. aonzaga University has made incursionsinto South-Eastern B.C. In the past few years,while Brigham Young University has recruited acadre of tWelve Doctoral students in education inthe Victoria area in the past two years. FiveVictoria candidates Mth adult education teachingand administrative responsibilities earned EdDdegrees from Brigham Young University in 1985

22

and this university is currently recruiting asecond group of students in the Victoria region.A key feature of the BYU program is itscompressed residence requirement and the factthat by sending its faculty to where the studentsare, rather than vice-versa, it acknowledges thespecial needs of the mature, career adulteducator and attempts to accommodate to hisor her lifestyle and job circumstances.

B.C. universities seem in the main reluctant toInstitute reforms to address these issues.Concommitantly, the issue as to the equity ofprovision of formal training for those aspiring orpractising educators not within commutingdistance of the Lower Mainland university clusteris a pressing one. Despite the development of adistance education capability by all threeuniversities and the increasing sophistication ofthe provincial telecommunications authority, theKnowledge Network, rto B.C. adult educators letalone those in rural B.C. are currently able toearn a formal credential in adult educationentirely at a diStance from a university. While, aswill be shown later, the Knowledge Network wasa highly requested vehicle for adult -educationin-service and professional development, andindeed has been used in an experimental wayonat least one occasion, ft remains largelyneglected as a delEvery medium insofar as theformal training of adult educators is concerned,though In fairnes5 it Should be noted that theft_ptember 1985 Open University Consortium!Open Learning Institute course listings show fiveUBC distance education courses in adulteducation.

In the main, though, adult educators in B.C. whoseek to prepare themselves for a career in thefield through formal channels still appear to relyheavily upon universities for their pre-servicetraining. That this group, however, constitutes aminority of the adult education work force waspointed out by Campbell (1977) when heobserved that "...adult education in Canadaremains largely the work of enlightenedamateurs who are obliged to define and developrequired skills through their work as they goalong" (p.31). There is evidence that thesituation in B.C. in the past five or six years has

deteriorated insofar as the provision of trainingfor _adult educators, either pre-senrice orin-service is concerned, though some attemptsby the Continuing Education Division of theMinistry of Education and by various professionaland volunteer groups are worthy of note. Whatseems clear, however, is that the demandsbeing placed upon adult educators in B.C. merita more systematic approach to professionaldevelopment. A brief review of this issue followsin the latter part of this paper following somecomments about the role of the volunteer sectorin profesaional development.

The Training of Volunteers

The exact number of volunteers active In adulteducation kinds of actNities in B.C. is_unknown,though by extrapolating from experience in otherparte of Canada and in other parts of the world,one can safely conclude that the volunteer forceis extremely pervasive. Concommitantly, whileaccording to Clague (1985) a great deal ofvolunteer training occurs in B.C., much of whichis directed towards adult education activities,there is no single educational agency responsi;big for the overall training of volunteers or fortheir profs-ask:mai development. Because of theextreme diversity of tasks involved in thevolunteer role, the preparation and sustenanceof volunteers tends to be highly idiosyncratic.

Experience in B.C. points out that volunteerstend to be involved with agencies or bureaus fora specific purpose, for example the training ofheipars for museum education, patient auxiliarycare in the health field, or the recreation area.Their initial training therefore, and their continu-ing training, where it exists, tends towards veryspecific purposes. With some notable excep-tions no school tward, college or universitf inB.C. IS currently, or formerly has been,responsible for overall volunteer training. Somecommunity schools get Involved in trainingvolunteers for their programs, while a fewcommunity colleges have made good use ofvolunteers as tutors for literacy, adult basiceducation, English as a second language, andfor special education programs, among others.The community-based recreation movement in

28 "

B.C. makes wide USO of volunteers in itsprograms, but again their training is generallypeculiar to the organization to which they areaffiliated and the standard and effectiveness ofthis training varies widely.

While volunteers have been involved in the adulteducation enterprise in B.C.,. their preparationand continuing development is not subject toany provincial training normi and, even whenspecifically directed towards adult educationactivities, appears to be haphazard andunsystematic. This IS not to say that individualagenciet in the province do not do a good job ofpreparing their volunteer workers, but it is tosuggest that standarda of training vary enor-mously and the training programs themselvesare In the main independent of any kind ofstructured guidance from adult educationalagencies. Minuk (1982) pointed out the growingeducation component of part=time peraonnel inadult education, quoting Marquis' 1978 statisticsthat in that year part-time administrativepersonnel in aoult education outnumbered theirfull--time counterparts almost three to one, whilepart-time instructional faculty exceeded full-time instructors ten to one. In addition, Minukcited Lowe'S (1975) oitertion that only a fewfull4me personnel employed in adult edulationhad been formally trained for the area. Thetraining and profeasional development of volun-teers in B.C. , therefore, offers few objectlessons in enlightened practice inaofar as theadult education community is concerned.

The Need for Professional Development

is a more systematic approach towards thepreparation, but more specifically, the profes-sional deVelopment of existing adult educators inB.C. warranted? Professional development isused broadly to encompass any kind of formalor informal learning eXperience designed toenhance the competence of an adult educationpractitioner. While this province has often beencriticized for its ostensible general lack ofenlightened policy-making in adult education ingeneral, there seems to be no room forcomplacency insofar as this issue is concerned.

British Columbia cannot afford to isolate its adulteducation community from issues and trends inthe field, a field that is bow-ming moreintgr-connected and interdependent World-wideand that requirea increasing sophistication onthe part of the practitioner. Agnelli (1983) in aCouncil of Europe report on higher educationand reSearch, points out that universities mustgrapple with the issue of how to quickly acquirethe tools and concepts required for theeducation of thoSe Who will manage the cultural,economic, and technical changes being acceler-ated by the continuing revolution in informationtechnolegy and the enhanced capability oftelecommunications systems. A key issue forAgnelli is the training of those who matt learn tolive in the technological society of the year 2000.For B.C. adult educators, therefore, imth thosepreparing for and those already in the field,there IS no question but that they cannot affordto ignore the provincial, national, and interna-tional Issues that confront them, and increas-ingly, it Would appear, these key issues of theday have global applicability. The growingconcern of world populationi with environmentalissues4 resource allocations, peace education,and social justice cannot be ignored by the adulteducation community in B.C., however parochialsome segments of it may choose or be forcedto be. Two issues then arise with respect to thetraining and continued development of adulteducators: (1) What do adult educators in B.C.need to know, and (2) How should adulteducators in B.C. best acquire What they needto know? The remainder of this paper willconcentrate upon an examination of theta) tWoquestions by citing findings based upon activitiescarried out by the Ministry of Education'sContinuing Education Division, and by otherbodies in B.C., and by the introduction ofopinion and observations from other quarters.

With respect to this first question, what do adulteducators in B.C. need to know, the writersought guidance from current and formerpersonnel in the Division of Continuing Educationof the Ministry of Education, from officers ofvarious professional adult education associa-tions In the province, including PACE, from

24

university personnel, and from the literature ofadult education, specifically that pertaining toB.C.

A key unpublished document was found entitled"B.C. Continuing Educators' Professional Devel-opment Survey Final Report" by JohnStonehouse (1981) in consultation with CronnaWatt Levin. This document confirms thatbetween 1978 and 1981 Dr. Ron Faris of theprovincial Continuing Education Division had, incooperation with varioull provincial bodies andindividuals, spearheaded an attempt to create aprofessional development plan for the adulteducation community in B.C. The documentitself represented a survey of continuingeducation practitioners as the first step towardtthe creation of such a plan, and was anoutgrowth of the so-called Fads Commission(1976) e- recommendations from the 1979Rural Institute at Narameta that a "skill profileand programmer orientation* be developed foradult education practitioners in B.C.

Such a skill profile was subsequently developedwith the help of practitioners and encompassedseven core skills. With the leadership of aprovincially funded professional developmentcensuitant, Russ Vacey, a very successful C.E.Programmer's Manual was produced, and incoolnration with the Community EducationProfessional Development Committee (CEPOC)a start was made towards the prdduction of twokey madules from the skilit profile: "Workingwith Community" and "Managing Time andWorkload" . This was the beginning of anattempt, in Faris' words "to lay plans tosystomatically improve the professional practiceof adult educators in British Columbia".Stonehouse'S report confirms that the CEPOCwas at the same time interested in a pragram ofstudies which was relevant and accessible toadult educators, and would include areas oflearning which would complement the compe-tencies outlined in the skills profile. Unfortu,nately, owing in part to the shrinkage in fundingfrom provincial sources, the two previouslymentioned modules from the skills profilereceived only limited dissemination and were not

2 9

fully implemented throughout the field. Neitherwas any work done on the remaining modules.

Nevertheless, it is clear from an examination ofthe Stonehouse report that adult educators inB.C. had definable professional development orin-service needs that they felt should be met.There is no reason to believe that in 1986 theimneeds are any less_ pressing. Stonehouseachieved a return of 84% on his survey, that is128 of the possible 200 practitioners responded,and respondents were distributed among com-munity collegeS, school districts, and otherpost-secondary institutions. Respondents wereasked to rate themselves against seven majorskills a continuing education practitioner can beexpected to perform. These were: assesscommunity needs, plan courses and programs,promote and market courses and programs,manage courses and programs, manage per=sonnel, practise rxammunication Skint andconduct evaluation. Practitioners indicated theirWeakest general competence area as "conductevaluation" while the two strongest areas Were"plan courees and programs" and "managecounties and programs". Other interestingfindings from this report centred Jn respon-dents' perceived needs for professional devel-opment as identified by themselves, the threetop priorities, In order of imoortance being,conduct formal and informal research, facilitateinstructor training, and prepare budgets.

In addition, respondents identified as the mainbarriers towards their professional development,again in order of priority (1) the prattlingdemands of the present job, (2) geographicalisolation, (3) lack of an appropriate plannedprogram, (4) lack of institutional funds, and (5)lack of priority given to continuing education.The most frequently identified immediate goal inprofessional development was to obtain adegree. While 89% of the respondents had takensome in-service training since becoming con-tinuing education practitioners, interestingly 45%of the respondents with six or more years ofexperience had taken no academic course at allsince becoming a practitioner while 50% of allrespondents had taken no academic (credit)education since becoming a practitioner.

25

Clearly, based upon the findinga of this survey,there Watt a great need for a systematicapproach tower% the professional developmentof adult educators in B.C., and there was noshortage of needs that they saw needing to bemet.

Some other professional development activitieithat occurred in the 1980F1983 period were auries of implementation workshops designed tointroduce to the field the provincially fundedmanual An Introduction to Teaching Adults; aprofessional development newsletter coordi-nated by the Provincial Professional Develop-ment Consultant and aimed at part-timeinstructora; and the use of the KnowledgeNetwork to broadcast a program "TeachingAdults: Getting Started" for novice and existingadult education instructors.

However, provincial government and profes-sional body representatives report an alMOSttotal decline of province=wide professionaldevelopment activity since approximately1982=1983, though undoubtedly sem 10Cal andregional efforts have accurred since then. forexample, the B.C. Atseciation _for CommunityEducation carried out some ten workshopsthroughout the province in 1984 and PACE.BCACEA, and other associations have used theirannual meetings to try to meet some of theprofessional development needs of their mem-Worship. What clearly has not continuedhoWever, is any kind of either provincially orprofessional-body coordinated attempts todefine, validate, and satisfy the needs of theB.C. adult education community by anythingother than the most sooradic of means. Despitefarsighted preliminary attempts In the 1980's,therefore, to develop a relevant and systematicplan based on practitioner input, B.C. practi-tioners appear to have been prevented by virtueof the collapse of provincial funding fromcapitalizing on some key work to define andimplement a broad band of training to satisfytheir needs.

Witt Approach to Professional Development

The failure of the implementation of a provin-cially funded professional development plan for

B.C. adult educators cannot however gainsaythe need for the professional community toattend to what are undoubtedly pressing needs.Somewhat ironically, many professional adulteducators simcialize in meeting the continuingeducation neede of other professionals whileneglecting their own. Given the failure, then, of acentrally coordinated approach to professionaldevelopment in B.C. despite the specification ofat least a basic skill profile to which practitionersshould aspire, what is the future of professionaldevelopment for B.C. practitioners? This raisesthe second key issue previously alluded to - howshould adult educators in B.C. acquire what theyneed to know?

In the absence of a centrally coordinatedapproach, either by the various professionalbodies, or by the Ministry of Education, or byboth, practitioners will have to assume an evengreater role in specifying their own needs anddesigning ways of meeting them. This does notnecessarily have to equate to what Campbell1977) called an unsystematic or laissez-faire

approach, rather It entails the individualprofessional taking major responsibility for his orher own professional advancement. The litera-ture of adult education in the raist few yeart hasemphasized the facilitator role-) of the profes-sional adult educator in assisting individuals withself-directed enquiry.

Indeed Todd (1984) has pointed out thenecessity for the promotion of this ethic on thepart of professionals in general insofar assuccessful continuing professional education isconcerned. In doing so, she raises thefascinating and key issue of the objectives ofcontinuing professional education, i.e. "we needto take into account the divergent views of whatit should try to ochleve, and therefore of how itshould be designed" (p.96). Todd pointS outthat to be drned szccessful, continuingprofessional education must not just demon-strate that learning has occurred, but Also thatwhat has been learned has improved practice.She cautions as to Houle's admonition that thetwo are not necesurily synonomous. Toddpoints out the desirability of continuing profes-sional education's promoting the development

26

of well motivated and compett self-directedlearners while at the same time She commentsupon the "deep divide between the implicitmodel of the learner Wild by providers whooperate mainly in a Vansmitsion' tsachingmade (Barnes 1976) and those who explicitlyclaim to view the learner as experienced, active,and potentially self-directing, and Who attemptto structure education so that learning takesplace, rather than framing it around the activityof teaching" (Cherry 1975) (Todd 1984, p. 96).

For Todd this raises the key issue of thecontent-process dichotomy in continuing pro-fessional education. Simply put, an instrumentalor content approach to the continuing sducationof professionals - and adult educators form asi:Ctor of that community - is inimical to goodpractice, since by concentrating on the updatingof knowledge to standardS pretcribed by a thirdparty, it becomes obsolete as knowledgeconstantly slips out of date. On the other hand,Todd observes that "the development of the selfas an actiVe Self-direUng learner is a goal thataddresses the long-term perspective" (p.97).She observes that while "the content of what islearnt may change from year to year, theunderlying acceptance of responsibility to usecontinued learning and selr=development tomaintain gocid ciracice will continue. This goalfor continuing professional education subsumesand incorporates others and it is open-ended, incontrast to th6 inherent closure of a content-ledapproach" (Todd 1984, p.98).

Tcydd further submitt that a purely instrumentalapproach to continuing professional educationsupr las neither creative insight end maturereflection upon practice, nor personal growthand change.

An examination of the efforts of professionalbodies and the Ministry of Education during thepast six or seven years to promote professionaldevelopment and training for professional adulteducators reveals what appears to have been ahighly instrumental approach. Given the ex-tremely fragmented nature ol the population inB.C., however, and the relative absence of astructured approach to professional develop-ment, this was probably defensible. Currently,

however, according to evidence gleaned frompractitioners, representatives of the adulteducation professional associations, and gov-ernment officials, not even the basic frameworkof a province-wide professional developmentapproach, instrumental or otherwise, exists. Itwould appear, therefore, more pressing thanever that individuals and groups recognize thenecessity of meeting their needs through largelyself-directed means.

The provision of any kind of professionaldevelopment training inevitably raises issues ofaccess and cost. In the case of the former, B.C.is more fortunate than most provinces in that itpossesses an innovative though, in the ease ofprofessional development for adult educatort,largely neglected technological infrastructure forthe delivery of content throughout the province.While Stonehouse reported in 1981 that 50% ofthe respondents to his Survey indicated that aprofessional body such as PACE or SCACEA orthe Minister's Advisory Committee on ContinuingEduaation Should take rinponsibility for themanagement of professional development,clearly this has not happened.

It would appear. _however, that the provincialeducational telecommunications authOrity--AheKnowledge Networkused in a fledgling way inthe early 80's to service the needs of pert-Erneinstructors, should be utilized to prOVideprofessional development opportunities through-Out the province. Such an approach would be inkeeping with the self-directed pOSiticin advo-cated in this paper and, if properly coordinatedby an institution, professional body; or both,could be very most effective. It Seems% irdnie thatB.C. has evolVed a remarkable system ofdistance education, largely through the foresightof a core of innovative preatiOnens, designed toserVice the educational _needs of _general andparticular professional populations throughOutthe province, yet adult educators themselvesappear to have been the slowest to utilize thesystem for their own professional advanoement.Given the heightened emphealt, however, upontha employment of technologycomputers,video-tapes, video=discs--not only in prOfeS=sional spheres but in everyday life, k seems

re

inevitable that the adult education communityWill have to look to this technology for thesatisfaction of many of its own in-servicetraining needs.

Knox (1979) reports Ingham (1972) and Inghamand Hanks (1978) in examining the attitudes ofcontinuing education practitioners in particulartowards improving their professional practice,and points out that "...effective practitionersmust go beyond routine activities and reactionsto external pressures° (p.19). While calling forinnovation in prectice, he points out "The waysin which most practitioners perform their rolestend to be quite intuitive and to include fewdeliberate attempts to improve practice system-atically° whereas °practitioners who have aneffective approach to the conStant improvementof practice are likely to be at the growing edgeof the field" (p.20). Knox goes on to advocatefour main ways for continuing educationpersonnel to increate their professional profi-ciency: (1) interaction with their agency's task5and personnel: (2) participation in continuingeducation attotiations; (3) self-directed study:end (4) graduate study. lt would apr*ar thatgiven the somewhat beleagured state of theadult education community in B.C. following thecutbacks and disappointments of the past fewyears, many practitioners, particularly those withpart-time or marginal status in their institutionsare finding it increasingly difficult to stay Nat theleading edge of their field", ea Knox puts it.

It has already been claimed that the response ofthe university aixtor to the preparation andin=serVice training of adult educators in B.C. hasbeen largely turgid; that the professional addieShave been unable or unwilling to systematicallygrapple With the issue in anything other than acursory fashion, and that government leadershiphas Wen truncated. The clear option thatremain*, therefore, based both upon necessityand relevance to the times and demands, is aself=directed approach to professional develop-ment. While many practitioners have, de facto,been forced through economic necessity orgeographical isolation to Adopt this approach totheir professional development, or in somecases have deliberately elected to meet their

27

3 2

own needs through largely idiosyncratic means.It seems inevitable that such an approachbecome more ubiquitous. In the absence of allbut the most parochial and arbitrary standards ofpractice for most full-time practitioners in B.C.,and given the lack of financial commitment andSupport for the profession from government andthe structural weaknesses of the professionalassociations, the likelihood that a province-Wide, relevant, professional development pro-gram will emerge is nil.

What needs to be done, therefore, is thepromotion of a self-directed learning network foradult educators in B.C. Such a network wouldnot replace the existing professional groups andbodies in the province but would provide *vehicle for the linking together of practitionersacross the province, using I would suggest boththe Knowledge Network and private technolo-gies. it would lessen the risk of the moreprivileged sectors of the adult educationprofessional community from monopolizinginformation, accets to scarce training opportuni-ties, and the dissemination of research findingsand innovations that arise from these. Further-more, Such an approach could be highly costeffective since it minimizes the nwessity fortravel, and if Impending provincial moves in thedirection of the creation of electronic class-rooms and learning centres throughout B.C.come to fruition, the technological capability ofsuch a network Will be greatly enhanced. Themain adult education professional asSociations,perhaps in cooperation With the Minister'sAdvisory Committee on Continuing Educationshould aggressively pursue the opportunitiesthat are arising in this province from theincreasing sophistication of the provinciallearning network and the spread of privatetechnologies such as personal computers,video-recorders, and satellite systems.

Adult edUcatOrs are in the midst of a learningrevolution with respect to the role of technologyin satisfying the needa Of populations at large.While it would be imprudent to suggest that theday of the organized class and lite expertteacher is ObSOlete, this traditional model thathas formed the core focus of training and

practice for many adult educators is breakingdown. Individuals are becoming much moresophisticated in acceating knowledge on theirown, via technology, and many adult educatorsor at least those who are attempting to keep upwith practice are having to re-adjust their viewsas to what their own role is in this process.

One of the moat pressing professional develop-ment needs for adult educators, therefore, ishow to find an accommodation between thesomewhat Static and "expert-focusedu model oflearning that influenced their own training, andthe more independent and learner-centredmodel that is developing largely as a result ofthe influence of technology. The most pressingconcern for many adult educators I wouldsuggest is hoW to ensure their continuingrelevance in this process; how to ensure that thebreakdown in the professional educator's nearmonopoly over the acquisition and use ofSpecialized knowledge not render the adulteducator's traditional provider role obsolete.

While the rhetoric of adult education may laudthe primacy and centrality of the learner asarbiter of hie oWn destiny, I suspect that manypractitioners have been shocked at the pacewith which recent developments in the field oftechnology have revolutionized the learner'sability to access information, thus weakening hisdependence upon traditional educationalproviders. All the more reason, therefore, forthe practitioner to master these new technolo-gies and to gain an underatanding of their role ina re=Shaped educational enterprise. At its mostmundane level this may merely entail 8 basicfamiliarity with the range and scope of learningtechnolOgies available to the learning public; atits most sophisticated level It involves there-design of the adult educator's perception ofhla/her role to enable him to influence thetreatment of complex, gtobei issues within local,national, and international contexts. So the adulteducator who is unfamiliar or uncomfortable withthe computer's ability to marshall vast quantitiesof information on a wide range of topics, who isinexperienced in the powerful technologies forlinking individuals and group* via teleconferenc-ing and satellite transmissions for the airing of

28 33

topics of universal appeal and relevance, andwho fails to expand his level of focus toencompaSS the global as well as the local, is thepractitioner whose future impact is seriously indoubt.

Ironically, while as has been claimed in this briefpaper opportunities for conventional professionaldevelopment have seriously contracted in thepast few years in B.C., opportunities for eventhe most geographically disadvantaged practi=tioners and their publics to incorporate learningthrough technology into their lives have great*increased. While this can by no means beconstrued as a substitute for an overall programof professional development that addresses thevarying needs of the overall adult educationforce in the province, through a mixture ofapproaches, it does present practitioners withthe possibility of both organizing to specify andsatisfy their professional development needi in aself-directed learning format, while at the sametime experiencing the very technology whose

mastery, I have suggested, pretents thegreatest challenge for practitioners right now.

If only for reasons of cost and time, it appearsunlikely that adult education practitioners in B.C.will, in the forteeable future, be able to rely onmajor conferences and conventions for satiSfac-ton of anything other than the most general orspecialized of their professional developmentneeds. Rather, I would suggest, the pressure torespond to increasing and more complexdemands placed upon individual adult educationpractitioners argues for the kind of self-directedapproach previously advocated in thit paper anddemonstrated In other areas of professionalpractice in B.C. to be eminently feasible from adelivery point of view. It will be Very unfortunateindeed if the adult education community in B.C.fails to appreciate and capitalize upon theunnaralleled opportunity currently facing it asthis province expands and refines its system oflearning networks.

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Marquis Who'd Who.(1977) Yierbook of Adult and ContinuingEducation, 1975-77. Chicago: MarqusAcademic Media. Mimic, S. (October, 1982)Comp-No/WWI required of adult educationadministrators. The CanadianAdministrator, 22 (1).

Selman. 0. R.(1977) A Chronology of Adult Education InBritish Columbia. Vancouver: Centr torCon 5riuing Education. Th University of BritishColumbia

Shak. T.(1994) A university training progranam foradult educators ki Hoag Kti-ng: A RasearchStudy. intrnational Journal of Ufe longEducation. 3 (4).

Stoneham.. J(1991) B.G. continuing educators p ofessionaldevelopment survey. Unpublished report.Victoria: Ministry of Education.

Todd. F.(1954) LearnirFg IrVd work: Directions forcontinuing professional and vocationiiieducation. internationat Journal of LifelongEducation. 3 (2).

ADULT EDUCATORS

AND ThIEIR ASSOCIATIONS

IN BRITISH COLUMBIA

ASSOCIATION PORTRAITS

36

PACIFIC ASSOCIATION FOR CONTINUING EDUCATION (PACE)

KnUt Buttedahl

PACE was established in 1972 as an anvalgarna;don of the" three major adult educationorganizations opereting in B.C.the B.C.Chapter of the Canadian Vocational Assolation,the B.C. Assoziation_ of Adult EducationDirsotors, and the B.C. Divition of the CanadianAssociation for Adult Education (CAAE). Allthree organizations 'ad been formed Within theprevious decacks although the B.C. Division ofCAAE had Its roots in an earlier decade.

lt was in 1954 that the first meeting ofrepresentatives from almost 70 organizationSinterestal in adult education Wet held inVancouver and resulted in a series of semi-an-nual conferences to promote an exchange ofinformation.

By 1958 a more formal organization wait mo-otedand the B.C. Adult EducatVon Council wasformed. In 1980 the next stage of metamorpho-sis saw the Council reconstituted into a diviSiMof the CAAE with a Woad Spectrum ofmembership. Shortly afterwards, the other twoprovincial organizations were organized to dealwith the specialized interests of those concernedwith vocational training and those who workedprincipally in school board and college Settings.

There was conSiderable overlap among thesethree provincial bodies and ducAtcate member;ships, and as this became more obvious, effortswere started to amalgamate the three into a neworganization. In April of 1972 the foundingconference Was held for the Association forContinuing Education (B.C.)which shortly wasforced by the Registrar of Societies to findanother name. And so the Pacific Association

Knute Buttedahl is a private consultant ohcontinuing education and a Past President ofPACE;

fOr Continuing Education came into being as thekey_ provincial organizatior bringing together abroad cross-section of interests in adulteducation: full-time_ part-time, volunteers,those_ worxing in business, industry, vOiuriteerprofessional or community-oriented settings;

PACE was conceived to be the Umbrellaorganization representing all the segments ofthe field of adult continuing education andlifelong learning.

As adult education has grown in this province,so has the diversity of activity. Hand in handwith this groWth has men the development ofspecialized areas of activity and training and theformation of speciahzed organizations.

As early as 1979 PACE adopted an officialstance of nurturing_these burgeoning specializedorganizations in B.C. and of bringing abouteffective communication among them, as wellas encaxaging concerted action and Support onissues of mutual interest and concern. TheCoalition on Lifegong Education (COLE) b-roughttogether for the first time repretentatives fromall the provincially bated organizations con-cerned With the learning needs of adults.Several years of meeting together reSulted in,first, the NeWthink Conference of 1984 and,secondly, in a request to PACE to consider waysof providing a permanent communication linktmtween the cooperating organizations.

PACE responded with a constitutional changewhich made provision for each specializedorganization to seat a representative on thePACE Board of Directors.

Thus, PACE fulfills its historic mandate to fostercommunication between those who are con-cerned about learning opportunities for adults,to be an advocate for the adult learner, and toencourage community support for adult educa-tion in all its manifest activities.

Membership in PACE fluctuates betWeen 200erre 300 and comprises both volunteers incommunity organizations and those employed toteach or administer programs for adulta. Similarto the experience of other organizations, theeconomic situation in B.C. has made far a dropin active meminrship as more and more adulteducators join the ranks of the unemployed.

The activities of PACE have alway6 centredarouivd the areas of information exchange,advocacy, and organizational and individuallinkages. Information exchange has always beena key concern since the beginning. For manyyears the PACE Newiletter was published everytwo months to provide informatimi on currenttraining and continuing education trends andhappenings. Its 30 to 40 pages included reportson programs, articles on the orovialon oflearning opportunities for adult*, and news itemsabout developments across Canada and Inter-nationaiy. In addition, an wccaskmal neWsbulletin is circulated to members, first under thetitle of PACESETTER and more recently underthe title of Connections. Occasional papers arepublished as PACE PaperS.

Each year PACE has sponsored, and sometimesco-sponsored, a number of seminars, work-shops or conferences. These have usually beenloratry1 in the Lower Mainland area because ofthe concentration of it6 membership. In 1986PACE is again co-sponsoring in B.C. aninternational conference With the NorthwestAdult Education Assodation.

In the area of advecacy, PACE has over theyears submitted a number of briefs togovernment authorities in B.C. as well SSco-rwerated in the development of nationalatatements and declarations. PACE is theprovincial link to the Canadian Astociation forAdult Education and through the CAAE it has

linkatosS With the other provincial associations forcontinuing and adult education; as well as withthe internatimal adult education movement.PACE repretents British Columbia on the CAAEBoard of Directors-.

PACE, conceived as the umbrella for the broadfield of adult, continuing, and cemmunityeducation in British Columbia, continues toencourage and support all learning activities foradults within the limits of its budget. In addition.Since KS ieception PACE has continued toprovide a program of bursuries to assist adultSwho are pursuing Warning activities in BritishColumbia. For more than thirty years, PACE andits forerunners have carried out a consistentprogram of emotneging community support andproviding linkeigel among those who areconcerried about lea) aing opportunites for adultsin British Columbia.

34 38

THE ADULT BASIC EDUCATION ASSOCIATION OF BRITISH COLUMBIA (ABEABC)

Norma Kidd

The Adult Ilratic Education Association of BritishColumbia was formed in 1979; The first meetingwas held at the Richmond campus of Doug leeCollege with Barbara Bowmar chairing. Thisinitiel gathering of people committed to theprovision of academic upgrading opportunitiesfor urdereducated adults was the result ofrecognition by Barbara Bowmar and others ofthe need for networking in this emerging field.Instrumental in the arranging of this gatheringWere Bob imine, Ron Fussell, Donna Stainsby,Nora Minogue, Ron Bowcott, arid Dan Henslowe.Ron Faris assisted end supported thesepractitioners of adult basic education in theirearly efforts to form an association. Over thelast seven yeare, the ABEABC has grownthrough the leadership of presidents BarbaraBowmar, Donna Stainsby, Steve Hubert. DonSawyer, and Norma Kidd.

Membership in the ABEABC is open to_ allmrsont engaged in, or interested in the practiceof adult basic education. Most of the membersare instructors working in programs provided_byschool districts and colleges_ throughout theprovince. ABE learners, administrators, andothers are also nesmbers of the asseciation.Membership fees are 830.80 per year, and thereare currently 120 members.

The purposes of the association are to maintainand improve the quality of adult basic educationthroughout the proVince of British Columbia endto foster conmunIcation among those engagedin the practice of adult beet educationi inaddition to table offiders, the executive of theassociation consists of regional representatiVetfrom Vancouver Island, Metro Vancouver, the

Norma Kidd is an instructor of Adult BasicEducation at Douglas College and is Presidentof the ABEARC.

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Fraser Valley, the North, Okiinagan-Mainline .

and the Kootenays, as well as the editor ofGroundwork. In an attempt to meet the needs ofall members in the province, conferences andannual general meetings have alternated be-tween rural and urban locations. Since 1979conferences have bimn hotted by the College ofNew Caledonia. Douglas College, East KootenayCommunity College, Burnaby Soft)! District, theUniversity of British Columbia (as part ofNewthink '84)1 and Okanagan College. The 1986conference will be held at the new campus ofVancouver CommuniW CrAlege. These confer-erica* provide the opportunity for members tcget together to share curriculum ideas and todiscuss emerging issuee in the field. Emphasiscontinues to be placed on the provision of highquality learning opportunities for undereducatedadults.

One of the most valuable servicet the ABEABCprovides for its members is the periodicalGroundwork._ Over the years, the hardworkingmembers who have been editors of Groundworkare David Tkomart, Ace Hollibaugh. Geoff Dean.Evelyn Battell, and Margaret Nelson. Publishedthree times a year, this jcvurnal provides programupdates, committee reports, critical articles.descriptions of innovative programs, and anno-tated bibliographies of new materials.

Another service provided to members is thecirculation of ABELOPE, an envelope full of ABEteaching suggestions. Instructors submit learn-ing activities they have successfully uted to beduplicatai arid circulated to other members.ABELOPE end Groundwork help keep the ABEnetwork alive between conferences.

In the last three years the astociation hassuccessfully undertaken two projects funded byfederal grants. ABELOPE originated aS part ofthe Literacy %source Centre project whichprovided practitioners with fully annotatedbibliographies of ABE teaching materials andprovided a mechanism for the province-widedistribution of instructor-developed materials.The second project undertaken was theOkanagan Literacy Project in which a coordinatortrained a team of volunteers to be tutors foradult non-readers in the Okanagan area.Hopefully the Prolectt Committee of theassociation can continue to help memberssecure funding for additional innovative projects.This new direction for the association camethrough the leadership of Evelyn Batts ll and JudyRose.

In the future the ABEABC will continue topromote the proviSion of quality basic educationfor adultt, to act as an advocate for theundereducated, and to link with other adulteducation associations which support the notionthat a basic education is a fundamental right forall Canadians.

36

THE ADULT SPECIAL EDUCATION ASSOCIATION OF BRITISH COLUMBIA (ASEA)

Glady6 LOIwen

The Interriation61 Year of the Disabled (1980)Was a significant year for many peoplethroughout the world. Awareness was raised;projects were initieted, And services becameMOre accessible for people with disabilities. TheMinistry of Education in British Columbia jOinedthe action by issuing a policy statement on adultSpecial education;

The policy established guidelines and responsi-bilities as follows:

(1) The education of adults with disabilities is anintegral part of public education.

(2) Public educational institution6 will be encour-aged to provide reasonable access to servicesand programs to adults with disabilities.

(3) The Ministry, subject to funding approval bythe Legislature, will develop guidelines, coordi-nate prCgraMs, and ensure development ofcurriculum resources.

(4) The Ministry recognizes that programs andservices for diubled adults require 6 differentlevel of financial &ippon than other programs.

(5) The Minisby will provide_ administrative andfinancial support to ensure that educationalinstitutions have the capability to fUlfill thereSpOnSibility to provide access to adults withdisabilities.

With this statement; the Ministry of Eduoationassumed a major Nile in promoting access toeducational institutions.

The Ministry set out to fulfilt its promise bycreating a special initiative. All post-secondaryinstitutions were encouraged to apply for funds

Gladys LOOWen 16 Coordinator, Adult SpecialEducation, Douglas College and a foundingmember of ASEA.

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41

through this initiative to establish services andprograms for adults with disabilities. Thecolleges with established servicea for Studentswith -disabilitio6 uatd the initiative to expand theirServices. By the fall of 1982, fourteen of thefifteen colleges had established a perion orpersons responsible for coordinating services.Several School districts with adult programs alsobegan to develop support services and Specialprograms. Then new servicee end programscreated neW opportunities for disabled adults - achance to continue their seaming in settings withbuilt-in suppwt.

Each institution developed a unique set ofcourses and services lased on the college'sadministrative structure and the needs ofditabled adults in its community. Many collegeaestablished coordinator positions to providecounselling, support services, adaptations toclaearoom activities, and initiate new courses.Some colleges focused on creating programsdesigned for specific groups of disabled adults.Theie special programs fit into four generalcategories: 1. life skills education, 2. jobawareness and preparation, 3. academicupgrading, and 4. vocational training. Theseprograms have bun created or 6depted forsmcific groups like adults with mental handi-caps, hearing impairrnants, visual impairments,physical disabilities, or emotional handicaps.

Despite the creation of special prwrams, theemphasis has been on integrating adults with%Molel needs into regular programs with extrasupport or adaptations. The goal has been toadapt the activities and find alternate ways forStudents With special needs to complete thecourse objectives rather than modifying thecourse or lowering the standards.

Through Ministry support, faculty, staff, andadministrators working in the area of adultspecial education have been able to meetseveral times each year for professionaldevelopment activities._ These meetings havefocused on common concerns, sharing ideasand resources, and establishing a network ofSupport. Because the field is so new andbecause our numbers so few, having contactwith others and support has become a necessityfor Survival, growth, and identity. Out of thisneed for support the Adult Special EducationNetwork of B.C. was born.

The purposes of the asszciation include:

(a) io promote meaningful responses to Issuesand concerns affecting the educational re-sources and independence of disabled students.

(b) To promote professionalism and expertiseamong individuals who are interested andinvolved in providing services to post-secondarystudents with special needs.

(0) To develop and strengthen the communice;tion network for those persons professionallyinvolved In providing services and programs fordisabled adults.

(d) TO prOVide standards and to encourageaccountability of pairsons providing specialsemices;

(e) To promote delivery of services at post=secondary level to allow full participation ofindividUal5 With ditabilities.

The membership of the association includesthose persons directly involved in the admini-stration or provision of educational opportunitiesfor adults with special needs.

This network Is the link that provides an id-entityand common bond for its members throughoutthe province. The major activities have involvedco-sponoring the annual adult special educationconference in the spring and the professionaldevelopment workshops that generally occur inthe fall and the Spring. A newsletter is another

vehicle for linking memberS and providinginformation. With members spread throughoutthe province. it has been a useful way to find outwhat is happening at each college or schoolboard, new programs and resources, andupcoming related events.

There is a special aspect to the Adult SpecialEducation Association. The network has surviveddespite all the Odds: diStance, small numbers ofpotential members, budget cutbacks, and lossof designated Ministry funds. Old faces havedimppeared as positions have been eliminatedor changed; some new farm have surfaced.The challenge has been to keep up the spirit andmomentum With the remaining founding mem-bers and instill that same spirit in new members.New energy is required to continue the growingprocess of a young association.

The network IS in a state of transition at thepresent time. Members will need to decide onthe future and the viability of the network. ifmembers want and need the association, theywill need to make a commitment to provideenergy and leadership. While all of us want anactive, effective organization, most of us havelittle time or energy to give to such a project.With budget cutbacks and increated enrollmentof students With disabilities, our workload seemsoverwhelming. Another special aspect of ourmembership is the commitment and dedicationto our jobs and the students we serve, leavinglittle energy for association activities.

Because disabled people are generally under;educated and underemployed, they are a needygroup to serve. AS support services becomeavailable, the number of students requiringspecial support increarmis. Each year more andmore diSabWd -adults decide to continue theireducation by accessing college and schoolboard programs. Since 1980. most collegeshave doubled, even quadrupled the number ofstudents with disabilities. These numbers tell thestory of success from special grants, dedicatedworkers, community support, and accessibleenvironments.

38 42

THE ASSOCIATION FOR COMMUNITY EDUCATION IN BRITISH COLUMBIA (ACE/BC)

Inge Williams

The AssociatIOn

The objective of the Association is to promote allaspects of community education and communityschools in British Columbia through: (a)advocacy and liaison, (b) dissemination ofinformation to all Interested parties, and, (c)organization of appropriate training programs.

The ACE/BC Board has approdmately thirteenelected and appointed members. Th Boarddeals with a large and broad business agendaand yet continues to be very effective inproducing strong leadership. Its uniqueness isthat most people on the board are notprofeationtilly employed in community educationand yet have a strong commitment to its cautele,g agency director, Volunteer coordinator,B.C. Home and School President, VancouverSchool Board parent representative, physiola7gist, university profettor, community collegefaculty, etc.) It meets monthly and tries 10respond to concerns from the province as awhole through district representatives. Theannual general meeting is held during the annualconference in October.

Historical Backgmlind

The idea of community education started in 1970with Jack Stevens, a teacher end administratorIn North VancouVer. He Watt excited about thephilosophy and took the opportunity to do atwelve month Mott Internship in Flint, Michigan(the "Mecca" of community education). Hereturned to the district, successfully lobbied tostart Queen Mary as the first community school

Inge Williams is Past President of ACE/BC.Past Supervisor Of the CoMmunity EducationTeacher Educate:xi PrOgram at U.B.C.; andcurrently President of the Canadian ASSOCiatiOnfor Community Education (CAGE)

in B.C., and became the first community schoolcoordinator in 1971;

in 1974, Gary Pennington of the Faculty ofEducation, UBC and ten to tWeive like-mindedothers, including Jack Stevens, proposed andinitiated an alternative teacher educationprogramme at WIC emphasizing teaching skillsfor a community=based learning situation. Thisprogram ran successfully for ten years, until itwas cut due to restraint.

At the same time, a provincial communityeducation consulting team, consisting of threeto four people, was travelling around theprovince in response to the demand forcommunity education knowledge. The demandwas overwhelming.

ACE/BC was formed in 1976, among otherreasons, because the consulting team desper-ately ntWded a broader base to share in thedissemination of the philosophy and skills ofcommunity schools and community education.Community schools had been formed and otherswere continually being added to the ranks. Theneed for coordination, communication andtraining was evident and an association seemedto be the answer to address these issues.

In 1982; the Community Education Developmentntre was conceived in burnaby Thi building

provides a horne for ACE/BC resources as Wellas a meeting and training place. Manyorganizations and community grant groups haveshared the space for short terms.

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In 1983, there were 40 designated communityschools in B.C. Since restraint, approximately30 now remain, in the districts of Burnaby, NorthVancouver, Vancouver, Victoria. SunshineCoast (Bowen Island and Egmont), Surrey(different format), Prince George, and Haze Iton(Kispiox). Currently, many rural schools arefinding the community school model particularlyeffective in meeting their needs and ACE/BC isfacilitating this process. While many otherschools operate in this manner further designa-tions may not happen because of the addedcost to school districts.

Membership

Membership in the association is open to anyperson or group that has an interett incommunity education. At the moment, thereare approXimately 250 members: 35 of thew:.are organization members (school boards,advisory councils, parent participation pre-school, Immigrant Services, etc). Individualmembers represent parents, teachera, coordi-nators, principals, agency personnel, volun-teers, and interested others.

Membership terVicet include a newsletter,Accssory, and Ace Nots (short form) that ispublished three or four times pm' year. Trainingand reso-urcee are available through theCommunity Education Development Centre.Social events are planned==beer=nites, picnics,etcin response to demand from the member-ship. Every year in the later part of October,ACE/BC organizes a confers.:ce With schooldistricts taking turns to host this major event.This conference usuany attracts 400=500 peopleand is a dynamic avant. ACE/BC hes justproduced a Resourc Manual for CommunityEducation (a 4 inch manual on many aspects ofcommunity education).

ACE/BC was the first provincial COMMunityeducation associatien fernied in Canadai It hasalways_ had the most members and been thestrongest voice txiCaUlle Of the grate=robtsnature of its membiirshic4 Alberta's CEAA is aprofessionally dominated group and this corn=munity school organization through Brian Staples

continues to be an outstanding model forfunding and school development. Otherprovinces with associations are Ontario, P.E.I.and just recently, Saskatchewan.

Philosophy of Community Education in BritishColumbia (ACE/BC Statement)

Community education is an edudational processthat concerns itself with everything that affectsthe well being of all citizens within a givencommunity.

Inherent in the idea of community education arefundamental beliefs:

that learning is a life=lorig protess

that education should respond to theintellectual, recreational, cultural,economic, social and eMetional needsOf people in the community

that people have a deeper undontarid=ing of, and commitMent to, thedemocratic process when they areinvolved in decisions that affect them

that a community is made up ofIndiViduals With diverse and valuableviewpoints and the acceptance of thedifferences among community mem-bers enriches both the individual andthe community as a whole

that a greater sense of communityemerges and valuable skills arelearned when people who live Or workin a comMunity have opportunities toparticipate in managing that commu-nity

that community needs are mosteffectively identified and met throughan organization representative ofcommunity members

that important resources exist within acommunity and, When identified, Canbe Used for the benefit of thatcommunity

- that community residents gain person-ally from sharing their expertise and/orproviding support serVices for thebenefit of the community

- that public facilities should be usedmaximally by community members thatit is desirable for the services ofcommunity agencies and organizationsto be coordinated at a lOcal level.

Community Education and CommunitySchools

In B.C., it has been felt that the neighbourhoodschool is one logical centre for communityeducation programs and services. Therefore.certain schools have been designated ascommunity schools.

Inherent in the idea of community education arealso additional beliefs which relate specifically tothe education of children:

that children develop a broader View ofedUtatiOn when they see their schoolused by people of all ages for a varietyof educational experiences

that children develop an appreciationfor the value of formal education whenthey see it integrated With otheraspects of their &WY experiences

that children benefit when imoortantresources existing within a communityare identified and used to enrich theK-12 curriculum

that children develop a greater senseof pride in their school when they see Itused and valued by the community.

Policy Staten laitts

The ACE/BC has adopted many policy state-ments. Those of interest are:

(1) Adult Education. The Association forCommunity Education/British Columbia advo-cates that the concept of life-long learning be

4

adopted as basic to the planning of the totalpublic educational system in British Columbia.

(2) Community Counclts. The Association forCommunity Education/British Columbia advo-cates that people have a right to participate indecisions that dsvelop direction in the schooland community's operation.

(3) Funding. The Association for CommunityEducation/British Columbia advocates a coop-erative funding mocha lo-r Community Educationand community schools which is consistent withthe shared responsibilities inherent in theoperation of community schools and in servicesprovided to the community.

(4) Fa dillties. The Association for CommunityEducation/British Columbia advocates joint plan-ning, financing, construction and operation ofpublic buildings and facilities so that maximumuse by both the community and school can bemade of diets buildings and facilities.

(5) Volunteerism. The Association for Com-munity Education/Errititth Columbia recognizesthe importance of volunteerism as one level ofcommunity involvement. Furthermore, It adVo=cates the use of volunteer* in a coordinatedprogram whose purpose is to enrich the cultural,recreational, social and educational environ-manta in community schools and in thecommunity.

AdVOcacy

Advocacy is an issue that has been addressed inmany ways by ACE/IM. Letters to and meetingswith elected government leaders continue to bedeemed important and neceSb..`,..i to keep thegoals of community schools in the forefront.

Training

Training is an important objective of theACE/BC. In the past two years, trainingworkshops have been developed on thefollowing topics and have Wen well attended:Makinv littings Matter, Fund-raising, Elemen-tary Curriculum in the Community, Junior/Sec-ondary Curriculum In the Community, Keeping

Council's Books, Marketing Your CommunityScho-ol, and Putting Together a Newspaper.

An "Everybuddy Project" has been organized to"buddy up" resource teams from developedcommunity schools (principal, coordinator,council memtier, teacher representative andvolunteer representative) with developing corn=munity schools. The team acts as a consultantto the new school for a year. ACE/BC continuesto be the facilitator.

Tha "Road Show" was devised as an in-serviceteam from the ACE board that is available toschools/groups to discuss/promote communityeducation.

A video program, "A People Place: CommunitySchools in British Columbia", was developed forthe purrYose of training and advocacy. Thevideo tape has been most successful and usedextensively. It was produced through theUniversity of British Columbia, with eachcommunity school donating money towards thecost.

The Future

ACE/BC has been constantly braadening itsbase of support within communities and that willcertainly continue to be an ongoing concern andconsideration. Liaison with other organizations isbeing encouraged (presently CACE - CanadianAssociation for Community Education; PACE;ICEA - International Community EducationAssociation). Community schools are in troublefinancially but the philosophy of communityeducation is thrMng and growing in BritishColumbia. Advocacy will become an evengrealer priority in terms of funding andeducation restraint. IncreaSed consultation andcommunication will be necessary to maintainwhat ACE/BC has worked so hard to develop.The Association is looking across Canada andelsewheis at other models in order to continueto be effective and remain at the cutting edge inthe nation.

42 46

ASSOCIATION OF BRITISH COLUMBIA

TEACHERS OF ENGUSH AS AN ADDITIONAL LANGUAGE (TEAL)

Pat Wakefield

This association, the first of its kind in Canada,wet inaugurated in 1987. In less than twodecades it has grown from a handful ofdedicated aonscieMfouS teachers in Vancouverto a thriving tnembership of over 500,representing all parts of the province.

Eledkground

British Columbia has always numbered amongits citizens people from every part of the world,many of whom do not speak English as a homelanguage. In the late 80's and early 70'showever, due to Canada's new immigrationlaws, there was a significant influx of newcomersfrom countries not traditionally a part of theimmigration pattern.

Settling into a new culture where the language ofcommunication is also new is a difficult andfrustrating process. Canada needed the knowl-edge, skills and techniques which these newcitizens brought With them and were anxious toshare. Learning English, therefore, became apriority for facilitating the settlement processand accererating this exchange; the need formore classes and more teachers was apparent.

Beginnings

Partially in response to this dilemma ineducation, TEAL was born. The Adult Educationdepartment of the Vancouver School Board,responded to the need by appointing awordinator for ESL (English as a SecondLanguage) classes. Teachers were invited andencouraged to voice their frustrations and shareideas for improving the program. From theseinformal ad hoc meetings grew the idea of

Pat Wakefield is Founding President of TEAL.1987-70.

forming an associatiw to support this smallgroup of teachers with specific concerns notshared by others in the teaching profession.

The B.C. Teachers Federation respondedgenerously to a request for help. Legal advicewas made available in drafting a constitution,office space and clerical tesistance was offeredbut most importantly an affiliation with the EICTFwas arranged. TEAL is a unique group ofsimialists in that it includes teacher of adults aswell as of children; it was not possible therefore,to become a Professional Specialist Association(PSA) urtder the exalting BCTF guidelines. Theclose tie with the BCTF with the status of anaffiliate group however, provided strong supportfor the fledgling organization in its formativeyeart. The name, Teachers of English as anAdditional tatriguage was inspired by thestudents, many of Whom spoke severallanguegee fluently and were adding English asone more.

The istues faced by the new organization wereas follows:

(a) the need for available training in teachingEnglish as a second language in B.C. (at thattime the only course offered in Canada was inToronto during the summer months);

(0) the need for rectignkion by hiring bodies thatteaching English_ as an additional languagerequires a professional commitment With all theinherent resporiftibilities such as pre-service andinservice training, program and materialSdevelopment, and on=going atsessment ofstudents, materials and programs;

(c) the need for remognition by Mote makingpolicy at the scliciol Ward and/or govermentlevel that teaching English as a second languageis not a remedial pursuit but a sound andnecessary pedagogical practice which not onlyfacilitates settlement and participation in thecommunity but also makes available to Englishspeakers a broad range of knowledge, eeper-tits, and cultural understanding;

(d) the need for recognition by both federal, andprovincial goverments that help in funding suchprograms is both necessary and politicallyviable. Communities at every level benefit fromthe participation and contribution of these newcitizens.

In the spring of 1988 TEAL held its firstconvention in a isrge lecture hail in theBuchanan Building on the UBC campus. Therewere 50 registrants, mostly from Vancouver andits environs. In March 1985 TEAL held itsseventeenth annual convention at the enlargedconvention facilities of the Richmond Inn. Therewere over 800 regittrants from all over B.C.,fram Wathington, from Oregon, as well asrepresentatives from most of the provinces inCanada and from the North West Territoriee.

Accomplish Montt

In the past eighteen years the accomplishmentsof this energetic professional organization havebeen impressive.

Although TEAL was the first provincial associa-tion in Canada, there is now a similarorganization in all but one or tWo provinces. In197177 TEAL took an active role in theformation of TESL Canada, a national umbrellaorganization which provides cohesion for theprofe4tion across the country. The firstpresident of TESL Canada was a formerpresident of TEAL.

Teacher Training

In the summer of 1988, due to the combinedefforts of TEAL, the Vancouver School Boardand the Faculty of Education at UBC, the firsttraining course for ESL teachers was offered.

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Now, UBC has training programs all Part dt itsregular offerings at qoth the graduate andundergraduate levels. Students come from allover the world to enrol in the courseS andteachers with training from UBC are working notonly in Canada and the U.S. but also in suchfaraway countries as Saudi Arabia, Thailand,Irsionesia, Japan, China, Lesotho, France,Israel, Italy, Germany and Sri Lanka. SimonFraser University and the University of Victorianow also have prOgrams at both the undergradu-ate and graduate levels. There has always beenmutual cooperation and supAo/t betWeen TEALand the univertitiet. For many years TEALittued a certificate to graduates of the course atUBC. Although this practice was discontinuedsome ten yeara ago, there are still requests forthose certificates!

Programs

Both number's and kinds of programs for secondlanguage learners (adults and children) haveincreased and developed across the province.

TEAL has played an important supportive roleduring this period of expantion. Workshops andregional conferences are available on requestfrom any district in We province. Classroomvisits in Vancouver can bee arranged. Communi-cation Is maintained via the quarterly TEALNewsletter and the annual conference aboundswith workshops, sharing sessions, researchreports and materials displays to meet teacherneeds.

TEAL hat always been cognizant of its positionon the Pacific Rim; =latently reminded ofcourse by many students from those countries.FrOM 1989 to 1978 TEAL sponsored a Japans:1ASummer Program which enabled hundreds oftourists from Japan, aged 8 to adult toparticipate in a combined language and travelprogram;

Direttlont ESL

In an effort to make government officials awareOf the kitties and problems In second languageteaching; TEAL joined with three other cOMMu;nity groups in Vancouver, (Britannia COMmunityServices, the United Chinese Enrichment Soci-

48

ety (SUCCESS) and the immigrant UrvicesSociety of B.C.), to plan two symposia.The first, held in January 1977, broughttogether representatives of all those Workingwith the immigrant population in various areas ofsettlement. They formally articulated the prob-lems and drafted some tentative solutions. Thesimond sympotium, held in April of the sameyear, invited administrators and governmentpolicy makers to meet with the professionals inthe field arid diacuta the proposals. Many ofthee" were accepted in principle. A standingcommittee was appointed by the symposiumparticipants to facilitate implementation of thepropotala agreefd upon. This committee, Direc-tions ESL, is still extant and functions in anadvmacy role.

Lobbying by Directions ESL no doubt contributedto the decision by the provincial government toappoint 6 provincial consultant for the adult areaof ESL and three years later, when that positionwas terminated, to appeInt a provincial consult-ant IC-12. Eamon* depression in B.C. hasforced the termination of that gosition also.TEAL, however, through Directions ESL and therecently formed Policy and Action Committeecontinues to press for the re-establishment ofboth these positions.

Publication

TEAL hu allkays given a high priority topublications. Since 1975 there haS been anewsletter issued quarterly. This is an importantcommunication link not only with members butalso with like organizatinns in Canada and in theUnited Statea. Since 1974, TEAL has beenaffiliated with Teachers of English to Students ofother Languages (TESOL), an internationalorganization.

From 1977 to 1984 the TEALOccational Papers,a fournal of scholarly articles for teachers, waspublished annually witn tnancial help from thleDepartment of the Secretary of State. With theettablishment of TESL Canada, however, theprovincial groups decided to ccncentrate theirefforts and their budget in one nationalpublication, the TESL Canada Journal. The next

49 46

issue of this journal will be edited and publishedunder the asupCes of B.C. TEAL.

Westcoast Reader, a newspaper for those whoare learning tO reed English is used and enjoyedby atudents in and out of classrooms throughOutthe province. TEAL Venda its support andendorsement tO this project.

The Mel Heriderson Memorial Collection ofprofessional bookt, initiated and maintained bythe TEAL Association, was named in honor ofthe man whom enerw and foreeight wereinstrumental in forming the basic philosophy ofthe association. The collection is now houted ina separate tram within the Spacious library atthe King EdWard Campus of the VancouverCommunity College. Through an inter=libraryloan system it Is accessible to teachersthroughout the prOvince and is constantly in use.Many new acquisitions have been generouslydonated by the British aountil. TEAL, however,odnsistently buildt an allowance for this purposeinto its annual budget.

Projects

TEAL., in keeping With its mandate to encourageproifttional growth and development among RSmembers often crovidea "teed money" forprojects. One of the most notable of these inrecent years has been its support, along withsupport from the officet of the Secretary ofState and the Provincial Secretary, of thepublication of Early Childhood Education for aMulticultural Smiety: a Handbook for Teach-ere. This book was the culmination of severalyears of work in meeting the newKis of teachersworking with preschoel ESL children. PRESL(Preachool Englith as a Second Language) is asub-committee established after a TEAL goon=sored day=long symposium in vhich teachersarticulated their problems and asked forguidance in helping ESL preschoolers and theirfamilies. The committee hal been successful inproviding solutions for some of the issuesidentified at that time. To date a training courtein early childhOOd multicultural education hasbeen established at the college level andrecognized by the provincial authoritieS. AResource Centre h3s been set up in the

community and is available to all teachers. TheHandbook mentioned above has been receivedenthusiastically by teachers of young children.Is:Sues of administration and public ixtucationhowever remain largely untouched. When thecommittee drafts another project to addressthese kisues it is assured of encouragement andsupport from the parent association.

Conventions

Conventions and workshops are an importantand bontinuing part of TEAL's work. This Fall,affiliate groups from Washington, Oregon andBritish Columbia held a Tri-TESOL conference inSeattle. Sharing across art international bound-ary was exciting, innovative, and filled with newdiscoveries for many participants. Without doubtthis venture will be repeated.

Annual conventions, as mentioned previously,provide an important focal point for the year'swork and highlight new developments or trends.

Future Directions

In 1987 the Association of B.C. TEAL will be 20years oid and indeed it has come of age. It is afully registered society with an updated constitu-tion rewritten and ratified in 1977. Ite membersare highly qualified professionals, involved in the

46

policy making of the national (TESL Canada) andinternational organizations (TESOL). The B.C.assixiation has eatablithed a Policy and ActionCommittee to study and pursue political andsocial implications. Professional standardt arebeing reviewed: eventually guidelines will bedrafted. Relationships with the British Council arebeing strengthened and developed. In 1985 thePat Wakefield Soho larthip was initiated whichenables the recipient to visit ESL programs inEngland as a guest of the British Council.

In 1987 TEAL Will celebrate its 20th anniver-sary.The annual conference will be held in Marchat the Hyatt Regency. In addition to hosting TESLCanada, the conference committee will imple-ment a Pacific Rim theme. Already plans areunderway to welcome home members who willShare their experiences of teaching in China.Japan, Indonesia and Korea. Visitora fromacross Canada, from the Pacific northwest, andeVen from the Pacific Rim countries areexpected.

As it approaches itt 20th anniversary, theAssociation of British Columbia Teachers ofEnglish as an Additional Language takes pride inits students, itti teachers and its contributions toeducation, and looks with confidence towardsthe future.

50

ThE B.0 ASSOCIATION OF CONTINUING EDUCATION ADMINISTRATORS (BCACEA)

Ed Palleson and Don Jacobs

The British Columbia Association of ContinuingEducation Administrators (BCACEA) it a VOlun7tary, non-profit, non-sartisan, profession&organization open to all persons amployedfull-time, or part;;tirrta 8S director% administra7tort be programmers of _adult, _community orcontinuing education in the publicly suppOrtedinstitutions: mblic tchotis, C011eges, institutes,and UniV0reities it is the only provincialassociation exclusively representing administra-tors and p/bgrammers employed in the publiceducation sector.

The current membership consists of approxi-mately 90 active, 10 honorary, ahd 28 lifemembers. Membership is distributed amongstpublic institutlOna that deliver adult educaton inBritith Columbia roughly as follows: colleges andinstftutes 57%, school district adult educationunits 40%, universities 3%. Membership hasIncreased and decreased over the years, inconcert with the degree of provincial Supportprovided for continuing education. Membershippeaked in 1981, Wnmediately prior to theeconomic recession, at app-roximately 115active membere. The active membership thendeclined and is now stabilizing and regainingstrength.

The association is dedicated to:

Developing, maintaining, and mordinat-ing channels for the exchange anddiscussion of ideas, methods, andtechniques of adult education.

Collecting, coordinating, and distributinginformation concerning continuing edu-cation.

Ed Meson is Director and Dan Jacobs isCoordinator, Community Eduction, Sci.bolDistrict #41 (Burnaby). Both are PastPresidents of BOACEA.

Keeping an open, active relationshipbetween continuing education admini-stration in the field and the Ministry ofEducation.

Assisting its members to b400-rnit Witterinformed and More proficient in develop-ing program and administrative skills andin organizing and identifying needs andresources in cOrnenunities.

Playing an advocacy role for continuingeducation in the province.

Establishing and maintaining workingrelationships with all bodies concernedwith adult, community and continuingeducation.

Stimulating public interest and supportfor the opportunities and advantages ofcontinuing education.

Promoting high standards of practice forthe profession.

Origins and Early History

The founding conference of SCACEA was held inKamloops in 1965. Because members comefrom all over the province, the annual generalmeeting/conference has historically rotatedamong Mei in the interior, the Lower Mainland,and Vancouver island.

The following outline of the origin and history ofBCACEA is borrowed largely from an article byGordon Selman in a 1979 edition of the PACENewsletter.

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In July of 1955, the I'Mpartment of Education(Community Programmes Branch) convenod thefirst Provincial Conference of School Board AdultEducation Directors. In the ensuing decade,enrolments in public school adult educationprograms increased by more than 300 percent.A full-time Provincial Co=ordinator of AdultEducation was appointed by the Department in1982. Between 1981 and 1964, the number ofBohm* districts operating programs increasedfrom 58 to 75 and the number of full-timedirectors of adult education employed by schoolboards grew from 2 to 31.

In May of 1983 and again two years later,wnferences of achool board adult educationdirectors were organized. At the socmnd ofthese meetings (1965). the B.C. Associati On ofAdult Edocation Directors was formed. Therehave been two changes of name since that timeand the organization is now known as the B.C.Association of Continuing Education Administra-tors (BCACEA).

It is a provincial body with 7 regionalsub-groupings representing the entire provinceof B.C. The Lower Mainland chapter isparticularly strong and active. Although theOrganization began on the basis of involvingmainly school board baud adult educators, Withthe development of the college system in theprovince beginning in 1965. the organizatickiembraced adult educators in those institutions,the vocational schools, the B.C. Institute ofTechnology and interested representatives ofuniversity extension as well.

The BCACEA developed over the years into aneffective vehicle to serve the needs of adultechicetors in the public education system. Witha narrower membership base than PACE or theCAAE, it could concentrate its activities on theconcerns of administrators in the public system,facilitate an exchange of information amongthem, organize a useful annual conference anddeal in a relatively focussed fashion with theDepartment/Ministry of Education on mattersrelating to their institutions.

BCACEA has at times Wen very active in itslobbying activities With the Ministry. Therefore,when it was proposed in the early seventies thatthey amalgamate with two other adult educationorganizations (the B.C. Division of CAAE and theB.C. Branch of the Canadian VocationalAssociation) to form an association that laterbecame known as PACEthe BCACEA Execu-tive felt that they had a successful organizationwhich was usefully moving its members, enddecided that they wished to retain their ownidentity. They did, however, express support forthe new organization and several of the leadersof BCACEA htive been among the most activemembers and leaders of PACE. BCACEAcurrently views PACE as an umbrella adulteducation organization and a constant liaison Ismaintained.

Table 1:

BCACEA PresidentsBCACEA Presidents and AGMs, 1965-1986

AGM Site

1985-86 Frances Cromie 1986 Penticton1984=85 Frances Cromie 1985 CoWichan Bay1983-84 Don Jacob 1984 Vancouver1982-83 George Worolny 1983 Harrison1981-82 'eorge Worobey 1982 Vancouver1980-81 Ed Nilsson 1981 Harrison1979-80 Ed Palieson 1980 Kelowna1978-79 Sid Gow land 1979 Victoria1977-78 Ski Sow land 1978 Vancouver1976-77 Dorothy Clods 1977 Vernon1975-76 Al Cau 'son 1976 Victoria1974-76 Gordon Thom 1975 Harrison1973-74 Bill Day 1974 Prim* George1972-73 Bill Day 1973 Victoria1971-72 LOU Monasch 1972 Harrison1970-71 Lou Monasch 1971 Victoria1969-70 Gerry Fry 1970 Harrison1968-69 Gerry Fry 1969 Kelowna1967-68 J. Daigleish 1968 ** Victoria1966-87 J. Dalg leish 1967 Harrison1965=66 J. Daigleish 1966 * Kamloops

* Inaugural Annual General Meeting of B.C. Association of Adult Education

** Adoption of the BCACEA logo and Association colors. The Amp of loarning logo was designed byBill Mc Gown, who served the Association as Secretary Treaturer for 11 years. The Association'scolor, blue, was modelled on the traditional color for learning, knowledge and scholarship in the schoolmasiter branch of the Royal Navy.

Present Times

The atiociation has distinguished itself as aprotagonist for continuing education in %C. kiparticular, the eirecutive has represented theMembership's concerns and Interests bypersonal delegation to a number of Ministers ofEdocattOri including the Honourables LesliePeterson, Eileen 13ailly, Patrick Mc Geer, and BillVan Der Um;

This advocacy role has been particularlyproductive in recent times. Representationsduring the early chaise of restraint contributeddirectly to the preservation of funding for adult

_AS

5 3

basic education, English as a second language,and vocational part-time programs.

The asiociation produces a periodical publica-tion entitled The BCACEA Newsletter. Thiepublication has been feicrased in the past onSpecial Issues and events concerning adulteducation and lifelong learning in cooperationwith the Ministry of Education, B.C. Associationof Colleges and the B.C. School TrusteesAssociation, the BCACEA also initiated andcow-hosted three provinciel conferences oncontinui.ig education and lifelong learning. Abrief summary of each of these conferencesfollows:

(1) The Changing Face of Education inthe 80's (Vancouver, November1979) An examination of changingsocial pressures and emerging needsfor new strategies to allow educationto more adequately serve people.Speakers included Frank Beinder,Executive Director, B.C. Assbciationof Colleges; Bill Day, President,Douglas College; and Elmer Froese.Superintendent of Schbols, Burnaby.

(2) Developing (=al Priorities, Policiesand ProgramsNew Thrusts inLifelong Learning (Vancouver, March1978) A hands-on workshop foreducation policy makers and policy*Were. Speakers included JohnMadden, President, Microtel Pacificand Walter Pitman, President, CAAEand Peet Preisident, RyersonPo lytechnical Inatitutio.

(3) Pert4M8 and Sh Ort-lerin VocationalTraining for B.C. in the 1980's(Vancouver, April 1982) SPeakertincluded Roger Bennett, PersonnelManager. Alcan ()amide; BlatrAnderson, Director ofApprentictithip; Don Hammond,Occupational Training Council,Western Forest Products: and Hon.Warren Allmond, M.P.

Proceedings of each of the lifelong learningconlarences Were Covered in detail in theBCACEA newsletters;

The EXecUtiVe has recently identified a numberof priority areas for actMty in the immediatefuture. These include the initiation of the

50

Al Cartier Memorial Award for performance ofmerit in the field of adult education, more activeinvolvement of members in decision making,increased activity in the area of professionaldevelopment for members and improvements inthe area of membership communications anddevelopment.

The Future

The prospects for the future of the BCACEA areBS bright as ere the prospects for the future ofpart-time education for adults in British Golum-bia. Clearly, the need for part-time educationalopportunities either as an upgrading device tocomplement the needs of employed students oras a re-entry device to allow students to acquirenevi/ skills to enter the workforce, have neverbeen more pronounced.

The Association adopted a formal statement orphilosophy at its 1979 Annual General Meetingwhich expresses this point of view:

The scientific and technological revolu-tion, the flood of information available toman and the existence of mass-commu-nication media networks have sharplymodified traditional systems of educa-tion. No longer can everything beimparted to, or assimilated by, a studentbefore embarking on adult life. Todaythe full development of the humanpersonality requires that education andtraining be considered a continuinglife=long brocess, responsive to pres-sures for continuing change.

The ASSOciation's logo, the lamp of learning, isalways lit. It Is a direct and 1Yerpetual challengeto administrators of continuing education every-where.

5 4

PRIVATE CAREER TRAINING ASSOCIATION OF B.C. (PCTA)

Marie Tomko

Who is PCTA and What Doei it Rpresent?

The PCTAPrivate Career Training Associa-tionis a non-profit, non-partisan, non-sectar-ian society representing private post-secondarycareer training institutions in the province.

PCTA seeks its membership from the proprietarypost-secondary training schoolS and collegeswho offer COUrtet in a wide variety of vocationsto the public for a fee. Some PCTA memberschools have been in cperatiOn tinte the early1900'S, many have been in operation well over20 years, and most have been offeringvocational training for more than 10 years.

PCTA Objectives

The Association's objectives are:

(a) To secure and present the view of themembers to governmental agencies, legis-latures, and public and other organiza-tions.

(b) To promote mutual respect, goodwill,harmony, and better understanding amongmembers.

(c) To foster a reputation of =octanes forthe private career educational industry inthe eyes of the public through generalpromotional activities and publicity.

(d) To collect statistical and other informationand disseminate it to its membert, toguidance counsellors, and to the generalpublic.

(e) To_ encourage the development of im-provements in our fields through reafiarchinto new trends and ideas in education andtraining.

Marie Tomko is Founding President of thePrivate Career Training Aat6ciatiOn of B.C.

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(f) To disseminate to MOMberS information ofa general, economic,_ social, educational,and governmental nature;

(g) To promote actively the best interests andgeneral _welfare of the student of anindependent private educational institution.

Why Was PCTA Formd?

Formed initially in 1977 as an ad hoc committeeof private trade school owners and operators,the original group of tWeive representatives 88Wthe need to join forces in order to present asingle, strong, representative voWe to govern-ment; to share common concerns: and to worktoward betterment of the industry as a whole.

It was hoged that, united, the group would beable to liaise more effectively with government,and therefore, have some influence in the typesof governmental contrd regulating the privatesector schools and colleges, as well as affectchange in the unfair business practices anddiscriminatory policies in place at the time.

Some key concerns at the time, whichcemented the small group of proprietorstogether, Were:

The group's unanimous agreement promptedthe formation of an official Trade Association.(POIA's canititution and bylaws were Ovontutillyapproved, and it Was formally registered as aSociety in July 1979.)

(a) Archaic legislation._ enacted in 1949, andunpublished precedents which guided theMinistry of Labour Trada Schoola adminis-trative body In their decision-making.

(b) Control over tuition fee increases, unfair totong establiehed schools.

(c) Unfair duplication of private sector courseOfferingi in the tax-supported publicschools;

(d) Discrimination against students attendingprivate career schools.

During the summer and fall of 1977, theassociation commenced building its member-ship, setting guidelines and establishing terms ofreference. Approximately 30 private schools hadexpressed interest in the association.

In its first year, PCTA established formalcommunications links with the Ministry of Laixiurand the Ministry of Education, was givenopportunity for input into upcoming newgovernment regulations, and produced a mem-bership brochure which was distributed to high=hod oounsellorS, Canadian embassies, librar-ies, and to other BC trade schools with anencouragement to join PCTA. PCTA devised 1Stconstitution and bylaWs, and applied forreplatration as a non-profit society.

By the end of its second year, 1979, PCTA hedestablished itself as an official voice for theindustryfrom a fledgling ad-hoc committeeformed just over two years ago, PCTA grew. Itset down a solid basis for a trade associationthat would represent the industry in the future.While its accomplishments could not bemeasured in facts or in dollars, it was felt thatPCTA had made great strides in gainingrecognition by various) authoritiet and that it hadcome a long way in upgrading the image of theindustry. Active communication had beeninitiated vnsth the appropriate provincial andfederal ministries, and an awarenets campaignwas launched which included all provincial MLAsand federal MPs.

The associatien continued to publish and widelydistribute its membership directory in an attemptto increase public awareness of PCTA and itsmember ithools.

Regular, bi-monthly meetings kept membersInformed of industry developments, while guest

52

speakers and workthOpt offered membersprofetsicinal development activities.

Also in 1979, a formal proposal was submitted toCEIC requesting conSideration for eligibility ofunemployment insurance recipients to attendprivate institutions as fee payers withoutforfeiting UI benefits.

In addition. PCTA COMmenced an active lobbyfor equality for those students who wereprepared to pay the full cOSt Of their vocationaleducation but Who needed help to do so;

PCTA launched yet another campaign toencourage the Trade Sc tools Branch t0 publishan official directOrY of ectittered Pi Write tradeschacila tO be distributed in the high schoolsthroughout the provinm;

The association's primary activities in its thirdyear of operation were centered upon develop-ing recognition from educational and tradestraining autttiontieS. Membership growth did notkeep pace with growth of the association as anindustry voice.

The new Trade School ReTopulations were finallymitted in 1980, and discussion of how theseregulations were to affect the Operation_ ofpropnetary schobli in the province dominatedMember communications and meeting contentfor most of the year.

In Octolmr of that year, PCTA presented a briefhi the StUdent Aid Committee in Victoria," Thebrief urged that private students be entitled tothe provincial pOrtitin of BCSAPgrants andbUrstries.

PCTA members were asked to join with otherprovincial and natidhal aritticiation members in aOtiMtatign attempting to offset- proposedchanges in Federal Tariff Board _ftgulations.The, Tariff Boerd had redommended that allpreifit=making private arhools be excluded fromimport tariff exemptic The campaipn wassuccessful.

Throughout 1981, PCTA continued to grow instrength and in numbers. Membership increased

56

significantly_ as a result of a very effectivemembership drive that had been set at PCTA'snumber one priority that year.

GueSt speakers and developmental workshopscontinued to be association activities. One suchworkshop, with the assistance of a publicrelations profestional, helped to identify PCTAobjectives for its fourth year of operation. Inaddition to building memberthip. FCTA_wouldcontinue to Work_ on government acceptanwand industry recognition, and wouki concentrateon information-sharing with member schools.

A won and harmonious_ relationship with theTrade Schools Regulations Branch was devel=oped and maintained. The BranCh prOdudedarrd distribUted a Directory of Private TradeSchrools Which recognized PCTA as an industryassociation;

In August that year. PCTA was able, with theassistance of the Ministry of industry and SmallBusiness Development, toimport a professionaltrainer from the United States to present anAdmissions Training Workshop at a reasonablefee for representatives from all BC private tradeschools.

In 1982, PCTA set goals to strive for increasedmembership and heightened visibility. Unfortu-nately, membership did not increase, and in factPCTA saw tWo of its mernber schools close theirdoors, kiwing in part to tough economic times.PCTA's goal for increased visibility, on the otherhand, was met.

DUring _1982; PCTA tried to maintain constantand positive communication With the TradeScheidt Branch.

The association continued its fight against Illegaladvertising; including the advertiaing end Opera-tion of anon-registered trade schools";

1982 also presented the PCTA ExecutiveCommittee with more challenge. It Was felt bysome members that perhaps the associationhad reached a crossroads: should PCTAcontinue as an organization, or should itdisband?

WO"

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57

It had been previously acknowledged that if theassociation wished to influence and implementchange for industry recognitionand obtain fairand just treatment from Government, PCTAmust present a strong and united front. it WUtime to re=affirm that stand in order for theassotiation to survive and grow, and for theindustry to prosper.

PCTA's goal in 1983 was to establish morepotftive and effective communication withgovernment ministries. Throughout the year,ongoing dialogue and meetings took place withthe Miniatry of Labour, Canada Employment aridImmigration Commission, VarticouVer VocationalInstitute, and the Ministry of Human Resources.

In February. _MIA members were asked againby the Trade Schools Office for input intoproposed changes in the regulations. In June,en Advisory Council was formed to reviewcurrent regulations, legitlation, and policiescontrolling the of:Wanton of private tradeecho-rola; as a result of this process it becameclear to everyone that many of the existingregulations were neither workable nor enforce-able.

Possible deregulation of the induatry became amatter for deliberatiOn; Whereupon PCTA recom-Mended that a self-governing; accrediting badyreplace the present system. It web_ PCTA'Sunderstanding_ that _government was seriouslyWritadtiring deregulation at tie time, and PCTAforesaw some possible development in thia areain the coming year.

SUppOrt Of PCTA's_ efforts by the Ministry ofLabour heightereci that year. *Career Week",April 11 to 18, 1983, in recognition of the privateWrest training iindustry; was proclaimed byPremier Bennett at a press cOnfereride inRobson Media Centre. PCTA Career WeekadtiVities tOok place throughout the week, withmember schools holding operi hOUSet end otherevents, supported by association advertising inthe Vancouver Sun;

On June 24, 1983, the Minister of Labour, RobertMcClelland, addressed the association. Thiswas seen as an indication of his recognition ofthe association and the industry.

Also that year, a PCTA Ta Sk Force on CE1CRelations was struck. It met several times WithCanada Employment and immigration TrainingBranch officials from both the regional andfederal levels. This input led to the formation ofa special review team Whose task was to makerecommendations for new federal purchaseprocedures in the region for 1984=85. Theoutcome was that agreed upon new proceduresWere put into_ place and improved communica-tions links between regional headquarters andthe private sector were established.

In 1983, PCTA agreed_l_b_ _participate in theNewthink Conference, sponsored by the PacificAssociation for Continuing _EducatiOn endplanned for the f011OWlig year ASS_ a_ jointcOnference _of adult_ education associations, tobe held_ at the University of ,British Cdumbia inMay 1984. PCTA_ representatiOn Oh the Newthinkplanning comMitteeincluded responsibility forconference exhibits and contributian toprOgraMcontent. The Newthink Conference wasiseen tobe a successful event which resulted inestablishing a vital, link _with public SectOreducational associatiOnt: it Wait felt to haveadded to private sector credibility as an integraleducational alternative;

By 1984, PCTA's memtmirship had grOWn tO 43schmils and c011egesi while the private sectortrained some 32.000 students;

1985 saw yet another busy and productive year.PCTA's credibility as an associatiOn increased.and a totally new endeavour was successfullylaunched;

The highlight of the year's accomplishments wasthe outstanding success of PCTA's Career Fairheld at Robson Square Media Centre duringPrivate Career Week. April 15 to 20.

On the other hand, deregulation continued to bea concern to members. it Was soon seen byPCTA that provincial accreditation, as analternative to regulation, would be a massiveand almost impossible task for a small group.

Coincidental, a National Accreditation Commis-Sion _had formed in 1984 with intentions toaccredit private schools and colleges throughout

tv.nada; and. While autonomous, to tie itself toprovincial associations as part of the process.PCTA appointed a Provincial AccreditationCommittee to liaise with the NAC.

In AuguSt_, 1984. this PCTA committee, alongwith representatives of the- National Accredita-tion Commission, met With Labour _MinisterRobert MOCielland_ and other officials from theLabour Ministry to present national accreditationas an-- alternative tO pOsSible deregulation;Accreditation became a subject for discussion atfuture meetings;

January 1985 brought the first of a series ufarticles in the Varicouver Sun on private careerschools. The public was made aware of thedifference between the legitimately registeredand licenced private career schools and thosetchOola Which Were operating illegally or incontravention of provincial laws. PCTA wascontacted several timea by the press to voice itsofficial position and opinion, and an opportunityto air PCTA's concern to the _public over theunenfisveable Trade School Regulations wasmade available.

In Februsw. the PCTA Executive Committee andTask Force on CEIC Relations met with CEICregional officials to discuss the recommenda-tions developed by the CE1C Review Team forinstitutional private purchases and to discussnew policies and procedures. It was a highlyproductive meeting, with many PCTA recom-mendations implemented.

In 1985, the number of private traininginstitutions ih the pitiVirice well exceeded 250SChOOls._ and the private sector trainiki almost35.000 students; PCTA memtiership presentlystands at 47 ach0015. With five new schoolsadded in this past fiscal year;

PCTA's outlook for the future Is bright. Plannedfor development are trocedures to enable theformation of provincial chapters under the PCTAumbrella, the first to be in the Okanagan and onVancouver island.

54 5 8

It it hoped that PCTA's key issuitti since 1977 willbe totally resolved in the coming Agar. Theassociation will endeavour to maintain itscooperative liaison with government, strive tobuild its meminrship, and to Work towardproviding more and better services both to itsmember schools and in partinular to theirstudents and the emptoyert Who hire them.Professional development in the industry willbacome one of PCTA's key activities.

PCTA will join _with the Association of Canadianeareer Colleges, which repreaenta proprietaryschools and collegea nationally, in celebrating its90th Anniversary in Victoria in June 1988. Thisjoint meeting and convention, international inscope, will bring_ together other proprietarytchol attociations from the Pacific Northwest,Washington, Oregon, Alaska, kith°, Nevada,Hawaii, Guam and perhaps Auttralia, as well asrepresentatives from the central and easternUnited States.

55 59

SOCIETY OF VOCATIONAL INSTRUCTORS OF B.C. (SVIBC)

Vernon A. Young

It is a powerful opportunity that PACE Paprsputs before us. The chance to be made awareof each other, and the ways in which we work.ultimately for the same great end.

SW is an associate member organization ofPACE bwause we see the linking of educationalforces as a multiplier of our effectiveness. It is abond that is light and fiedble, allowing usindividuality.

We hold the view, not toe Wafted we hope. thatthe vocational sector Is a critical one in thesetimes; Gone are the days when adeqUateemployment came Wen el the unskilled .

lobs go to people with specifictraining; not to diminish the importance of ageneral elucatian, bUt the need today is forgeneral education PLUS, plus a practical talenthoned to usefulness;

In the bitodest terms, _the Society of VocationalInstructors of B.C; is dedicate, to the support ofvocational teacters in their prOfettiOnal dSvel-opmeflt and _theAmprovement of standards ofvocational education; It is also stated in ourconstitution that WO can "orchids a medium forUnited actien_on Issues or matters of concern tothe profession_ of vmational _instruCtOrs, (whilefunctioning as)...a non=political, non-partisanand non-sectarian association";

The engine of the society's actions is the boardof directors, a body of twelve elected each Mayat a general meeting. This numbercoverage of the vocational centres around theproving's and makes the society effective In thedissemination of vocational material and the

Vernon Young is Chief Instructor, TRAC(PwApprenticeship) Program, KwantienCollege and President of SM.

58

collection of opinion and ideas on vocationaltopics.

Not specifically stated, but vital as all educatorsrealize, is the need to know our colleagues. Porthis, the annual a:Inference serves us well. EachMay about a hundred, more or less, will gatherfor three days of professional exchange. Anyvocational school in the province might sponsorthis event. Latt year Vancouver VocatiorInstitute-Vancouver Community College pro-vided the venue and organization as Will SelkirkColfte, Welton campus on the 28, 29 and 30 ofMay 1986. It is the annual conferences thatprovide the revenue necessary to provide for theactivities of the Board of Directors.

We regard professional development as athreefold matter. There is formal education inreceygnized educational institutions, upgrading ofinstructional or management techniques throughworkshops and seminars, and retraining Inindustrial practices and technology throughliaison with industry and business. There are alsorelated activities which we refer to as articula-tion.

Articulation includes instructor meetings for thepurpose of curriculum discussions for apanicular trade or discipline. It can also refer tomeetings betwftn instructors of differentdisciplines to discuss trends In education,Government policies, new techniques, etc.

With our definitions behind us let us look at SVIactivities in the most urgent of tensesthepresent.

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Cast as we are over an area half again as largeas France, it hi not an easy thing to providecontinuous professional development supportfor our membership. During the last year, wehave attempted to overcome the barriers oftime, space and expense with a stratagem thatother groups might wish to examine.

For all the technical advancements, print=on=paper is yet the most effective medium. Would itnot in fine, we thought, to have a monthly orbi-monthly publication filled with the discoveriesand developments that instructora make daily inclasses arid Shope. Not only would it serve theteacher in a substantial way, but by so doing, itwould raise the value of the tOciety in the eyesof the instractort, increasing participation andmembership. No small undertaking, however,the repeated gathering, collatkin, publicationand distribution of such a volume of information.The solution we have adopted is to have theresponsibility travel, issue by lieu°, fromcampus to campus across the province. Wehave prepared a standard set of graphics, thetitle page and various headingt, Which can bephotocopied. Each "Host Campus" then needonly assemble its articles, editorials, Photos,and then cut and paste. Has it WOrked? At timeof writing, emus number three is in the works.We will see this year if the new...tearymomentum develops. We would be happy toshare our experience with any other group.

In recent years, the energies of most SVImember* have been directed to the implemen-tation of TRAC, a we-apprenticeship program.ABE instructors have long been aware of theadientages, and perils, of self-paced modularinstruction. Most vocational institutions in B.C.now use it. There has been much debate overthe NM method pioneered vocationally in B.C.by Kwantien College. Acatptaren is groWing. Ithas been difficult to assess the efficiency of thenew mode of deliveiy because of decliningnumbers of students generally, during therecession. In addition to this, many fewerapprenticeships are available, raising questionsabout the scope of TRAC. Perhaps there Shouldbe more compreensive training, preparing thestudents to be more immediately useful to an

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employers who are having to count their penniescarefully.

Another important matter for us this year is"Instructor release to industry". We in theapplied fields always have the bogeyman ofobsolescence behind us, riot only in the area ofteaching techniques as all teachers do, but inthe very knowledge of our specialities. Readingis one thing, courses are ariother. Neither isquite the equiValent of experience with newmethods and new materials in the shops and onthe construction sites. One can grasp immedi-ately that training in the medical field must bedelivered with a sharp awareness of modernpractice. The machinists, ffie carpenters, theweir:fere instructing in the vocational schoolscannot fall short of the same standard and stillkeep B.C.'s workforce equal to the demands ofrapidly evoNirig technology. At bottom it ismainly a matter of money, freeing instructors foradequate training time, but there are otherfactors. How will unions react to the prospect ofvisitors who_ might be seen to In displacingregular workers for period* of time? Willmanagement be receptive in all cases?

Vocational instructors come from industry in thefirst place bringing their practical skills andexperience. This is the basis of vocationalinstruction in the province. To acquire teachingtheory, instructors have relied upon the I.D.program (instructors Diploma) at UBC.However, it is no ionger to be offered there afterAugust 1986. Such training will still be needed.It may be offered on other campuses in theprovince. It could also be delivered by OLI.Perhaps a variety of sources would be theadvantageous arrangement.

What does the future hold for SVI? What does ithold for you? Difficult question, is it not! FiveYears acio, how many of us knew that we wouldsoon be abandoning the conventional classroomlecture system for self-paced modular instruc-tion? SVI members are still engaged in therevision and refinement of TRAC materials. It isan essential and unending process, and willcertainly be a part of our future.

FundamoIntally. much depends on the economy.If increasing numbers of graduates fail to findemployment, the resulting backlog may causePressures for a lower rate of training. And thatis a pity, for the social wnsequence ofunemployed and uneducated youth are manyand hard.

On the bright sidewe who work with our handsare indomitably optimistic that advancing tech-nology will In the end, all negatives, all positivesconsidered do what it has done in thepastmake education available to more peopleand bring a richer life to us all.

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THE TRAINING AND DEVELOPMENT SOCIETY OF BRITISH COLUMBIA (TDBC)

Roy Rajsic

Background and Objective-a

The Training and Dave lament Society of BritishColumbia (TDBC) it a voluntary, non-profitorganization established in 1974; Membership isopen to ail persons with an interest in We role oftraining and rliducation in the workplace for thedevelopment of individuals, groups, and organi-zations.

The purpose Of the society is to foster andencourage excellence in the way that We identifyand provide for the Warning needs of people andorganizations in business, industry, publicadministration, and public affairs.

To achieve this purpose the activities of thesociety are dirwted toward four areas:

(1) Developing the competence of trainingspecialists and the professionalism of thetraining field.

Activities in this area include providingmembers with:

(a) programs and seminars on basicskills for trainers; the learning needsof organizations end practicalmethOds for meeting them; and, newapproaches and developments in thetraining and organizationdevelopment field.

TDBC it also interested inestablishing a college or universitylevel certificate program that wecould recognize as an accrediutionof basic skills for training specialiati.Wt are currently seeking partners inthe education and governmentsectors for the development of thisprogram.

Roy Rajsic ia a private consuitant on trainingand development and Is President of TDBC.

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(b) opportunities to organize, participatein, and attend provincial, national,and international conferences ontraining and development.

In recent years TOM hasco-sponsored conferences withorganizations Such as: theKnowledge Network; the PacificAssociation for ContinuingEducation; the Canadian InformationRecessing Society.

We have providad speakers andfinancial support to nationalconferences in Manitoba, Albertaand Ontario and to internationalconferences through our linkage withthe international Federation ofTraining and DevelopmentOrganizations.

Planning is currently underway for anational conference to be held inVancouver in June, 1986 (T&D '86)co=sportiforad by TDBC and theAdvanced Management Centre ofthe institute of Public Affairs,Dalhousie University.

(c) Opportunities to exchange ideas andshare experiences With other trainingspecialists through organizednetworking sessions, or informally inmeetings, conferences and workgroups.

TDBC's networking actMtiestoward:

- Satiating hey* people inmeet their peers andcontacts;

are directed

the field toto establish

providing a vehicle for ad hoc interestgroups to form (recent examples:brochure design, and micro-computerinterest groups);

helping members to develop contactswith colleagues in other provinces andother countries.

(2) Improving the access of public and privateSector organizations to information that willhelp them to make better choice and useof the available training options.

This includes information on:

government programs, policies, andfunding related to training;

competent and ethical training re-sources and specialists;

- the systematic planning of trainingprograms and activities.

(3) Strengthening the ability of TDBC torepresent the training field and to lobbyand influence public and private decisionmakers on important training issues.

TDBC actively lobbies both provincial andfederal cabinet ministers on training issuessuch as:

increased input for the trainingprofession in policy and programplanning for government initiatives insupport of training;

irnProVed information and communica7tion channels between busineSs andgovernment on traininp issues andprograms;

- support fOr the establishment of aaeon& body of training professionalsthat will be repretentatiVe Of thepwancial societies and provide theadministration, research, and commu=nication structures required as the

foundation for a Canadian trainingindustry; and

representing individual members incases of inappropriate or unfairapplication of government regulationsaffecting the training field.

(4) Improving the management of the affairsand the development of the society.

The edoption of a long term strategic planfor the society in 1983-84, along with thestructural and constitutional changes itrecommended, was the first step in acontinuing program to:

improve the organization and admini-stration of the society and itscommunications with members, busi-ness, and government;

enhance our ability to identify andprovide useful services to members inboth entry level and senior training andeducation positions;

improve the ability of TDBC torepresent the training field and to lobbyon its behalf; and,

encourage and support the establish-ment of a strong natiOnal associationof training professionals.

Activities and Opportunities for Memberinvolvement

TDBC organizes an annual calendar of 10 to 15events for members that includes: facility tours,featured speakers on rIRD, workshops andprofessional development prwarns, joint con-ferences, and formal and informal networkingsessions.

Recent program events have included: Organ-izational Behavior; Consulting Skills, WerminingTraining Needs, instructional Techniques, Mar-keting Training, The Human Side of Technology;International Contacts and aontracts, CourseUesfgn, Program Planning, Performance Evalu-ation, Problem Solving and Decision Making.

Members are also encouraged to becomeinvolved in the planning and administration of thesociety's affairs and actMtles and to contributeto the field by:

- serving in executive positions that arefilled in annual elections;

working in special groups likeconference planning committees orstrategic planning sessions to directthe development of the trainingsociety;

(Membership and Fees

membership in regular Work groupsdealing with TDBC's internal andexternal communications (newslettert,rosters, and other publications):annual program and activities; mem-bership and member services; liaisonwith business, governmem, and otherprofessional associations; administra-tion; and, sharing knowledge andexpertise by writing papers, makingpresentations, and reporting researchin publications, conferences, andworkshops for the training profession.

After a severe decline 1.n 1982-43 membership figures have stabilized and aregrowing once again. ": ,:livre for 1985-88 is 150 to 200 memberS.

This membership b: *top1a ir. the positions of directors and managers of training,personnel Mermen., 3E, Flu) executivos, trainers, consultants, suppliers of programs andequipment, college and univergity educakiit, managers and supervisors.

In recerit years members have represented firms such as:

Air CanadaThe BayB.C. HydroB.C. RailBumaby EWneral HospitalCanadian Forest ProductsChevron Canada Ltd.District of SurreyInsurance Corporation of B.C.Koeffier StoresLondon DrugsMcDonald's RestaurantsRivtow Straits Ltd.

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Bank of Nova ScotiaB.C. Central Credit UnionB.C. Institute of TechnologyB.C. Telephone CompanyCanada Employment & ImmigrationCanadian Pacific AirlinesCollege of New CaledoniaDouglas CollegeJustice Institute of B.C.Lions Gate HospitalMacMillan Bloedel Company Ltd.Ministry of TransportRoyal Bank of Canada