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A challenge for contemporary rural educators (especially teachers) is how to imagine rural education in a way that is not entirely focused on defining the rural as a problems space or as something simultaneously left behind by history and outmigration. Problems of community economic development come into the picture when we attempt to imagine rural schools that support and contribute to their communities rather than mostly serving as way-stations for outward bound youth. These are the kinds of questions raised by the ACCLAIM project, organized by the University of Tennessee Knoxville, Ohio University, West Virginia University, the University of Louisville, and the University of Kentucky. ACCLAIM is doing ground-breaking work in the United States simply by asking a number of key questions about the relationship between math education and rurality that concern what difference place might make in math education. Because this is a relatively new area and one which has not been researched in the Canadian context the author decided to take up an invitation from Craig Howley of ACCLAIM by raising a series of questions with math educators in rural Nova Scotia addressing five key questions (the final three of which are central to the ACCLAIM mission): (1) What difference does place make in mathematics and what difference does it make in mathematics education?; (2) Mathematics has been presented as a decontextualized, metalanguage that sits outside politics, culture and place. It is also constructed as a representation of pure intelligence because it is not linguistically anchored. Finally, because it is lifted out of context, math is often used as a sorting and selection mechanism both in school and for occupational and academic placements outside school. What has been the impact on this way of seeing and using mathematics on contextualized teaching; (3) What kinds of mathematical knowledge sustains place?; (4) What sorts of mathematical knowledge accommodates place well?; and (5) What kinds of mathematical preparation suits a rural world of greater scarcity? In the film "Putting Mathematics in its place: In conversation with David Reid and Christine Knipping," developed for ACCLAIM, they take up the questions above. The author takes up a baker's dozen of issues that seem to him to arise from the conversation. (Contains 1 footnote.)

This working paper is intended to enrich an initial description of alternative businesses and A-Way Express Couriers, in particular. (A-Way, a 12-year-old community organization, is a psychiatric survivor-run alternative business.) The paper begins with a brief commentary on the psychiatric survivor movement and research on it. The paper traces the emergence and entrenchment of learning as a key feature of psychiatric survivor-run or alternative businesses. The methodology used is to re-read previous research projects and results through the lens of informal learning. Early research on psychiatric survivor-run businesses is reviewed in view of a definition of social learning with these three dimensions: solidarity learning, reshaping the definition of self, and organizational learning. A more detailed examination of informal learning processes at A-Way builds on a previously generated profile and is organized according to the three dimensions of social learning. Comments are based on face-to-face interviews with five employees from each of these three groupings within A-Way: couriers on commission, part-time office staff on salaries, and full-time management on salaries. The final section constructs a narrative account of one woman's learning at A-Way--how over nine years she moved from courier to executive director of the business on a journey that evokes the richness and complexity of informal learning in this context. (YLB)

A study explored the ways that front-line community development workers across Canada gained information needed to work with women participants in community economic development initiatives. Data were gathered through focus groups, a preliminary study with 15 key informants employed in community development organizations, and structured telephone interviews. One theme that emerged from the interview data was the existence of a large number of differing knowledge classes related to social situations, the legitimization of knowledge, and the practice of community development. Collisions among these different perspectives appear to create a "discord of knowing." The study also found that while gender affects an individual's experience and participation within a community setting, it cannot be considered in isolation from class, ethnicity, geography, disability, and other social factors. Drawing on anecdotal illustrations from the data, the study found that workers construct a knowledge set derived from a synthesis of formal and informal learning sources and apply the resulting perspective in development work. In the process, collisions occur and boundaries are challenged among and within academic, government, business, and practice orientations. The study concluded that agreement is emerging among practitioners about what is needed for successful development outcomes, but that their insights are not necessarily recognized as legitimate, especially by funding agencies. Changing such structural attitudes toward the value of informal local knowledge is vital for the success of development efforts. (Contains 31 references.) (KC)

A preliminary study explored how Canadian practitioners who are engaged in community economic development (CED) that includes or is specific to women gain new information relevant to their work and how they incorporate that new learning into their daily practice. Interview questions focused on sources of information, learning opportunities and processes, relative usefulness of different kinds of knowledge, and how practitioners managed to apply new knowledge to their work. Results indicated nearly all 15 participants identified lack of an organized source of information about women's CED as a problem. Other major themes were that all respondents reported multiple work duties that required different sets of knowledge; many sources were used to obtain the diverse information practitioners required; participant ratings suggested most organizations are engaged in ongoing efforts to incorporate and improve on CED best practice; failure to implement available knowledge was usually due to a lack of resources such as time and money; practitioners frequently reported applying their knowledge concerning class, gender, and other diversity issues to educate others involved in CED; and, for many practitioners, a clash of ideas about what counted as learning and valid knowledge occurred on a variety of fronts. The strongest implication of the results was the need for more CED funding. (Appendixes include interview results.) (YLB)

Current trends and issues in second language education are summarized to provide background data for discussion in these areas: language use patterns in Canada and in the world; language education in Canada, with a focus on Alberta's situation (federal and provincial roles in multicultural education and second language study throughout Canada, and language enrollments and program designs in Alberta); international perspectives on language education, in particular in Europe, the United States, and Australia; languages and economic development in Alberta; post-secondary level language programming and enrollment in Alberta; availability of and research on technology-assisted language learning; and research on language acquisition, particularly learning processes, subject matter instruction in a second language, age of acquisition, and time required to develop proficiency. Contains 100 references. (MSE)

Globalization is an evolving concept characterized by economic, technological, social, and political dimensions. Vocational education and training (VET) practitioners and the VET system must make more conscious efforts to lead thinking about the social dimension of globalization. The mission of Australian VET today is largely couched in economic terms--to ensure a skilled work force capable of helping the country's industries become globally competitive. In Australia, much of the debate about globalization has focused on economics and technology, and the social and political dimensions of globalization have largely been side-stepped. The Australian education and training system has worked very hard to ensure that technology is pressed to the service of VET rather than falling for the trap of technological determinism. The challenge is not so much to invest in the technologies but to more quickly and effectively apply the technologies for the purposes of vocational learning and for using them to transact VET business. The following issues related to the social dimensions of globalization remain vitally important to the development and delivery of VET: access; Australian cultural identity; and community. Australia's VET practitioners and leaders must support a community-building purpose for VET and work to enhance the stock of social capital in their communities. (MN)

Ontario's 24 colleges will play a pivotal role in establishing Ontario as a global leader in higher education -- producing a workforce with the qualifications and expertise to help drive economic recovery in the aftermath of the COVID-19 lockdown. In its recently released white paper, The Future of Ontario's Workers, the StrategyCorp Institute of Public Policy and Economy says Ontario faces challenges today that are as great as the challenges that followed the Second World War. As the government works to restore Ontario's place as an economic powerhouse, the StrategyCorp paper says the college system must be modernized with greater autonomy and a full suite of internationally valued programs and credentials to provide the strongest possible workforce in a new age of accelerating automation. In this paper, Ontario's college presidents provide recommendations on modernizing higher education in the following eight areas: (1) Micro-credentials; (2) Three-year degrees and micro-credentials; (3) Other degree programs; (4) Digital learning; (5) International students; (6) Red tape; (7) Applied research; and (8) Financial challenges.

The concept of social innovation has recently emerged as an influential approach to address intractable social problems. Increasingly discussed in academia and policy circles, the concept draws on multifaceted practices and ideas from many disciplines. Yet despite widespread discussion and promotion, there is still limited understanding of precisely what the concept means in practice. This paper serves as a primer on social innovation. It explores the different forms, drivers, and actors involved. It distinguishes among forms such as social entrepreneurship, social intrapreneurship, social enterprise, and various types of social finance such as social impact bonds, with examples. Finally, this paper challenges the Literacy and Essential Skills (LES) field to ready itself to engage in social innovation by posing some key questions about if and how social innovation could be used to improve LES service delivery and programming. The paper refers briefly to, but does not focus on, critiques that have been developed about specific forms of social finance. A glossary is included.

This paper reports on the Canadian college system's collaboration with industry and community services in the development and delivery of non-credit e-commerce courses offered through continuing education departments at community colleges and institutes of technology. The paper argues that, in today's changing economy, the accelerated need for skills training and retraining may be most widely felt among students. The paper details the offerings at Canadian colleges by region: British Columbia and Yukon Region; Alberta and Northwest Territories Region; Saskatchewan, Manitoba, and Nunavut Region; Ontario Region; Quebec Region; and Atlantic Region. Highlights of these offerings are as follows: New Brunswick Community College's Saint John Campus offers a two-year diploma degree in Business Technology, while other programs, such as Marketing and Office Technology, are being permeated with courses related to e-commerce. The Cegep regional de Lanaudiere offers five college programs in the field of electronic commerce. There is a computer science diploma, and four certificates in other areas. The Assiniboine Community College in Manitoba is seeking funding approval for a two-year diploma program in Business Computing. The program will be offered jointly by the Business and Tourism Division and the Information Technologies Division. In addition, colleges are involved in conferences connected to e-commerce, either as hosts, presenters, or participants. (AUTH/NB)

There was a notable transition in the nature, content, and administration of rural policies in many developed nations in the 1980s and 1990s. These changes concerned issues of governance and institutional framework, the definition of "development," and policy goals and content. A key question, however, concerns the extent to which shifts in the language or rhetoric of rural policy are matched by reality. This paper assesses rural policy changes and their rationale in relation to rural trends at the beginning of the new century. It draws heavily on recent experience in the European Union, especially implementation of Agenda 2000, and also reviews rural policy changes in the United States, Canada, and UK countries. In all these countries, rural policies of a territorial nature now comprise many of these elements: efforts to reinforce rural economies; attempts to restructure agriculture; strengthening of transportation and telecommunications infrastructure; improved business assistance; development of human resources through vocational training, entrepreneurship education, and school-to-work initiatives; local "capacity building"; creation of products based on local identity; new or adapted financial instruments; and new ways of providing public services in rural areas. Trends in institutional arrangements for delivery of rural policy include decentralization, support for bottom-up development, better policy coordination, and regional and local partnerships. Challenges for rural policy and the ways that developed countries are meeting these challenges are discussed. (SV)

This paper explores the emerging relationship between distance education and sustainable development. After ranging through the literature on sustainable community development, this essay concludes that above all it must be unified: it must combine the traditional economic criteria for success (profits and employment) with a fusing of community and corporate culture and a strong applied ethic of environmental stewardship. As well, successful sustainable community development must be mindful of the quest for the well-lived life. The most obvious link between such development and distance education is that distance education serves small communities, many of which are infused with traditional wisdom and struggling to recapture self-reliance in economic conditions of change and unpredictability. In many northern Canadian communities, people are also concerned with environmental stewardship issues, which typically are introduced from outside and appear beyond local control. Distance education can empower adults in small communities to undertake participatory action research to solve local problems. In the Arctic Institute's experience with Native communities, both locally developed curriculum materials and community-based adult education programs can nurture community empowerment, cultural and language maintenance, and entrepreneurship. Finally, we must recognize that the emerging environmental crisis is the end product of science and technology rooted in orthodox Christian arrogance toward nature. We need new values of environmental ethics and stewardship. Contains 23 references. (SV)

Four papers are featured. The first is a statistical overview and analysis of past, present and future happenings to small communities in the Region; it focuses on two indicators: (1) population growth or declining community class size and, (2) the changing distribution of commercial outlets by community class size. The other three papers report on provincial governmental policy and program intentions and actions having a bearing on the viability of small communities. "Balanced Population and Economic Growth Policy for Alberta" outlines basic foundations respecting economic policies and economic development goals. Elements of the Regional Development Program are discussed along with rural/urban development, rural development projects, regional business and industrial development, and communications strategy. The third paper summarizes public sector initiatives brought to bear upon small Saskatchewan towns; it discusses general and specific policy and program controls with specific reference to intergovernmental components. The final paper describes the agriculture/rural community situation prior to the introduction of the "Stay Option" in Manitoba, including the policy basis for the option, the program components, associated policy thrusts, and the impact upon the people and enterprises of the area. (DS)

Nearly one out of five Canadian residents was born outside of Canada and approximately two-thirds of Canada's population growth results from net international migration. Only Australia, where immigrants represent 24% of the population, has a greater percentage of immigrants than Canada (18%). Immigration is a major factor in Canada's economic growth, but successful transitions into the Canadian labour market remain elusive for many immigrants, whose skills, knowledge and experience are too frequently under-utilized. This paper presents several strategies for removing obstacles to the successful integration of immigrants into labour markets. (Contains 3 figures.)

Ontario's 24 colleges drive economic growth and social prosperity in the province. Rapidly evolving technologies continue to change the nature of work in every industry sector and the requirements placed on workers at every level. As a result, Ontario must increasingly rely on a workforce with the skills and education to translate change into economic opportunity. By investing to improve access, quality and accountability at Ontario's colleges, the Ontario government underscored the critical role of colleges in creating wealth and prosperity for Ontarians. Two years of funding under the Reaching Higher Plan have better positioned Ontario's colleges to fulfill that role. This paper presents findings from the 2006 survey of Ontario colleges.

This report is a summary of discussions that took place at the "Sound Off" Regional Rural Youth Dialogue on Employment, Education and Communication, held in Vernon, British Columbia, on January 14, 2006. This event was part of the Rural Dialogue, an ongoing, two-way discussion between the Government of Canada and Canadians from rural, remote and northern regions. Launched in 1998, the Rural Dialogue is a key citizen-engagement component of the Canadian Rural Partnership (CRP). The CRP is designed to support a horizontal approach to rural development within the Government of Canada that responds to rural, remote and northern priorities. The Dialogue process helps the Government of Canada to understand local and regional priorities, and provides rural, remote and northern citizens with an opportunity to influence government policies, programs and services that affect them. Participants (fourteen (14) in attendance, eleven (11) of which were young people between 18 and 29 years old) included: representatives of regional rural and youth organizations; academics; community, economic, and social development officers; and members of the federal, provincial, territorial and municipal governments which includes two members of Rural Team-British Columbia (RT-BC). The "Sound Off" Regional Rural Youth Dialogue on Employment, Education and Communication was a success. The evaluation of the event demonstrated that participants were overall, very satisfied with the experience. The majority of participants also noted that they were very satisfied or satisfied with the organization, agenda, topics for discussion, panellists, and outcomes of the event. (Contains 1 endnote.)

In this document, the Organization for Economic Cooperation and Development (OECD) reports on the state of technical education in Europe, the United States, and Canada. It states that technical colleges are emerging as key institutions in technology-based education to fill industry requirement for more highly skilled and technically proficient workers. In France, the number of students entering programs to train higher technicians increased 150% between 1980 and 1992. Enrollments in higher technical education in the Netherlands increased by 40% between 1980 and 1990. The structure of educational systems varies dramatically across OECD member nations, and the missions and objectives of the institutions are not always the same. Nonetheless, they are all educating students to a level of technical education that succeeds compulsory education and precedes the baccalaureate degree. Nearly every technical college system was formulated or has been reformulated to serve both the student bodies and regional economies. In a 1995 survey of 100 United States colleges, 90% of respondents referenced economic development or modernization services in their mission statement. Colleges in OECD member nations are forming alliances with industry, economic development agencies, and with other colleges as well. The author concludes that the trend seems to be toward a more expansive role for colleges. (NB)

Canada has traditionally supported a high level of unemployment benefits and retraining programs for its displaced workers. From the 1960s onward, legislation and attitudes in the business community have been geared toward retraining of workers for high-tech workplaces and the replacement of low-skill jobs with high-skill jobs. With increased globalization of industries, businesses found that they needed fewer numbers of highly trained workers. Downsizing and restructuring resulted in high rates of unemployment. At the same time, increasing pressure to reduce the national deficit and a swing toward more probusiness policies under the Mulroney government resulted in less support for unemployed persons and less money for retraining. Instead, emphasis was placed on quick reemployment at any available job in order to reduce the economic burden of worker support and training. Even budgeted funds that had been designated for the Canadian Job Strategy were not spent on retraining. As shown by the problems in the Nova Scotia fishing industry, however, even when retraining efforts were substantial, only about half the eligible workers took advantage of them. Those who were retrained were by and large younger, more educated, and male, whereas older, less educated workers and married women were less visible in retraining programs. These workers perceived that, even if they retrained, they were unlikely to gain employment in their own communities and were unwilling to move and to compete with younger, better-educated workers. These trends affect not only Canada but all countries when globalization is an ongoing phenomenon. (Contains 17 references.) (KC)

The impact of Puerto Rico's and Quebec's laws on official bilingualism of translation and interpreting services is examined. In the case of Puerto Rico, public policy concerning the use of Spanish and English since 1899 is reviewed, focusing on early laws and those passed since 1991. The status of the translation profession is discussed, and it is noted that translators and interpreters are being afforded a significant role in the social class responsible for economic development. This situation is couched in a linguistic context of popular resistance to learning English and legal responsibility to provide translation services for those who need them. The need for qualified translators is highlighted. A more accelerated movement toward professionalization of translation and interpretation is seen in Quebec, Canada. Parallels and differences in the situations are outlined, the primary differences being earlier official acceptance of bilingualism, official requirement that language services be provided, and development of training and licensing. It is proposed that Quebec's experience and policies could serve as a model for Puerto Rico. Contains 32 references and 54 notes. (MSE)

This report addresses the issue of whether Ontario's investment in elementary education is adequate. Specific questions are posed, reviews of relevant literature conducted, and an assessment of the soundness and completeness of existing evidence is made. After an introductory overview, chapter 2 presents a series of five tables illustrating Ontario school finance trends from 1968 to 1980: per pupil expenditures; the allocation of these funds among public, separate, and secondary schools; the number of special education students; the number of pupils per teacher; and the ratio of public and separate school pupil-teacher ratios to secondary school pupil-teacher ratios. Chapter 3 reviews research that demonstrates the social benefits of education to the entire community. Chapter 4 reviews research showing a positive correlation between education and public health. Similarly, chapter 5 reviews research showing an inverse correlation between education and the crime rate, while chapter 6 draws on research to show the positive effects of education on economic growth. The concluding chapter discusses the private and social rates of return on investment in education. An epilogue provides an update on recent actions taken by the Ontario government in support of education and points out the need for further research. (TE)

The development and enhancement of alliances among universities, industry, and government is widely seen as a prescription for strengthening the competitiveness of regional and national economies. The interaction of university and industrial scientists is examined, and whether the creation of Ontario's Centres of Excellence should serve as a model for university-industry research linkages. (Author/MSE)

The complex relationships between knowledge development, economic development, and democratic life are examined in the context of recent developments in three industrially advanced societies (Canada, Great Britain, United States) with a long history of democracy. It is argued that economic development and epistemology must be subordinate to democratic values. (MSE)