Adult Education in BC s public schools: Lost opportunities for students, employers, and society

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1 Adult Education in BC s public schools: Lost opportunities for students, employers, and society A BCTF study of working and learning conditions Margaret White and Charlie Naylor BCTF Research June 2015 In collaboration with the Adult Education Advisory Committee all images istock except chapter 1 top photo

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3 Table of contents Chapter 1: Adult educators who responded to the survey and the settings in which they teach About the survey Survey population Adult educators teaching in BC public schools Response rate How representative is the sample of survey respondents, by school district? How survey respondents compare to all teachers in the province Gender Age group Years of teaching experience Teacher characteristics of survey respondents Years teaching Adult Education Years experience teaching at current school Type of adult education program Subject area Type of work site/adult education setting Number of workplaces Chapter 2: Adult educators in BC public schools: Who are the students they teach? Composition of students in adult education programs Country/place/region of origin Reasons for attending adult education programs and previous educational experience Chapter 3: Adult educators education and Professional Development Adult educators and their education Highest level of education completed Adult educators and current enrolments in education programs Professional Development for adult educators What adult educators had to say about Professional Development Chapter 4: Working conditions and workload issues in Adult Education Introduction Instructional hours Full-time and part-time contracts Hours of work for adult educators Reasons for working on a part-time contract Workload issues Preparation time What did adult educators have to say about preparation time? Average hours worked per week in addition to paid time BCTF Research 1

4 Adult Education in BC s public schools: A BCTF study Scheduling issues Split shifts and scheduling What teachers had to say about teaching on a split shift schedule Lunch break provisions What teachers had to say about the challenges of taking lunch breaks Break time between classes What teachers had to say about the scheduling of breaks during and between classes Chapter 5: Adult educators views on working conditions and sources of stress Changes in job satisfaction, workload, and work-related stress Would you recommend adult education teaching as a career to others? Positive perceptions: Recommending Adult Education as a career path Negative perceptions: Not recommending Adult Education as a career path Are you considering leaving the profession for reasons other than retirement? Sources of work-related stress Sources of stress related to changes in the workplace, involvement, and control Sources of stress related to conditions in the classroom/school How satisfied or stressed are adult educators in their work?: A qualitative data analysis Effects of stress Effects of work stress on personal well-being Comments about other sources of stress Appendix 1: Sources and levels of stress Additional data breakdowns Appendix 2: Ranking of all levels of stress experienced Chapter 6: Adult educators views on the impact of poverty on adult learners and the adequacy of resources to support them Survey design and background to the survey Rationale for the research on poverty and adult education issues Survey design Survey results The extent of poverty among adult education students Socio-economic context of the school neighbourhood Proportion of adult students experiencing poverty-related issues Changes over time in the proportion of students experiencing poverty What adult education teachers had to say about how poverty has changed since they began teaching at the school/setting Poverty-related barriers to attending adult education courses Adequacy of resources to support adult students Proportion of adult educators who indicated resources to support students in poverty are inadequate What teachers had to say about the adequacy of resources to support adult students experiencing poverty What teachers had to say about funding and policy changes in Adult Education Discussion and implications Appendix: Adequacy of resources for adult students experiencing poverty 2 BCTF Research

5 Table of contents A synthesis and two directions Chapter 7: Priority areas of focus to improve working and learning conditions in Adult Education Priority areas of focus to improve working and learning conditions in Adult Education, from highest to lowest All areas Priority areas of focus Working conditions What teachers had to say about what BCTF should focus on to improve the working conditions of adult educators Priority areas of focus Learning conditions What teachers had to say about what BCTF should focus on to improve learning conditions for students in adult education programs Priority areas of focus Professional issues Appendix: Priority areas of focus Additional tables Chapter 8: Recent policy changes and funding cuts to Adult Education: Moving towards a less equal and more unjust society A discussion paper Introduction Adult Education An essential element of a poverty-reduction strategy Ministry announces cuts to tuition-free academic courses for adults upgrading their qualifications to pursue a post-secondary education School districts propose funding cuts for that will further undermine adult education programs Conclusion Chapter 9: Implications and possible directions for BCTF advocacy in support of Adult Education in public schools A discussion paper Why do we need Adult Education? The big picture What does the report tell us about Adult Education in BC that relates to the big picture? Where do we need to go from here? The need to renew the provision of Adult Education in BC Choose the option to renew the adult education system AF:tfeu BCTF Research 3

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