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

Transcription

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 Adult Education in BC public schools: A BCTF study Contributions and acknowledgments This study was conducted by the BC Teachers Federation, and was a collaboration of the BCTF Research Department with professional staff from other BCTF divisions who co-ordinated with the Adult Education Advisory Committee and BCTF locals at various phases of the study. BCTF Research Department Research design, data analysis, and reporting of survey results: Margaret White, Senior Research Analyst, and Charlie Naylor, Senior Researcher Assistance in all phases of the research project: Anne Field, Research Assistant Adult Education Advisory Committee As some staff and committee members have changed since the study began, we would like to acknowledge those who contributed, past and present, at various phases of the research project. Committee members : Terry Callender (Burnaby), Tammy Gates (Haida Gwaii), Lisa Hoffman-Fyffe (Vancouver), Ray Steigvilas (Fraser-Cascade), Lynda Toews (Surrey) : Heather Rankin Bell (Coquitlam), Terry Callender (Burnaby), Karen Jogha (Coquitlam), Lynda Toews (Surrey), Hollie Williams (Vancouver) Teri Mooring is the full-time table officer liaison to the Adult Education Advisory Committee. BCTF professional staff Staff in the Professional and Social Issues Division liaised with BCTF Research and the ADEAC at each phase of the study: Patti Turner (up to March 2015), Michelle Davies (March 2015 onward). We also wish to acknowledge: Doug Kearney, Field Service Division (up to 2014) and the adult educators with whom he consulted from the Coquitlam Teachers Association, Burnaby Teachers Association, and Vancouver Teachers Federation to discuss and collect preliminary data on working and learning conditions in Adult Education. This feedback from adult educators was incorporated into the design of the working and learning conditions survey. Jennifer Sowerby, BCTF Graphics Department, who designed the study report covers. The contribution of all the adult educators across BC who took the time to complete the survey MW:af:tfeu BCTF Research

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5 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 Summary 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 Summary 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 Summary 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

6 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 Summary 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 Summary Discussion and implications Appendix: Adequacy of resources for adult students experiencing poverty 2 BCTF Research

7 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 Summary 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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9 CHAPTER 1: Adult educators who responded to the survey and the settings in which they teach Margaret White, MIR Senior Research Analyst, BCTF Research This report is one of a series documenting the findings of the Worklife of Adult Educators survey. For additional information, see Adult Education in BC s public schools: A BCTF study

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11 Chapter 1 About the survey Survey population Adult educators teaching in BC public schools Informing adult educators about the survey How representative is the sample of survey respondents, by school district? Response rate 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 Summary School district Gender and teaching experience The settings in which they teach BCTF Research 1

12 Adult Education in BC s public schools: A BCTF study About the survey The Research Department of the BC Teachers Federation conducted a survey of adult educators in collaboration with the Adult Education Advisory Committee in May, The purpose of the survey was to assess working and learning conditions of adult educators in BC public schools. The 2013 Worklife of Adult Educators survey collected information from teachers about demographic and employment characteristics, student characteristics, education and professional development, workload issues, job satisfaction and stress, poverty and education issues, and teachers priority areas for BCTF bargaining and advocacy to improve working and learning conditions for adult educators in BC public schools. The survey consisted of both closed-ended and open-ended questions. The first seven chapters of the report Adult Education in BC s public schools: Lost opportunities for students, employees, and society is based on analysis of the survey data collected from adult educators who teach in various BC public school districts. There is considerable variation in provisions for adult educators in local collective agreements. In some districts, local collective agreements include some provisions for class size, paid PD time, and preparation time, while in other districts, there are no such provisions. This report does not include an analysis of collective agreement provisions, but does reflect the perspectives of adult educators on their working conditions in Adult Education in BC s public school system. Where variations in contract provisions for adult educators seem relevant to the interpretation of the findings, a footnote or comment is included to indicate this. Survey population Adult educators teaching in BC public schools There is not a straightforward way to determine the total number of teachers who teach adult students in the BC public school system. Some adult educators are not coded as such in the BCTF member database. The code for type of teaching position depends on whether the teacher indicated their position as adult educator when signing up or updating their membership status. The count does not necessarily include members who are teaching school-aged students in public schools in addition to teaching adult education students. Nor does it include adult educators who are not members of the BC Teachers Federation. In Richmond, for example, adult educators are non-union, and therefore not in the membership database. A search of the BCTF membership database was conducted on December 12, 2012, for members who met the following criteria: Job status=active, Position=Adult Educator, and Opt-in to be contacted=yes. Since this search was conducted after the October fees had been processed, it was assumed that the count of adult educators had stabilized. The results of the count showed 319 members whose position was coded as adult educator, job status is active, and opted-in to be contacted by the BCTF. Four adult educators showed an end-date; excluding these, there were 315 adult educators in five locals (Surrey, Delta, Vancouver, Burnaby, and Coquitlam) identified in the membership database. Of these 315 adult educators, 212 provided a current address. Informing adult educators about the survey All adult educators with a current address who met the criteria and were identified as Adult Educator in the BCTF member database received an invitation with a link to the online survey on May 17, Local presidents were also asked to promote the survey in their local in an effort to reach teachers who teach some adult education courses but could not be identified from the membership information. 2 BCTF Research

13 Chapter 1: Adult educators who responded to the survey and the settings in which they teach How representative is the sample of survey respondents, by school district? Response rate In total, 103 valid responses were received to the 2013 Worklife of Adult Educators survey. Of the 103 respondents, 90 teach in districts with adult educators coded in the BCTF member database (as of December 2012). The response rate for the 212 adult educators who were contacted by with a survey invitation is 42.5%. It is not possible to calculate the response rate for the other 13 respondents as there is no information on how many teachers in BC teach some adult education courses but are not represented as such in the database. The adult educators responding to this survey teach in eleven school districts, with most teaching in the Metro Vancouver area in the five districts represented in the BCTF member database, including Vancouver (27.2%), Coquitlam (22.3%), Surrey (21.4%), Burnaby (12.6%), and Delta (3.9%). The survey did elicit some responses from adult educators in six locals or districts who were not coded as adult educators in the BCTF database including Greater Victoria (4.9%), Prince George (1.9%), Sooke (1.9%), Alberni (1.9%), Maple Ridge-Pitt Meadows (1%), and Powell River (1%). 30% 27.2% School districts represented by survey sample (n=103 respondents) 25% 20% 22.3% 21.4% 15% 12.6% 10% 5% 4.9% 3.9% 1.9% 1.9% 1.9% 1.0% 1.0% 0% BCTF Research 3

14 Adult Education in BC s public schools: A BCTF study The following two tables compare survey respondents to the distribution of adult educators in the BCTF member database. The following table shows adult educators identified in the BCTF member database as a percentage of the total (n=315), based on a December 2012 count. Number of adult educators identified in the BCTF member database (December 12, 2012) Local # SD # Adult educators (who meet criteria) Number Percentage of total Surrey % Delta % Vancouver (VESTA) % Burnaby % Coquitlam % Vancouver Island West Total % The next table shows the response rate for the sample by school district (103 respondents. Comparing the adult educators as a percentage of all adult educators in the BCTF member database to the response rate for the sample by district, Vancouver (27.2% of sample vs. 44.8% of adult educators) and Delta (3.9% of sample vs. 9.2% of adult educators) are under-represented in the survey. Surrey (21.4% of the sample vs. 14.6% of adult educators) and Coquitlam (22.3% of the sample vs. 14.6% of adult educators) are over-represented in the survey. Comparison of adult educators responding to the survey and BCTF member database School District Number of Survey BCTF Database responses (n=103) (n=315) 36-Surrey % 14.6% 37-Delta 4 3.9% 9.2% 39-Vancouver % 44.8% 41-Burnaby % 16.8% 43-Coquitlam % 14.6% 42-Maple Ridge-Pitt Meadows 1 1.0% 47-Powell River 1 1.0% 57-Prince George 2 1.9% 61-Greater Victoria 5 4.9% 62-Sooke 2 1.9% 70-Alberni 2 1.9% Total: All SDs represented in survey % 4 BCTF Research

15 Chapter 1: Adult educators who responded to the survey and the settings in which they teach How survey respondents compare to all teachers in the province Gender Three-quarters of adult educators in the survey are female teachers (74.8%) and one-quarter (25.2%) are male teachers. This is similar to the proportion of female teachers (75.25%) and male teachers (24.75%) in the province ( ). 100% 80% 60% 40% 20% 0% Gender - Survey sample vs. province* ( ) (n=103 respondents) Male 25.2% Female 74.8% Survey sample Male 24.75% Female 75.25% Province* *BCTF calculations with figures from: Ministry of Education. (2013). Teacher Statistics 2012/13, Province Public Schools, January 2013, p. 3. Age group One-third (33%) of respondents are 55 years and over and another one-third (34%) of the sample are 45 to 54 years of age. None of the adult educators in the survey are less than 25 years of age, and about one in eight respondents (12.6%) are 25 to 34 years old. Compared to teachers in the province, a higher proportion of adult educators in the survey are 55 years and over (33% versus 19.4% for the province) and a lower proportion are aged 35 to 44 years (20.4% versus 31.5% for the province) or 25 to 34 years (12.6% versus 19.3% for the province). 40% 30% 20% 10% 0% 0.0% 0.6% Age group - Survey sample vs. province* ( ) (n=103 respondents) 12.6% 19.3% 20.4% 31.5% 34.0% 29.2% 33.0% 19.4% Under and over Survey sample Province* * BCTF calculations with figures from: Ministry of Education. (2013). Teacher Statistics 2012/13, Province Public Schools, January 2013, p. 4. BCTF Research 5

16 Adult Education in BC s public schools: A BCTF study Years of teaching experience The following chart shows the distribution of survey responses by years of teaching experience. The majority of teachers responding to the survey have considerable teaching experience, with almost one-half (47.6%) of respondents having 20 or more years of teaching experience. There are very few early-career teachers in the sample, with only 2.9% with 1 to 4 years teaching experience and none in their first year of teaching. This chart also compares this distribution of survey responses to provincial figures for teachers by years of teaching experience. Early-career teachers with 1 to 4 years experience (2.9% versus 18% in the province) and 5 to 9 years experience (16.5% versus 23% in the province) are under-represented in the survey responses. Late-career teachers are overrepresented, with 47.6% having 20 or more years of teaching experience, compared to 22.3% of all teachers in the province. This may be because adult educators are more likely to enter adult education as experienced teachers, or it may be, as in other teacher surveys conducted by the BCTF, that early career teachers are less likely to respond and late career teachers are more likely to respond to teacher surveys. Years of teaching experience - Survey sample vs. province* ( ) (n=103 respondents) 50% 47.6% 45% 40% 35% 30% 25% 20% 15% 10% 18% 16.5% 23% 34.2% 32% 22.3% 5% 0% 2.6% 2.9% 1% 0% 0% Less than 1 year 1-4 years 5-9 years years 20+ years No answer Survey sample Province * BCTF calculations with figures from: Ministry of Education. (2013). Teacher Statistics 2012/13, Province Public Schools, February 2013, p BCTF Research

17 Chapter 1: Adult educators who responded to the survey and the settings in which they teach Teacher characteristics of survey respondents Years teaching Adult Education While many teachers in the survey have considerable teaching experience, the survey results suggest this experience has been gained teaching school-aged students as well as adult students. About one-half of teachers indicated having 20 or more years of teaching experience, while about one-quarter of teachers (in total) have been teaching in adult education for 20 or more years. 30% 25% 20% 15% 10% Years teaching in Adult Education (n=103 respondents) 24.3% 20.4% 19.4% 15.5% 11.7% 7.8% 5% 0% 1.0% Less than 1 year 1-4 years 5-9 years years years years 25+ years Years experience teaching at current school On average, adult educators in this survey have been teaching 10.2 years in their current setting, with the number of years ranging from 1 year to 31 years. One-third (32%) of adult educators in the survey have been teaching less than five years, and one-quarter (24.3%) between 5 and 9.99 years in their current adult education setting. About one in six teachers (17.5%) has been in their current setting for 20 or more years. 35% 30% 25% 20% 15% 10% 5% 0% 32.0% Number of years teaching in current adult education setting (n=103 respondents) 24.3% 7.8% 18.4% 17.5% Less than 5 years 5 to 9.99 years 10 to years 15 to years 20 or more years BCTF Research 7

18 Adult Education in BC s public schools: A BCTF study Type of adult education program The survey asked adult educators to select, from a list of the adult education programs, which type of program they teach in. Over two-thirds of respondents Teach Foundations (foundation courses in English, Math, Science) (70.9%), and/or Teach high-school completion, including courses leading to graduation or academic upgrading (68%). One in five (20.4%) respondents teaches English language services for adults. Very few teach in an Individualized adult education program (8.7%) or a GED program (3.9%). Thirteen respondents (12.6%) indicated teaching in some other type of adult education program. These other programs included Adult Dogwood preparation, Alternate youth program, Counsellor/Academic Advisor, Distributed Learning Planning 12, ELSA, art specialist, ICT Computer; Student Assessments & Intakes, Orientation to Online courses, Self-paced learning, and Summer school. One person indicated working as a Teacher Teaching on Call. Recent changes in ministry policy for Graduated Adults will have a significant impact on both educators and students 1. 80% Percentage of adult educators by type of adult education program (n=103) 70% 70.9% 68.0% 60% 50% 40% 30% 20% 20.4% 12.6% 10% 8.7% 3.9% 0% Teach Foundations (foundation courses in English, Math, Science) Teach high-school completion, including courses leading to graduation or academic upgrading English language services for adults Other type of program Individualized adult education program (not Foundations or English language) GED (General Educational Development) 1 For further detail on how this policy change will affect both adult education teachers and student access to upgrading programs, see Chapter 2, pp. 7 8, 8 BCTF Research

19 Chapter 1: Adult educators who responded to the survey and the settings in which they teach Subject area The survey asked adult educators to specify their subject area. English/Communications is taught by three-quarters (76.7%) of adult educators in the survey. About one-quarter of respondents teach Math (25.2%), Social Studies (24.3%), and Science (22.3%). Business Education is taught by 8.7% of respondents. Twenty-one respondents (20.4%) indicated teaching courses different from those listed in the survey. Other subjects taught by survey respondents include Accounting 11, BC First Nations studies, Art, Media Arts, Creative Writing, Family Studies, Foods and Nutrition, Computers, elective classes, Family Studies 12, Grad Transitions 12, Comparative Civilizations, GED math and science, Geography, Law, Planning courses, ICT computers, FSL, ESL, and Spanish. 90% 80% 76.7% Percentage of adult educators in each subject/work area (n=103) (Note: some adult educators teach in more than 1 subject area) 70% 60% 50% 40% 30% 20% 10% 25.2% 24.3% 22.3% 20.4% 8.7% 0% English/ Communications Math Social studies Science Other subject Business Education Note: Based on the number of YES responses for each subject area as a percentage of 103 respondents. BCTF Research 9

20 Adult Education in BC s public schools: A BCTF study Type of work site/adult education setting The survey asked adult educators to indicate which of the following describes your work site. Most (91.3%) adult educators in the survey teach in an Adult Learning Centre. One-quarter of respondents (24.3%) teach in a Night school/continuing Education setting in a K-12 school. One in ten respondents (9.7%) teaches Distributed Learning (DL) courses. Thirteen respondents (12.6%) indicated they teach adult education courses in an Other educational setting. Other types of settings described by respondents include teaching at home for DL courses, a meeting room in a public library, Adult Centre in correctional facility, Alternate education setting for Grades 8 12, an Elementary school, Night school/continuing Education setting on reserve, and a storefront for evening classes. Percentage of adult educators teaching in each type of work site (n=103) (Note: some adult educators teach in more than one work site) 100% 90% 91.3% 80% 70% 60% 50% 40% 30% 24.3% 20% 10% 12.6% 9.7% 0% Adult learning centre Night school/continuing Education setting in a K- 12 school Other educational setting Distributed Learning Note: Based on the number of Yes responses as a percentage of 103 respondents for each type of worksite. Number of workplaces The survey results suggest that many adult educators are travelling to more than one workplace for their teaching assignments. Just over one-half (57.3%) of respondents teach in one school/workplace. Four in ten teachers in the survey (41.7%) indicated teaching in more than one school/workplace. Number of workplaces Number of teachers Percentage of total One school/workplace % More than one school/workplace % Total % No answer 1 1.0% Total % 10 BCTF Research

21 Chapter 1: Adult educators who responded to the survey and the settings in which they teach Summary One objective of the survey was to compare, where possible, the demographic characteristics of the adult educators in the survey to teachers in the province by school district, gender, age, and years of teaching experience. Another objective was to learn about who adult educators are in terms of the courses they teach and the settings in which they teach. School district In total, 103 adult educators responded to the 2013 Worklife of Adult Educators survey. The respondents teach in eleven districts, with most teaching in the Metro Vancouver area, including Vancouver (27.2%), Coquitlam (22.3%), Surrey (21.4%), Burnaby (12.6%), Delta (3.9%), and Maple Ridge-Pitt Meadows (1%). Adult educators in Greater Victoria (4.9%), Prince George (1.9%), Sooke (1.9%), Alberni (1.9%), and Powell River (1%) also responded to the survey. Gender and teaching experience Compared to teachers in the province, the survey respondents are similar in representation by gender but not by age or years of teaching experience. Three-quarters of adult educators in the survey are female teachers and one-quarter are male teachers, similar to the proportion in the province ( ). While about one-half of respondents are late-career teachers with at least 20 of teaching experience, very few early-career teachers responded to the survey. Compared to provincial data, teachers with 1 to 4 years experience (2.9% versus 18% in the province) and 5 to 9 years experience (16.5% versus 23% in the province) are under-represented in the survey responses. Late-career teachers are over-represented, with 47.6% having 20 or more years of teaching experience, compared to 22.3% of all teachers in the province. The survey results suggest that over their careers, many adult educators have spent considerable time teaching school-aged students. About one-half of respondents indicated having 20 or more years of teaching experience, while about one-quarter of teachers has taught in adult education for 20 or more years. On average, adult educators in this survey have been teaching 10.2 years in their current setting, with the number of years ranging from 1 year to 31 years. The settings in which they teach When asked about their work setting, nine in ten adult educators indicated teaching in an Adult Learning Centre. One in four respondents teaches in a Night school/continuing Education setting in a K-12 school, and one in ten teaches Distributed Learning courses. The responses to other educational setting shows the diverse settings that adult educators teach in, such as a meeting room in a public library, Adult Centre in a correctional facility, Alternate education setting, an Elementary school, Night school/continuing Education setting on reserve, and a storefront for evening classes. Four in ten adult educators in the survey travel to more than one school/ workplace for their teaching assignments. When asked about the type of program they teach in, two-thirds of respondents indicated that they Teach high-school completion, including courses leading to graduation or academic upgrading and 70.9% Teach Foundations (foundation courses in English, Math, Science). One in five respondents indicated teaching English language services for adults. About one in ten respondents teach in an Individualized adult education program, and very few teach a GED program (3.9%). In terms of subjects taught, three-quarters of respondents teach English/ Communications and about one-quarter teach Math, Social Studies, and/or Science. About one in eleven (8.7%) survey respondents teach Business Education MW:af:tfeu BCTF Research 11

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23 CHAPTER 2: Adult educators in BC public schools: Who are the students they teach? Margaret White, MIR Senior Research Analyst, BCTF Research This report is one of a series documenting the findings of the Worklife of Adult Educators survey. For additional information, see Adult Education in BC s public schools: A BCTF study

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25 Chapter 2 Composition of students in adult education programs Country/place/region of origin Students whose country of origin is Canada Students who are immigrants or refugees to Canada Limitations to the data on country/place/region of origin Reasons for attending adult education programs, and previous educational experience Student population: Reasons students are attending an adult education program Student population: Newcomers to Canada Summary BCTF Research 1

26 Adult Education in BC s public schools: A BCTF study Composition of students in adult education programs One objective of the 2013 Worklife of Adult Educators survey was to provide a sense of the composition of students attending adult education programs in BC s public school system. This section of the survey asked adult educators about the country/place/region of origin of the students attending their classes, the reasons students are attending adult education programs, and the educational experience/schooling of immigrant and refugee students prior to attending adult education classes in Canada. Country/place/region of origin The survey asked adult educators, Thinking of the students you currently teach, please indicate how many are from each country/place of origin, to the best of your knowledge. The results are presented separately for students originally from Canada, and students who are immigrants or refugees to Canada. Students whose country of origin is Canada The following chart shows the proportion of adult educators indicating the students they teach are of Aboriginal ancestry or are of any other ethnicity (non-aboriginal). About the same proportion of adult educators indicated some of the students they teach are of Aboriginal ancestry (20.4%) as the proportion indicating some are non-aboriginal (18.4%). About onethird (35.9%) of adult educators indicated having a few students attending their classes who are of Aboriginal ancestry. Just under one-half (44.7%) of adult educators indicated that most, and 22.3% indicated all, of the students they teach are non-aboriginal. There are no adult educators who indicated most or all of their students are of Aboriginal ancestry. 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 20.4% Student population - Percentage of respondents indicating having students of Aborginal ancestry attending adult education (n=103) 35.9% 3.9% 3.9% 20.4% 18.4% 1.9% 44.7% 0.0% 22.3% 6.8% 4.9% 14.6% None A few Some Most All Do not know No answer 1.9% Aboriginal ancestry Non-Aboriginal 2 BCTF Research

27 Chapter 2: Adult educators in BC public schools: Who are the students they teach? Students who are immigrants or refugees to Canada The survey asked adult educators, Thinking of the students you currently teach, please indicate how many are from each country/place of origin, to the best of your knowledge. The chart on the following page shows the diversity of students attending adult education programs, in terms of country of origin, who are immigrants/refugees to Canada. For all of the countries/regions of origin listed, at least some respondents indicated having a few students from this country of origin, ranging from a low of 9.7% for Australia and New Zealand to a high of 54.4% for Europe. As well as Europe, about one-half of adult educators indicated having a few students who are immigrants/refugees from South America (52.4%), Central America (49.5%), and Africa (47.6%) attending their adult education classes. Teachers indicated most of the students they teach are from a country/region of origin for only five of the thirteen options listed East Asian (52.4%), South Asia (16.5%), Middle East (11.7%), Southeast Asia (8.7%), and Africa (2.9%). None of the respondents indicated that all of the students they teach are from one country of origin. Thinking of the students you currently teach, please indicate how many are from each country/place of origin, to the best of your knowledge (n=103) Do not Immigrants/refugees from: None A few Some Most All No answer know United States 41.7% 23.3% 1.0% 0% 0% 11.7% 22.3% United Kingdom/Ireland 47.6% 18.4% 2.9% 0% 0% 10.7% 20.4% Europe 5.8% 54.4% 26.2% 0% 0% 5.8% 7.8% Middle East 1.9% 19.4% 60.2% 11.7% 0% 3.9% 2.9% Africa 12.6% 47.6% 25.2% 2.9% 0% 3.9% 7.8% East Asia (e.g., China-Mainland, 0% 7.8% 33.0% 52.4% 0% 3.9% 2.9% Taiwan, Hong Kong) Southeast Asia (e.g., Vietnam, Indonesia) 6.8% 30.1% 40.8% 8.7% 0% 5.8% 7.8% South Asia (e.g., India, Pakistan, Bangladesh, Sri Lanka) 2.9% 29.1% 43.7% 16.5% 0% 3.9% 3.9% Australia, New Zealand 60.2% 9.7% 1.9% 0% 0% 8.7% 19.4% South America 7.8% 52.4% 22.3% 0% 0% 6.8% 10.7% Central America 12.6% 49.5% 19.4% 0% 0% 9.7% 8.7% Caribbean 37.9% 28.2% 6.8% 0% 0% 10.7% 16.5% Other 19.4% 24.3% 8.7% 0% 0% 21.4% 26.2% Limitations to the data on country/place/region of origin A closer analysis of the responses to the question regarding country/place/region of origin reveals inconsistencies in the data that limit the interpretation of the results. Based on a case summary of the responses to Q19 for all 103 respondents, 22 respondents selected most for two or more of the countries of origin listed when asked Of the students you currently teach, please indicate how many are from each country/place/region of origin, to the best of your knowledge. For example, twelve adult educators (11.7% of the sample) indicated most of the students are immigrants to Canada from the Middle East. However, these same twelve respondents also indicated that most of the students they teach are from one or more other country/place/region of origin Africa (2), East Asia (9), and South Asia (1). BCTF Research 3

28 Adult Education in BC s public schools: A BCTF study It is possible this is because some adult educators teach in more than one setting, and responded to the question on country of origin separately for each setting in which they teach. Of the twenty-two adult educators who selected most for two or more of the countries of origin, eleven indicated they teach in more than one school/workplace. In the comments, some adult educators noted that the program they teach in has continuous enrolment, so the composition of students changes over time as some leave and others begin the program. The overlapping responses to this question about the country/place/region of origin of students may also reflect the challenge in designing a survey question that adequately captures the varied schedules and program formats in adult education programs that respond to the unique needs of adult students. Percentage of respondents indicating country/area of origin for students who are immigrants/refugees to Canada (n=103) Caribbean Central America South America Australia or New Zealand South Asia Southeast Asia East Asia Africa Middle East Europe United Kingdom or Ireland United States Other 0.0% 6.8% 28.2% 0.0% 19.4% 0.0% 22.3% 0.0% 1.9% 9.7% 16.5% 29.1% 8.7% 30.1% 33.0% 7.8% 2.9% 25.2% 11.7% 19.4% 0.0% 26.2% 0.0% 2.9% 18.4% 0.0% 1.0% 23.3% 0.0% 8.7% 24.3% 49.5% 52.4% 43.7% 40.8% 52.4% 47.6% 60.2% 54.4% 0% 10% 20% 30% 40% 50% 60% 70% Most Some A few Note: See the table on page 3 for the full range of responses to this question. 4 BCTF Research

29 Chapter 2: Adult educators in BC public schools: Who are the students they teach? Reasons for attending adult education programs, and previous educational experience The survey asked adult educators, Which of the following statements describe your student population? about two sets of characteristics. The first set is related to reasons why students attend an adult education program, and the second set is related to the educational background of students who are newcomers to Canada. The responses to this question help provide a sense of the composition of adult education classes in terms of schooling prior to adult education, length of time away from school before returning, and reasons for taking adult education courses. Student population: Reasons students are attending an adult education program Over eight in ten respondents teach students who are newcomers to Canada developing English Language skills (84.5%). Almost three-quarters (73.8%) of respondents teach students who are adults returning to complete high-school graduation requirements after being away from school for a long time. Many adult educators also teach school-aged and young adult students. One-half (50.5%) of respondents teach students under the age of 19 who are taking additional courses through adult education, and two-thirds (68.9%) teach young adults returning to complete highschool after recently leaving school. Six in ten (59.2%) teach high-school graduates who are upgrading their high-school standing for post-secondary education. Fifteen respondents (14.6%) indicated Other student population, including newcomers seeking college/ university entrance, young adults with learning disabilities, adults reading at a primary level, immigrants who are retirees, cross-enrolment in Distributed Learning, and international students. One adult educator noted, The variety is astounding and almost daunting. Reasons students are attending an adult education program (n=103) Newcomers to Canada developing English Language skills 84.5% Adults returning to complete high-school graduation requirements after being away from school for a long time Young adults returning to complete high-school graduation requirements after recently leaving school High-school graduates who are upgrading their highschool standing for post-secondary education Secondary students of school age (under 19 years) taking additional courses through adult education 73.8% 68.9% 59.2% 50.5% Other reasons 14.6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% BCTF Research 5

30 Adult Education in BC s public schools: A BCTF study Student population: Newcomers to Canada The survey also asked adult educators questions about the educational experience/schooling of students who are immigrants, newcomers, and/or refugees to Canada. Almost all (92.2%) of respondents indicated teaching immigrant students who have previous educational experience/ schooling, and two-thirds (65%) indicate teaching immigrant students with minimal or no previous educational experience in their country of origin. Over three-quarters (78.6%) of respondents indicate teaching adult students who are new immigrants (who are not refugees). When asked about the students they teach who are refugees, 60.2% indicate teaching refugee students who have previous educational experience/schooling, and 54.4% indicate teaching refugeee students who have minimal or no previous educational experience in their country of origin. Educational experience of adult students who are immigrants to Canada - Percentage of teachers indicating they have students in each of the following groups (n=103) Immigrant students with previous educational experience/schooling 92.2% New immigrants (who are not refugees) 78.6% Immigrant students with minimal or no previous educational experience in their country of origin 65.0% Refugee students with previous educational experience/schooling 60.2% Refugee students with minimal or no previous educational experience in their country of origin 54.4% Other 4.9% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Five adult educators indicated teaching Other types of students who are newcomers to Canada. The descriptions illustrate the wide range of academic skills students have upon entering adult education. One teacher noted teaching students who are highly educated immigrants (with PhDs, etc.), and another teacher suggested how frustrating this is for these newcomers to Canada: I ve also taught students from other countries who already have university degrees, and are upset that they have to start all over in Canada. Two other comments refer to adult students with little or no educational experience. 6 BCTF Research

31 Chapter 2: Adult educators in BC public schools: Who are the students they teach? Summary For the adult educators responding to this survey, adult education classes are comprised of a diverse student population with a mix of Aboriginal students, non-aboriginal students from Canada, and students who are immigrants or refugees from at least twelve different countries/regions/places in the world. Eight in ten adult educators indicated teaching adult students who are newcomers to Canada and who attend adult education programs to develop English language skills. These students bring with them many cultural perspectives, and varying degrees of education, schooling, and English language learning. The survey results also show that there is a diversity of learning needs in adult education programs. While over one-half of respondents teach students who are immigrants or refugees with minimal or no previous education prior to coming to Canada, almost all adult educators teach immigrant students with previous educational experience/schooling. Some of these adult students have advanced education and credentials that are not recognized in Canada. And six in ten adult educators teach students who are high-school graduates, returning to upgrade for postsecondary education, referred to by the Ministry of Education as Graduated Adults 1. One-half of adult educators also indicate having school-aged students in their class who are taking some secondary courses through adult education. On December 4, 2014, the Ministry of Education and the Ministry of Advanced Education issued a joint media announcement about changes to the funding of adult education programs 2. As of May 1, 2015 the Ministry of Education will stop funding districts to provide tuition-free courses for graduated adults who are seeking to upgrade their academic qualifications (secondary courses in math, sciences, English) to pursue post-secondary training. This funding was provided under the Education Guarantee, a program introduced in Districts will be allowed to offer these courses for Graduated Adults on a cost-recovery basis only. The Vancouver School Board estimates the tuition fee for these courses to be as much as $500 per course. 3 Ministry of Education data shows that Graduated Adults as a percentage of all adult students in the public school system have increased steadily from 18.1% in to 55.5% in As these students will only be funded in the future if they qualify for a means-tested grant to attend a post-secondary institution, this policy change will likely have a significant impact on both enrolment and the composition of adult students in the K to 12 system. School districts are currently preparing preliminary budgets for , some of which include details on proposed cuts to adult education programs and staffing. The Burnaby Board of Education s Public Budget Presentation 5 on April 28, 2015 proposes a reduction of 2.0 FTE 1 Effective September 1, 2008, graduated adults may take, tuition free, eligible courses offered at school district Continuing Education or K-12 schools through phase 3 of the Education Guarantee. Adult student is defined as a student 19 years of age or older as at July 1 of the current year. Definitions provided in the glossary of Summary of Key Findings. 2 Adult upgrading courses supported by grants for low-income learners, December 4, 2014, available at: 3 Hyslop, K. (15 January, 2015). Adult education fee hike to hit some students hard. Tyee, online at 4 BCTF Research calculations with data from: BC Ministry of Education. Student statistics: , , and , pp. 9 11, 15, Burnaby SD 41: Burnaby Board of Education Public Budget Presentation, April 28, Retrieved on April 30, 2015 at BCTF Research 7

32 Adult Education in BC s public schools: A BCTF study teaching positions in Adult and Continuing Education. Surrey school district recently announced plans to eliminate the district program for Graduated Adults in rather than charge a tuition fee for students to take these courses. 6 The Vancouver Board of Education s Revised Preliminary Budget Proposals 7 recommend a significant reduction in staffing for Adult Education, including 11 FTE teachers in Adult Learning Centres, 9.41 FTE instructor assistants, and other administrative and support positions. The budget recommendations, if implemented, will be achieved through a restructuring of self-paced adult education programs, closure of the Hastings and Downtown Eastside centres, a discontinuation of Collingwood and South Hill Outreach programs, and a discontinuation of Elementary Literacy Outreach programs MW:af:tfeu 6 Reynolds, Sheila. Surrey nixes courses for graduated adults, Surrey North Delta Leader - Mon Apr , p.1. 7 See pp of Vancouver Board of Education, 2015/16 Revised Preliminary Budget proposals as of April 21, Retrieved on April 22, 2015 at (Link is in the schedule for line item dated April 21, 2015.) 8 BCTF Research

33 CHAPTER 3: Adult educators education and Professional Development Charlie Naylor, Ph.D. Senior Researcher, BCTF Research This report is one of a series documenting the findings of the Worklife of Adult Educators survey. For additional information, see Adult Education in BC s public schools: A BCTF study

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35 Chapter 3 Adult educators and their education Highest level of education completed Adult educators and current enrolments in education programs Planning to pursue an accredited education program Reason(s) for not pursuing further education Gender differences in the reasons for not pursuing further education Professional Development for adult educators The availability of PD The number of PD days Paid PD time Number of Professional Development days that were paid PD time Inadequate access to Professional Development What adult educators had to say about Professional Development Summary BCTF Research 1

36 Adult Education in BC s public schools A BCTF study Adult educators and their education Highest level of education completed Just under half of respondents (43.7%) have completed a Bachelor s degree with teacher training program, and about one-quarter (25.2%) have completed a University certificate or diploma above Bachelor level. In terms of graduate programs, 27.2 % of respondents have a Master s Degree, and 1.9% a Doctorate. 50% 45% 40% 35% 43.7% Highest level of education achieved (n=103) 30% 25% 27.2% 25.2% 20% 15% 10% 5% 1.9% 1.9% 0% Bachelor's degree with teacher training program Master's Degree University certificate or diploma above Bachelor level Doctorate Other Comparing these data to the data from the 2009 Worklife of BC Teachers survey 1, it appears that a slightly greater proportion of adult educators have graduate degrees than did K-12 teachers in the 2009 survey. In 2009, 25% of respondents had completed Masters degrees, compared to 27.2% of adult educators. In this survey, 1.9% of adult educators had completed doctoral degrees compared to 1% of K-12 teachers in the 2009 survey. However, the slight difference could be a factor of time in that more adult educators (and likely more K-12 teachers) may have completed graduate studies in the intervening period BCTF Research

37 Chapter 3: Adult educators education and Professional Development Adult educators and current enrolments in education programs Most respondents (83.5%) are not currently enrolled in an education program. Of the remainder, six respondents (5.8%) are enrolled in a university certificate or diploma above Bachelor level. Another six respondents (5.8%) are enrolled in a program leading to a Master s Degree, and one (1%) a doctorate degree. Three respondents (2.9%) are enrolled in an Other type of program and one respondent did not answer. Other types of education programs include an Online Canadian TESL university course and a post-graduate diploma. Are you currently enrolled in an education program? (n=103) 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 83.5% No, not currently enrolled in an education program 5.8% 5.8% Yes, university certificate or diploma above Bachelor level Yes, Master's degree Total = 15.5% 2.9% 1.0% 1.0% Yes, Other Yes, Doctorate No answer These data also show some differences between adult educators and K-12 teachers surveyed in 2009, though there are general similarities. While comparable numbers of both adult educators (83.5%) and K-12 teachers surveyed in 2009 (87.0%) were not enrolled in an education program, a total of 15.5% of adult educator respondents were enrolled in an education program compared to 9.3% of K-12 teachers in the 2009 Worklife survey. This appears to be significantly different and is somewhat surprising, in that the adult educator respondents reflect an older age demographic than is typical of BC teachers in school year. While 33% of adult educator respondents were aged 25 44, 50.8% of BC teachers are currently in the same age bracket. While 48.6% of BC teachers are aged 45 and older, 67% of adult educators who responded to this survey were aged over Thus, although a somewhat older demographic, proportionately more adult educators are enrolled in educational programs. These data do not inform the reasons for this difference. Explanations could include the possibility that adult educators may be taking more education programs to better position themselves for a shift in their teaching in areas other than Adult Education, perhaps anticipating further cutbacks in the provision of adult education services. Or it may be that they are seeking the challenge that additional education may provide, rather than as a career progression or to gain increased salaries. 2 See Chapter 1, p. 5, at BCTF Research 3