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Some thoughts on qualifying adult educators in QuebecPaul Bouchard, Ph. D. – Concordia University
AQIFGA April 2011
I hope this guy has competencies!
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to by: P
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Or at least a degree?
Quick Background...Quick Background...
In 1996, Quebec worries about a new social ill: High-school drop-out rates ...
Our youth is in danger!!
... What should we do?
The solution?The solution?
Les États généraux sur l’éducation
What we need is a strong framework, some core competencies and a better training package with solid evaluations ...
On the other hand: Why not acknowledge the considerable baggage already found in the profession, and back off with the bureaucracy?
After all, adult educators have been around forever. Norms should develop in response to reality, not the other way around.
The problem: Educators are not sufficiently well trainied
We need more regulations, not less.
We need less regulations, not more.
On the one hand, On the other hand,
So here we are:
What is the current practice ?...What is the current practice ?...
School boards staff their adult centers with certified teachers, and they encourage youth sector teachers to complete their workload with adult ed credits
For any remaining needs, employers hire part-time and hourly staff. One could argue
that this is actually the real profile of adult educators in Quebec.
The result?Almost all certified educators are certified in the youth sector.
The others are basically NLQ.
How can this situation be rectified?
How many of these adult educators How many of these adult educators have received training in adult have received training in adult
education? *education? *
* Answer: Very few
15 years later...15 years later...
There wereThere were5 813 5 813 adult educators in 2007-2008 :adult educators in 2007-2008 :
1 244 regular full-time (21,4 %);1 244 regular full-time (21,4 %); 1 532 part-time (26,4 %);1 532 part-time (26,4 %); 3 037 hourly wage (52,2%).3 037 hourly wage (52,2%).
In 2007-2008, teachers shared 3 309,5 workloads FTE. In 2007-2008, teachers shared 3 309,5 workloads FTE.
1 102 FTE, or33,3 %, with full-1 102 FTE, or33,3 %, with full-
time statustime status
1 268 FTE, or 38,3 %, part-time;1 268 FTE, or 38,3 %, part-time;
938 ETP, or 28,4 %, hourly.938 ETP, or 28,4 %, hourly.How can we get everyone certified?
What to do?What to do?
Send
them
all
back
to
schoo
l?
... again?
Is the solution: Is the solution: More More training?training?
? ?? ???
An ideaAn idea... ... a brilliant a brilliant
one one ::
Why not make training requirements more like early childhood / elementary?
exploreabhishekhttp://www.flickr.com/photos/abhishek-kumar
Proof:
Drop-out rates are much lower in primary grades than in high-school!!
Integrated programs with internships spread out over a 4-year bachelor seems to be a winner...
Duh...
Real consequences of the 4-year Real consequences of the 4-year B.ED. for adult educators:B.ED. for adult educators:
It eliminates ALL possibility of
recognizing previously obtained degrees -
All persons with a disciplinary degree are shut out from the profession Thanks, Qc!
-Precarious jobs
- Part-time
- Hourly wages
- Inferior
conditions
- No chance at
tenure
The
Bad
News
1997 – 2000:
Progressive withdrawal of ALL cohorts in the qualifying programs at UQAM, UdeM, Concordia, etc.
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Fast-forward 2011Fast-forward 2011
It seems the 4-year B. Ed. can be altered
The principle of simultaneity of internships and study could be circumvented by a bridging system, or “passerelles”
There seems to be an openness to in-service training
Possibilités de passerelles pour la formation initiale et en cours d’emploi de formateurs à la FGA
© Paul Bouchard 2011
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