Abstract

How important is policy and strategy about Foundation Studies delivery for educators and learners? Do educators notice changes when made at government policy level? Do learners make the connections about strategy and policy during their classes, or are they, more often, unable to ignore other policies as adult education is linked to skills shortages and welfare payments? And: what difference does it make if a National Education Department implements strategy actively, or hardly at all? My ‘work in progress’ report to the CICE conference seeks to compare Australia and New Zealand’s adult foundation skills policies, in relation to adult literacy and numeracy, English-language, multi-lingual policy and welfare-towork polices. Canadian research and critique will also be included. I will seek to learn from North American educators about their experiences and those of their learners.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0141
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada