The Best-Laid Plans: Educational Pathways of Adult Learners in Toronto

Autor/inn/en	Robson, Karen; Anisef, Paul; Brown, Robert S.
Titel	The Best-Laid Plans: Educational Pathways of Adult Learners in Toronto
Quelle	In: Canadian Journal for the Study of Adult Education, 29 (2017) 1, S.1-18 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0835-4944
Schlagwörter	Foreign Countries; Adult Students; Adult Programs; Immigrants; Continuing Education; Adult Learning; High School Students; Postsecondary Education; Grade 12; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Weiterbildung; Adulte education; Adult training; Erwachsenenbildung; High school; High schools; Oberschule; Post-secondary education; Tertiäre Bildung; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	In this paper, we examine the post-secondary plans and attainment of adult learners in Toronto, Ontario. We first describe the population of adult learners in Canada's largest city, describing how they are largely made up of immigrants who use the continuing education adult day programs at the Toronto District School Board to upgrade their skills. We hypothesize that the adult day schools are a stepping stone for entering post-secondary programs in Ontario and find that the vast majority of students surveyed indicated that they wished to pursue college or university. However, an administrative data set demonstrates that only a fraction of these students successfully confirmed an offer of college or university admission at a later date. We discuss this disconnect between the plans and later-life attainment of adult learners, noting how this particular population is much different demographically than traditional high-school students. (As Provided).
Anmerkungen	Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01