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It also examines COVID-19 impacts on ALE systems. Contributions are consolidated from provincial and territorial ministries, informed by federal and UNESCO-related coordination, and illustrate differing provincial approaches across literacy, employment-focused reskilling, and lifelong learning frameworks.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/global-report-on-adult-learning-and-education-canadas-submission-to-the-fifth-global-report-on-adult-learning-and-education-grale-v-2021/294824/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/global-report-on-adult-learning-and-education-canadas-submission-to-the-fifth-global-report-on-adult-learning-and-education-grale-v-2021/294824.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-09-18",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main focus of Canada’s response for GRALE V?","Question",{"text":113,"@type":114},"It focuses on progress made in adult learning and education (ALE) policies, governance, financing, participation, and quality since 2018, with a thematic emphasis on citizenship education.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How is adult education responsibility organized in Canada?",{"text":118,"@type":114},"Education legislative responsibility rests primarily with provinces, while territories have responsibilities delegated by the federal government; therefore there is no single pan-Canadian federal approach.",{"name":120,"@type":111,"acceptedAnswer":121},"What regions and levels of government contributed to compiling the report?",{"text":122,"@type":114},"Provincial and territorial education ministries contributed through their intergovernmental body (CMEC), alongside federal government involvement represented by ESDC and the Canadian Commission for UNESCO.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},294824,1789706614,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","5th  \nGLOBAL REPORT  \nON ADULT LEARNING AND EDUCATION  \nCanada’s Submission to the Fifth Global Report on Adult Learning and Education (GRALE V)  \n2021  \nThe focus of Canada’s response to the Fifth Global Report on Adult Learning and Education (GRALE V) is on progress made in adult learning and education (ALE) policies, governance, financing, participation, and quality since the publication of GRALE IV in 2018, with a thematic focus on citizenship education. GRALE V also explores the impact of COVID-19 on ALE systems. Canada’s response was developed jointly by provincial and territorial ministries responsible for education, through their intergovernmental body, the Council of Ministers of Education, Canada (CMEC); the Government of Canada, represented by Employment and Social Development Canada (ESDC); and the Canadian Commission for UNESCO. This report was compiled by CMEC.  \nCanada is a federation of ten provinces and three territories. Legislative responsibility for education is granted to the provinces by the Constitution Act, 1867; similar responsibilities are delegated to the territories by the federal government. As a result, there is no federal ministry of education and no single pan-Canadian approach to adult education.  \nThe Government of Canada has the responsibility for education for First Nation populations who live on reserves. This is delivered through federally funded, band-administered schools. The Government of Canada also plays an integral role in supporting the skills development of Canadians by investing in postsecondary education, training, and literacy in the form of transfers to provinces and territories, research and infrastructure funding, and direct support to learners.  \nEach of Canada’s provinces and territories (P/Ts) is responsible for planning, implementing, and evaluating its own ALE policies. The provision of ALE programs varies across provinces and territories, depending on the sector and community. Each P/T adapts its programs based on its specific needs and those of the populations it serves. The following report consolidates these contributions and outlines supporting examples and illustrations.  \nIt is important to note that, while some P/Ts focus on supporting learning opportunities for adult learners in literacy and essential skills, others emphasize more employment-specific offerings, with a focus on reskilling and upskilling. Still others position adult learning within a lifelong learning framework (which consists of all learning by adults, including postsecondary education) . These differences are important to consider when conducting a pan-Canadian review.  \n1. Overall, would you say that since 2018 your country:  \n• has regressed on ALE policy  \n• is at the same level on ALE policy as in 2015  \n• has made significant progress on ALE policy  \nComments  \nIn Canada, provinces and territories have specific strategies, policies, and legislation relating to adult learning and education. Since 2018, as illustrated below, a number of P/Ts noted significant progress on ALE policy, with several governments pointing to a number of specific developments.  \nManitoba  \nLegislation: Through consultations with private vocational institutions, students, and government agencies, the Department of Advanced Education, Skills and Immigration modernized the Private Vocational Institutions Act, and drafted amendments that would reduce red tape, improve accountability, and enhance transparency for students.  \nPolicy:  \n• Under Manitoba’s Economic Growth Action Plan, the Department led the development of a Skills, Talent and Knowledge Strategy focused on supporting a well-functioning labour market, strengthening economic development, and providing strategic direction for the postsecondary sector and a vision for employment and training programs. The strategy is intended to build on partnerships and consultations with postsecondary and community institutions, industry, employers, education, and labour, and ","cbCaijygas9rxPay","https://ap.wps.com/l/cbCaijygas9rxPay","pdf",1557049,39,"English","# Overall assessment of ALE policy since 2018\n# Policy developments and examples by province and territory\n## Manitoba\n### Legislation and policy initiatives\n### Skills, labour market, and implementation strategy\n## Quebec\n### Digital Action Plan objectives\n# Federal roles in student financial assistance and targeted policy work","[{\"question\":\"What is the main focus of Canada’s response for GRALE V?\",\"answer\":\"It focuses on progress made in adult learning and education (ALE) policies, governance, financing, participation, and quality since 2018, with a thematic emphasis on citizenship education.\"},{\"question\":\"How is adult education responsibility organized in Canada?\",\"answer\":\"Education legislative responsibility rests primarily with provinces, while territories have responsibilities delegated by the federal government; therefore there is no single pan-Canadian federal approach.\"},{\"question\":\"What regions and levels of government contributed to compiling the report?\",\"answer\":\"Provincial and territorial education ministries contributed through their intergovernmental body (CMEC), alongside federal government involvement represented by ESDC and the Canadian Commission for UNESCO.\"}]","GLOBAL REPORT ON ADULT LEARNING AND EDUCATION - Canada’s Submission to the Fifth Global Report on Adult Learning and Education (GRALE V) - 2021 | PDF",98]