Adult Basic Education and Employment in Saskatchewan Essay

1470 Words 6 Pages
Adult Basic Education in Saskatchewan follows the provincial Grade 12 curriculum however a hidden curriculum exists. The hidden curriculum is the "subtle or not-so subtle messages that are not part of the intended curriculum" (Nieto, 2001: 28). There is a high expectation that Adult Basic Educators are facilitating opportunities for students to gain the skills to enter the workforce either immediately after graduation as well as preparing some for post-secondary education. The Saskatchewan government has identified the need to increase the province’s workforce. In an April 2011 news release Advanced Education, Employment and Immigration Minister Rob Norris said, "The Government of Saskatchewan is committed to improving education and …show more content…
The program is delivered in partnership with employers, CBOs, band/tribal councils, and post-secondary institutions” .(Ekos Reseach 2010 p.26). The focus and the resources are being focused on the lower skilled adults while those capable of achieving a high school diploma are experiencing cutbacks. Level 4 (Grade 12) teachers will need to examine content carefully as changes must be made but must also examine how content is delivered. Project Based Learning may help bridge the gap between covering the provincial curriculum in a shortened school year while facilitating employability skills. In a report to the Ministry of Advanced Education, Employment and Immigration Ekos Research Associates Inc. identified that “Personal and interpersonal competencies such as self-confidence, persistence, self-motivation, team work skills, and confidence are essential factors of “employability” (2010, p 25). These are competencies which can be built into a project.
Project-based learning uses activities to teach the curriculum. These activities allow the student autonomy in finding solutions to posed problems. It involves taking a topic of interest, investigating a question and disseminating the results. It differs from traditional methods in several ways. The teacher becomes a facilitator and a resource rather than a supplier of information. Students learn research and communication skills as they investigate their question. Content is internalized because students have more

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