The It establishes progressive outcomes of implementing literacy

The
topic of education is nevertheless a subject of great importance, shifting the attention
toward postsecondary education and the challenging problems it faces in Canada.

With our growing demographics, rapid economical changes, and more developed advances,
the upsurge of low-skilled populations has a detrimental economical impact, and
overall societal nature. According to Statistics
Canada, there is an increase in our national populations of aged individuals,
in contrast, a decrease in fertility rates (Canada 2017). Through the declining
rates of fertility, we must value postsecondary adult education, and emphasize
on increasing the rates of participation. Although access to education, should
be a basic human right, it is nonetheless inaccessible to individuals within a
certain population. Lifelong learning has been outlined as a concept in which
those who already have high levels of education are receiving more education
and training. This ideology of the ‘rich-getting-richer’ needs to change; in
that children who from high income, and highly educated parents are more likely
to be the ones who attend higher levels of education. Myers and de Broucker
(2006) outline important research in their article Too Many
Left Behind: Canada’s Adult Education and Training System. It establishes
progressive outcomes of implementing literacy programs, and developing basic
skills of employees, to increase the economical profits of society. By doing
so, we are ultimately reaping the benefits as a community, by seeing better
health benefits, reduction in waste production, and the increase in employee
knowledge retention. These learned characteristics spread throughout one’s
environment, making it a more developed and advanced workplace (Myers & de
Broucker, 2006, p. 54).

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            Let us draw our attention to the
main topic of discussion, which is the focus of barriers and gaps, and their detrimental
impact on learners. Doing so, we will be using the following tools of analysis:
to compare and to contrast. According to Webster’s dictionary, the term compare is defined as sharing
similarities, and the term contrast
is defined as the appraisal of differences (Webster, 2017). Individual,
structural, and institutional barriers have comparable characteristics to those
of generated gaps, causing less-educated individuals to be less served by their
system. The text outlines these gaps, including the lack of information,
limited financial aid, and insufficient government investments (Myers & de
Broucker, 2006, p. 69). Barriers including their race, age, as well as their
long duration of being unemployed may affect those who participate in “second
chance” post secondary learning. It comes to no surprise that for both genders,
participation in these programs decreases with age. Those who range between the
ages of 25 and 34 are the ones who are likely to participate (Myers & de
Broucker, 2006, p. 35). Older, or more mature students are often referred to as
“second chance” participants, suggesting that they didn’t do it right in the
beginning. There are fundamental benefits of receiving an education, so why are
we placing barriers on individuals, imposing on their ability to learn? We need
our society to be more educated and more skilful, by implementing the benefits
of these programs, and motivating them to participate. Due to age-based
financial aid, pressures are placed on adult learners to be financially stable,
while attempting to receive a higher level of education. This can place major dependency
on their personal life. Younger learners have more access to Canada’s financial
assistance programs. In contrast, other developed countries have programs all
education to be free. Due to these financial barriers and gaps, Canadian
participation is lacking.

            Job-related training programs have
low participation rates in Canada, when compared to other countries. One of the
problems that Canada faces is the fact that the economy is surrounded by small
to medium sized businesses, thereby not having the financial means to support
and implement learning training programs (Myers & de Broucker, 2006, p. 72).

Due to Canada not having the economical financial scales to support their
employees, we see an increase in less-skilful mature-aged populations. The
absence of lifelong learning in contemporary Canada, and access to adult
education programs limits the access to job opportunities. Thus, an increase of
unemployment rates causes a cost-effective impairment to our society– more specifically,
to the livelihood of the individual.