Because of increasing technological change in work situations, adult education has begun to focus more upon the role of occupations in urbanized societies. The purpose of this study was to assess the relationship between participation in adult education and measures of occupational status, category, mobility, and job satisfaction among non-farm residents of two rural areas in British Columbia. West Kootenay and Vanderhoof West, representing areas of low and high socio-economic standing, were selected for analysis from fifteen areas surveyed by the ARDA Canada Land Inventory Socio-Economic Project in British Columbia. Interview schedules completed in 1967 surveys of those areas were used as the source of data. Excluded were schedules for farmers, retired, and unemployed persons. The West Kootenay sample consisted of 104 respondents, twenty of whom were participants in adult education, while Vanderhoof West was represented by 130 respondents, including twenty-four participants. Opportunities for participation in adult education appeared to be equal between the two areas, although the areas differed significantly with respect to the distribution of courses among functions of adult education. Participants differed significantly from non-participants as they had higher occupational status than non-participants in both survey areas. West Kootenay participants exhibited upward sequential job mobility to a significantly greater extent than did West Kootenay non-participants. A general trend for participants to have greater upward occupational mobility than non-participants was evident, although the differences were not always significant. When participants in both areas were compared, no significant differences were found with respect to any of the four occupational variables. The results of the study suggest that participation in adult education by non-farm residents of rural British Columbia is not strongly associated with occupational measures. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Problem: With a few notable exceptions, the history of adult education in British Columbia has received relatively little attention. What information there is, is often confined to somewhat narrow time frames, locations, or topics. A general overview of the history of adult education in British Columbia during the 20th century seems to be lacking. This study is a modest attempt to begin adding voice to this important but largely overlooked area. Conceptual Approach: The approach taken is one of historical review. The study, while to some degree quantitative, is much more interested in the qualitative aspects of the material examined. Newspapers, which the author suggests provide a unique historical record, serve as the sole source of data. Methodology: The B.C. Legislative Library Newspaper Index from 1900 -1999 is the source of documents for this study. A thorough reading of all newspaper articles (550+), cited as being related to adult education, was undertaken. Articles were grouped by decade and recorded. Within the decades certain themes were identified and also recorded. Two specific themes (lifelong learning and distance education) received special attention and were examined and recorded separately. Findings: There are a number of reoccurring themes that arise during the period examined. Many of these themes have a direct correlation to issues facing adult education today. These issues include, but are not limited to: • lifelong learning • distance education and related educational technology • duplication of services • libraries and adult education • defining/purpose(s) adult education. Since these and other issues are part of the current discourse about adult education, it seems reasonable that lessons learned/not learned in the past not be forgotten. With the benefit of historical hindsight, which includes sources that are not confined to potentially narrow interests, adult educators may become better informed by considering these issues.

In order to predict the possible future of adult education in British Columbia over a period of ten years to 1984, a panel composed of 20 adult education directors completed this Delphi forecasting study whose objective was to extrapolate current trends in adult education and to establish specific goals for those who will be involved in making decisions affecting future adult education policy. The methodology employed was that of the Delphi forecasting technique. The instruments' designs were a modification of those utilized by Enzer, et al. in their study: Some Prospects for Social Change by 1985 and their Impact on Time/Money Budgets. The study was conducted over a period of six months with three sequential rounds of questionnaires. The first questionnaire displayed thirteen graphed statistical indicators reflecting trends from 1961 to 1971 in areas relevant to adult education. Each indicator was accompanied by three possible developments related to the future changes in the indicator. The panel's responses to this material became the basis for the second questionnaire. The portion of the study dealing with the graphed statistical indicators was completed with the return of the second questionnaire. The second portion of the study which dealt with projected potential events, their likelihood of occurrence by 1984, their estimated effect on adult education, and the expected changes in adult education should the events occur constituted the material for both the second and third questionnaires. From 64 potential events listed on the second questionnaire, the panel narrowed the number of potential events to 29 for re-evaluation on the third questionnaire. This information plus the extrapolated graphed trends comprised the final data for analysis. The data received were both objective and subjective. With both portions of the study the total group response was considered (as in all Delphi studies) to lie in the median, therefore the results were analyzed only through the median response. Consensus was set at a 70 percent (or higher) panel agreement, and this consensus in addition to the number of reiterations of any individual trend constituted the refining of the data. An analysis of the panel's responses as well as the implications revealed seven specific trends in adult education. These trends were then correlated into goals presumed to be of primary importance in the next decade for those involved in decision making in the field of adult education. These goals were: the expansion of technical and vocational facilities, co-ordination of adult education services, training of all adult educators, recognition of and adjustment to the changing roles of British Columbia's community colleges and universities by adult educators, the recognition of and subsequent adjustment to the changing role of women in the labor force, the expansion and usage of existing public school facilities to embrace continuing education activities and the recognition of the equality of the status of adult education with present public school education. Accompanying each of the goals was a list of supporting events through which the goals might be achieved. It is an established fact that in a world of rapid technological change there can be a choice of futures. However, many routes or paths should be examined in order to choose the future most desirable in terms of achievement of objectives. The conclusions of this study should be considered therefore as representing one of a number of possible directions through which the best possible future for adult education in British Columbia may be implemented. / Education, Faculty of / Graduate

Problem: With a few notable exceptions, the history of adult education in British Columbia has received relatively little attention. What information there is, is often confined to somewhat narrow time frames, locations, or topics. A general overview of the history of adult education in British Columbia during the 20th century seems to be lacking. This study is a modest attempt to begin adding voice to this important but largely overlooked area. Conceptual Approach: The approach taken is one of historical review. The study, while to some degree quantitative, is much more interested in the qualitative aspects of the material examined. Newspapers, which the author suggests provide a unique historical record, serve as the sole source of data. Methodology: The B.C. Legislative Library Newspaper Index from 1900 -1999 is the source of documents for this study. A thorough reading of all newspaper articles (550+), cited as being related to adult education, was undertaken. Articles were grouped by decade and recorded. Within the decades certain themes were identified and also recorded. Two specific themes (lifelong learning and distance education) received special attention and were examined and recorded separately. Findings: There are a number of reoccurring themes that arise during the period examined. Many of these themes have a direct correlation to issues facing adult education today. These issues include, but are not limited to: • lifelong learning • distance education and related educational technology • duplication of services • libraries and adult education • defining/purpose(s) adult education. Since these and other issues are part of the current discourse about adult education, it seems reasonable that lessons learned/not learned in the past not be forgotten. With the benefit of historical hindsight, which includes sources that are not confined to potentially narrow interests, adult educators may become better informed by considering these issues. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The Technical Fisheries Short Course has been administered by the Department of Extension at The University of British Columbia for fifteen years with funds provided by the federal government. The content of this three-week adult education program for commercial fishermen is designed with emphasis on the scientific rather than vocational aspects of fisheries. It was the purpose of this study to evaluate the effectiveness of the Short Course in terms of new knowledge acquired and attitudes which were modified during the time it was offered. The study population consisted of 117 fishermen composed of 22 students of the 1969 Class (Group I); 40 non-students (Group II); and 55 former students (Group III). Data for Group I was collected by the use of six objective instruments and one subjective discussion session. Two of these, a knowledge-attitude test and a socio-economic instrument, were used to collect data for the other two Groups. Knowledge acquisition and attitude change for Group I was measured by administering the knowledge-attitude test in the pre and post situations. It was shown that learning did occur as average knowledge scores improved from 18.0 in the pre-test to 31.0 in the post-test out of a possible total of fifty. Although there were sixty-seven individual attitude changes to eight statements concerning governmental bodies, the overall Class attitude score remained virtually unchanged at 22.2 in the post-test from 22.4 in the pre-test out of a total of forty. By means of multiple stepwise regression it was shown that 30% of post-knowledge was dependent on pre-knowledge. By logic it is assumed that some of the remaining 70% was due, directly or indirectly, to exposure to the educational experience. Analysis of variance tests with socio-economic data provided some statistically significant results, but because of only one or two replies in the categories causing the significance these are not reported and further studies with larger populations are indicated. Group I fishermen showed a preference for vocationally-oriented subjects (unlike previous classes), but at the same time indicated an interest in and understanding of academic and research oriented content. In terms of interest and value ratings of the subjects offered the program content met the needs of the participants and they believed that what they had learned would help them to increase their financial returns from fishing. The results indicate the need for establishing instructional objectives and providing guidance to some instructors on teaching techniques. Other results based on the study are that consideration should be given to scheduling the program earlier in the year and that more advance publicity about the Short Course is required. The knowledge-attitude test and the socio-economic Instrument were also administered to Groups II and III (non-students and former students). As most of the Group I fishermen came from metropolitan areas in the lower mainland and on Vancouver Island an attempt was made to determine if the knowledge and attitude they possessed were representative of these factors for fishermen from metropolitan areas in general (Group II). Within the limitations of the study it was found that Group I knowledge was similar to that of Group II as determined by average group scores. On the same basis Group I attitude differed significantly at p.05 from that of Group II. Analysis of the data from the knowledge-attitude test and socioeconomic Instrument showed that Group I fishermen were more representative of Group III fishermen (former students) than they were of Group II fishermen (non-students). It was also determined that no significant difference existed between the knowledge scores of former students and post-test knowledge scores of Group I. This suggests a retention factor and reveals an area for further research. It was concluded on the basis of the factors studied that the 1969 Short Course was a success. The results indicate that certain modifications in content, instruction and format would have enhanced its effectiveness. The study also confirmed the difficulties faced by an adult education program administrator in concurrently conducting evaluative research. While the collection of evaluative data can be accomplished with comparative ease its interpretation and presentation becomes a problem in terms of the time and expense involved, a problem which can only be corrected by the provision of research funds. Other implications for research are a study of the application by students of knowledge gained at the Short Course and a study of the attitudes held by fishermen toward government regulatory agencies. Repeated evaluative studies of the Short Course using the same instruments established for this study are recommended. Communications research to determine if the program is influencing a much wider population than the fishermen who attend is also suggested. This empirical study provides a benchmark on which the research suggested can be built. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Correspondence courses for credit were first offered at the University of British Columbia in 1949. Since that time there does not appear to have been any type of survey or evaluation made of the service. The present study was undertaken to provide information about the service as it now operates and to form the basis for further studies where these might be found necessary. There were serious limitations upon the study, chiefly through lack or inaccessibility of needed data. From that available, a twenty per cent sample was randomly drawn from the 895 registrations made during the academic year of September 1, 1961 to August 31,1962. A count was made of the total correspondence population of the year to ascertain the numbers of completions, withdrawals and drop-outs for each of the ten courses then being offered. Otherwise the study was based on data drawn from the sample. The completion rate was found to be 32.2 per cent, low when compared to a gross completion rate of nearly sixty per cent found for the member institutions of the National University Extension Association in a survey in 1956. Five of the ten courses had a completion rate of twenty-five per cent or less, while the highest was forty-six per cent. Over seventy per cent of the registrants were in the Faculty of Education, with about twenty per cent in the Faculty of Arts. These students were in their First to Fifth year of university study, with the majority being in the Third. The completion rate was lowest for the Second year students and increased somewhat with each subsequent year. Of those who were new at the University, barely a quarter finished. Over half the registrants stated their previous session had been a summer session, and just under a quarter stated a winter session. The completion rate for both was approximately thirty-two per cent. Those who registered within six months of a previous session were found to achieve a better completion rate than those who had been away longer. This reversed entirely for those who had been a-way more than six years, all who returned after a longer time finishing successfully. The majority of registrations took place between August and November, with the best completion rate for those in September. These fall registrants also showed a tendency to finish in a shorter time than those who registered in the winter months. In a distribution for the length of time taken, two peaks were found, a greater one for those finishing under a year, a lesser one for those finishing before the two-year time limit. Time taken appeared to make little difference to grades, except for a small drop for those who took longest. Men and women made approximately the same grades, but in general the women took considerably longer. The women achieved the higher completion rate, 34.6 per cent, to 26.2 per cent for the men. The correspondence courses went out to students in each one of the Census divisions of the province. Forty-two per cent resided in the heavily populated Vancouver and lower mainland area, and it was noted these had a low completion rate. Numbers in other areas were too small to give reliable estimates, but the tendency was a rough approximation of the proportion of the population in each area. The main conclusion was that the correspondence service is not up to the high standards being established for the rest of the university, though the quality of instructor is there and also the need. Suggestions for further studies and improvements were made. / Education, Faculty of / Graduate

The purpose of the study was to determine factors essential to the effective promotion of public school adult education in a suburban Canadian community. The city of Port Coquitlam, British Columbia was chosen. A map of the city was divided into block areas, and a twenty per cent random sample was used to examine several aspects of the problem. Four areas of study were identified: 1. the nature of the community 2. participation in adult education 3. subject area interest 4. patterns of mass media use. In a sample block the first and the fifth house was selected and the adult who answered the door at each was interviewed for a total of 112 respondents. The structured interview technique was employed to gather data from respondents. The hypothesis tested in this study was that no significant difference exists between males and females or between respondents living in urban, service and rural land zones and the following characteristics: 1. marital status 2. employment 3. adult kinship in home 4. social participation 5. participation in adult education 6. interest in adult education 7. patterns of media utilization. The distributions within the groups were tested for significant differences using either the chi-square or the Kolmogorov-Smirnov two-sample test while linear relationships were indicated by frequency distributions. From the findings it appears that Port Coquitlam is a very homogeneous community. Most occupations are at the level of skilled and semi-skilled work and the social participation of respondents is low. Except for employment status, no statistically significant difference was found to exist between the factors studied for males and females and no statistically significant differences for the three residential pairs. The participation of respondents in adult education is low and mainly in the area of job-oriented and leisure-time classes. The stated interests of respondents indicate that participation will likely continue to be focused in these subject areas. Therefore, job-oriented and leisure-time courses offerred in Port Coquitlam should have a particular appeal for residents. Patterns of communication indicate that many more women than men receive door-to-door communications. The most frequently listened to radio stations were CKNW--a metropolitan station--and CJJC--located in a rural area. Most respondents view Canadian television stations and more of them subscribe to the local weekly newspaper than to either of the metropolitan dailies. If the use of media outlets listed here were utilized by the adult administrator communications would have the best chance of reaching Port Coquitlam residents. Areas suggested for further research include: more extensive investigation of the community to verify the apparent homogeneity of the population; investigation of how influence operates in this community; and continuing investigation of changing patterns of interest and participation in adult education so that communications can be properly addressed. / Education, Faculty of / Graduate

This study seeks to discover any significant differences among the participants of three types of educational programs at King Edward Senior Matriculation and Continuing Education Centre. Selected measurable characteristics of these post-secondary students are tested in order to investigate any differences among the participants at the Centre. The data chosen include various performance factors of continuing education participants. These characteristic factors of student behavior were coded for use in the key-sort cards, and tabulated for electronic processing and statistical analysis. The chi-square test and the "t" test were applied to the data to test for significant differences among the three types of participants in a post-secondary school. Relationships within groups and between groups were further tested by the Pearson product-moment coefficient of correlation using three selected factors: grade-point average, intelligence quotient, and final achievement. The null hypothesis was upheld in most instances, and evidence could not be found that any single factor tested other than final achievement contributed to distinguishing young adults on the basis of the educational measurements selected. Further research into other characteristics of adult learners might more clearly account for differences in academic performance. Of the three groups of participants which were analysed, the senior matriculation students were more distinct and had characteristics which were more singularly predictable when related to the criterion of success on a final examination than the interrupted program students or the grade XII students. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This dissertation is an ethnography. It explores the ways that people within a First Nations adult education centre make sense of taking control of education. Michel Foucault's open-textured analysis of power frames the research. He argues power not only represses but also "forms knowledge and produces discourse." Control and power as used by the "new" sociologists of education, and the National Indian Brotherhood in its policy statement Indian Control of Indian Education further locate the study. Extensive use of the participants' words allows a consideration of meanings inscribed in discourse. The study is based on a year of fieldwork including interviews, observations and the researcher's direct participation as a teacher in the centre. It places expressions of people's understandings of control within a series of contextualizations. The centre exists in contemporary Canadian society. Documentary evidence of British Columbia's First Nations efforts to control formal education and re-presentation of the centre's twenty years of growth and development illuminate an historical context. The study examines the current significance of the building where students find "a safe place to learn." Biographies, furnishing additional context for people's words, situate the study in relation to life history. Their engagement in a variety of the centre's programs provides the immediate context. Students and teachers explore what it is to be First Nations people seeking knowledge which will enable them to make choices about employment and education in First Nations or mainstream locations. References to the document Indian Control of Indian Education reveal its continuing significance for those people who are taking control. Study participants identify as crucial many of the issues raised within the document such as Native values, curriculum, First Nations and non-Native teachers, jurisdiction and facilities. At the same time, their discourse reveals the complex process of refining the original statements as policy translates to practice and people ponder the implications. A final chapter, something of an epilogue, argues that the dialectical contradiction is a useful analytical tool for examining the dissonances which arise in attempts to meet First Nations needs and desires within a predominantly non-Native society. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of the study was to determine the use made of certain sources of information and education by Korean immigrants in the city of Vancouver. The analytical survey method which applies a structured interview schedule was used, and a sample consisting of eighty-two adult Koreans was interviewed. Male and female adult Koreans were compared, and factors such as socio-economic characteristics and social interaction patterns were analyzed in relation to participation and non-participation in adult education to determine whether or not any significant differences existed between participants and non-participants. The Korean residents had a median of two to three years of length of residence, a median age of 30, and an average of 16 years of school completed. The Koreans were newer residents, in the younger age category, and highly educated. The respondents had a median annual family income of $7,500. There were only two significant differences between the male and female respondents and these were age and English fluency. The males tended to be older and more fluent in English than the females. One-quarter of the respondents had attended schools or university in Canada, and the majority of those adults were graduate students. One-tenth of the sample had completed vocational training courses in Vancouver. Koreans' participation in adult education was mainly concentrated in English language classes. Some forty-six per cent of the respondents had taken adult education courses. Most of those respondents had completed a one-month course of basic adult English language training. There were no significant differences between the adult education participants and non-participants with respect to eight socio-economic status including age, sex, marital status, number of children at home, length of residence in Vancouver, employment, income, and education. There was only one statistically significant difference between the adult education participants and non-participants, and that characteristic was English fluency at the time of arrival in Canada. Approximately seventy-one per cent of the sample subscribed to newspapers, 59.8 per cent read magazines in English, 91.5 per cent regularly watched television, and 78.1 per cent reported regular monitoring of radio broadcasts. Of the social interaction characteristics studied, social participation did not differentiate between the adult education participants and non-participants. A lower degree of fluency in English was significantly related to higher participation in adult education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate