Canada And Denmark: A Comparative Analysis

Introduction

Adult education is a fundamental component of lifelong learning. It embraces that all forms of education and learning aim to ensure that all adults participate in their societies and the world of work (Unesco Constitution, 2015, para. 17). Adult learning and education establishes a major building block of a learning society, the creation of learning communities, cities and regions as they adopt a culture of learning throughout (Unesco Constitution, 2015, para. 18). The purpose of this comparative analysis is to critically analyze Canada and Denmark as two separate countries with respects to their adult education systems. Additionally, this paper will be organized by subheadings with the titles being, country backgrounds, identifying

For instance, Canada and Denmark have a similar program when it comes to Immigrant learners. For instance, in Denmark, Non-Danish citizens over 18 years of age with a residence permit and a civil registry number are permitted to a program for non-native speakers, providing the Danish language skills needed to find and keep a job, complete an education, and to function as citizens in Denmark (EAEA 2011, p. 7). Authorities in and around Canada also appreciate that new immigrant adults face challenges and that literacy services can help this population participate in a more meaningful way by learning about language and workplace skills in a Canadian context (Grale, 2012, p.

For one it is arguable that Canada’s adult learning, education policies, and overall structural system is complex. Grale (2012) states, “every Canadian jurisdiction has specific strategies, policies, or legislation relating to adult learning and skills development through their ministries responsible for education” (p. 3). Adult education is primarily a provincial and territory responsibility, there are enormous differences in policy and provision across Canada (Myers & Broucker, 2006). In the five provinces: Alberta, British Columbia, Nova Scotia, Ontario and Québec; there is not one province that organizes the general concern for adult education. In most provinces, this responsibility is split between several governments managing education, labor and human resources development programs (Myers & Broucker, 2006). Some other barriers that Canada faces with their adult learners is that provinces and territories report that they face challenges in collecting adult-learning data, ranging from absence of data (Grale, 2012). When there is a lack of numerous complex interconnected causes, this may affect participation rates in adult education by; economic growth, lack of interest, lack of confidence, lack of awareness, unresponsive learning environment, cost and time are big factors in adult education around Canada (Myers & Broucker, 2006, p.