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Thank you for that warm welcome.
It is a pleasure to be back at St. Mary’s University. The last time I spoke here, I was in my 20s and I was an adjunct professor in sociology.
When my friend Allan Shaw and Frank Schwartz first discussed this lecture series with me, Frank and I realized that we had attended McGill together. Sometimes, it really is a small world.
I am grateful that the Canadian Centre for Ethics in Public Affairs and The Learning Partnership invited me to join you tonight. I am even more grateful for the important work they do to shape our society for the better.
The Centre stimulates compelling discussions about major ethical questions and dilemmas and promotes respectful debate on vital issues. It helps communities and citizens develop and express their own sense of sound values.
The Learning Partnership is headed by Veronica Lacey. My own organization is fortunate to have Veronica as the Vice-Chair of our Board. TLP is famous for its “Take our Kids to Work” day.
Tonight, I would like to provide you with a brief summary of the mission of the Canadian Council on Learning. That will give perspective to my consideration of the key question: “Learning for what?” I hope to pique your interest in the role of learning in realizing the whole person, and in developing and strengthening democratic values through active and engaged citizenship.
With those precepts, I wish to examine two major international developments—within the last generation—that have altered the landscape for learning in Canada fundamentally.
The first is the growing dialogue about lifelong learning. We no longer can talk about formal education as an end unto itself. The public education system is part of a continuum of learning that runs throughout life.
The second development is the global decline of trust in institutions, including educational institutions. People’s trust depends upon the level of information they are given, and upon accountability achieved through transparency of reporting, analysis and evaluation of results.
The growth of lifelong learning and the decline in trust are not separate issues. Enhancing trust in schools is central to meeting the shared community opportunities and responsibilities of lifelong learning. A crucial way to boost confidence, streamline school goals and inculcate lifelong learning is to focus on developing the capacity for critical thinking beginning at an early age.
After exploring means to encourage critical thinking, I want to leave you with reflections upon the importance of sustainable human development infused with lifelong learning.
The Canadian Council on Learning seeks to be the authoritative resource in monitoring, analyzing, evaluating and reporting on the progress of learning in Canada. CCL provides leadership through a thorough, thoughtful approach to lifelong learning, quality research, knowledge exchange and evidence-based decisions. The Council endeavours to improve learning outcomes for Canadians and foster the growth of a vibrant, pan-Canadian learning culture.
The answer to the question “Learning for what?” might be answered simply “Learning for social and economic well-being.”
On the personal level, Canadians benefit through higher incomes, better job prospects, improved health, longer lives and more opportunity to pursue their dreams. On the national level, Canada gains through a stronger economy, competitive advantage, greater social stability and cultural vibrancy, and firmer bonds within and between communities.
Learning galvanizes the growth of the whole person—mind, body and spirit. It endows us with reasoning and judgment. It nurtures social and interpersonal skills. It encourages decision-making, teamwork and leadership skills.
We look for learning to advance knowledge, skills and values through all stages of life. We learn to provide for smoother transitions through those ages and stages of our lives.
“Learning for what?” is also answered by “learning for active local, national and international citizenship” on key national and international issues.
We learn for knowledge and appreciation of Canadian history and culture, and for support of Canadian identity. As so many young Canadians eagerly point out, we learn for knowledge and appreciation of the natural world and the environment.
Learning must encompass the wherewithal to function effectively in the world, and that means literacy, reasoning skills, general knowledge and preparation for occupational success. It means the ability to solve problems, and to engage in both discovery on our own and self-discovery.
Learning is lifelong and life-wide. It is fundamental to our experience of being human, and shapes virtually every aspect of our lives.
There is an expanding individual and societal commitment to lifelong learning. The principle of lifelong learning was taken up as a central organizing idea by UNESCO in 1972 with the publication of the Faure Commission Report. The Commission stressed two principles: lifelong learning and advancement of a learning society. Edgar Faure and his colleagues made the case that the aim of human development is the complete fulfilment of people. They further argued that comprehensive, lifelong learning can produce the kind of complete person for whom modern society has an increasing need.
In 1996, under the leadership of former European Commission President Jacques Delors, UNESCO proposed building on four pillars that are the foundation of learning.
The four pillars are:
As a way of examining and reflecting the full spectrum of lifelong learning in Canada, CCL created the annual Composite Learning Index in 2006. The Index is the first of its kind in the world. It is based on the four pillars.
This year’s Index paints a picture of how we are doing across the life course of learning. The trajectory of learning for each of us is, of course, very complex, unpredictable and individual.
Learning in the first five years of childhood has implications for well-being and success in life. It is when babies and toddlers develop attitudes about the value and purpose of learning. Despite this importance, 25% of our children enter school without the requisite foundation for acquiring literacy and numeracy skills. One child in four enters Grade 1 with learning or behavioural problems.
It is true that parents and other family members play the instrumental role in shaping the attitudes and abilities of young children. It is also true that any environment children experience can profoundly affect long-term learning success.
Most Canadian families depend on some form of child care, formal or informal. Higher quality child care, regardless of type, has a positive impact on motor skills, emotional health and language development.
During elementary- and secondary-school years, the performance of students in mathematics, reading, science and problem solving is a strong predictor of success in life. Doing well in those disciplines is a forerunner of post-secondary educational achievement, active involvement in the community and the development of a set of transferable skills. Canadian students rank highly in international comparisons.
Since 1991, Canada’s high school dropout rate has decreased by almost 50%. The dropout rate is disproportionately high for teenage boys, Aboriginal youth and for youth living in small towns and rural communities.
Canada’s post-secondary education participation rate ranks high compared to other countries. There is, however, a gender gap. Last year, close to 29% of young women were attending university, compared to 22% of young men. On the other hand, women are under-represented in the trades and apprenticeship programs.
Canada ranks second out of 20 OECD countries on overall post-secondary attainment, which includes university, college and apprenticeships. For university alone, we rank seventh. The percentage of Canadians obtaining a trades certificate has not budged in a decade and a half.
At the end of October, a study by the Conference Board of Canada concluded that Canada ranks second among 17 peer countries on education results. The Conference Board stated, “Canada has been delivering a high-quality education to people between the ages of 5 and 25.”
That is a glimpse of how Canadians are doing under the rubric of “Learning to Know”.
Beyond formal schooling comes “Learning to Do”—with measurements such as the level of workplace training. There is only minimal growth in the proportion of Canadian employers making such training available. While 56% of Canadians firms offer training, the number in the United Kingdom is 90%.
There is one measurement that I would like to zero in on. More than half of workers with a university degree take some form of job-related training annually but the number is only 2 out of 10 for workers with a high school diploma or less.
That is not good on the face of it but it is even more problematic than at first glance. When they do participate, less-educated workers are twice as likely as other participants to report that the training helped them move ahead in the job market. In sum, those who need it the most receive it the least.
I would add the words of the Conference Board to our own findings: “The Canadian system is heavily weighted toward school-acquired skills. It lacks focus on work-based skills training and lifelong education that can be fostered outside traditional academic institutions ... Canadian employers are notably low investors in workplace training programs.”
As part of the pillar “Learning to Live Together”, the Index brings into focus results which are particularly apt since they are about building understanding and trust.
The involvement of Canadians in social clubs and other organized groups is on the rebound. That includes such associations as the Rotary, an alumni organization, a political party or a hobby group.
About one-fifth of Canada’s population was born outside of the country—that’s more than six million people. Canada’s people come from more than 200 different ethnic origins and speak more than 200 languages. We forget how striking that is until we look around the world and consider the homogeneity of so many other nations.
More than 70% of Canadians socialize with people from other cultures on a regular basis. More than 95% agree that getting together with people from diverse cultures helps foster learning.
By looking at the level of Canadians who volunteer, we gain a sense of community and social engagement.
Approximately half of Canadians over the age of 15 volunteer to one of three types of organizations: sports and recreation, social services and religious groups. Some four-fifths of Canadians offer voluntary support directly to individuals.
Analysis shows what we intuitively sense—volunteers increase their own interpersonal and communication skills, and their overall knowledge of a wider range of subjects.
I am a person whose own career stems from my initial practice of community medicine. I believe very much in the power of learning in the community and from the community, including volunteers.
Through the Composite Learning Index, we are able to look at some indicators of personal fulfilment and well-being. Research has shown many benefits from exposure to media in the home. While spending on the printed word has decreased, the rise of household internet spending has been dramatic.
Adults use the internet for personal reasons, from e-mail, reading the news and taking part in chat groups, through to researching travel information and searching for medical and health information. We are among the top ten countries in the world for our share of internet users. This still relatively new technology is a vital boon to learning for senior citizens.
It will not surprise anyone from the home of the Huskies that taking part in sports offers personal growth in leadership, teamwork, self-discipline and creative decision-making—and all that on top of the clear physical and social benefits. The sad truth is, however, that only 28% of Canada’s adults participate in sports—a stunning drop from the 45% in the early 1990s. Young adults are opting out of sports in major numbers.
Learning through culture also has a positive effect on personal development, including self-confidence and self-esteem. Canadians are increasing their household expenditures on performing arts while their spending on other cultural events and institutions is static. Families with high incomes are far more likely to attend performing arts events.
In putting together the Index, we drew upon indicators for 4,700 communities throughout the country. More than 90% of communities in Atlantic Canada have shown improvement over the benchmark set by the first report two years ago. In fact, Atlantic Canadian communities are leading the way in an overall national improvement.
Through publication of the Composite Learning Index and our other work, the Canadian Council on Learning contributes to increasing public trust. Whatever the results, greater trust is garnered by transparent reporting.
To the extent that valuable information is not synthesized, evaluated and disseminated clearly and widely by any institution, there will be disbelief. Trust is always lacking when Canadians are insufficiently informed
In 2007, the Canadian Education Association conducted a survey of public attitudes toward education in Canada. As the CEA put it, “Only six percent of Canadians graded their schools an ‘A’. 42 percent a ‘B’ and 33 percent a ‘C.’ ... Canadians’ level of confidence in education has fallen sharply.” The results are remarkably similar across the country.
In August, Environics conducted an education issues survey for the CBC. The general results are in accord with the findings of the Canadian Education Association.
The CBC survey also asked questions about what students should be learning in school. By huge margins—more than 90% in all cases—parents think their children should learn how to cook a meal, manage a household budget, and understand nutrition and safe sex.
By equally overwhelming numbers, parents believe schools should stress moral development, values and ethical behaviour, and skills that will be useful for future careers. Over 99% of parents think that schools should emphasize social skills and the ability get along and work with others. This adds up to a daunting set of expectations for our schools today.
CCL’s own survey of Canadian attitudes toward structured learning found that the majority of parents are satisfied with the education system. However, they think that schools should do more to prepare their children for the realities of the workplace.
The results show that parents are feeling the need to take action – to be actively involved in directing their children’s education. Our indicators point to “intensive parenting”, reflecting an awareness of rising demands for skills, knowledge and adaptability in the workforce.
I wanted to provide this scan of various polls precisely to illustrate how information must be accurate, clear, consistent and transparent, and delivered in a manner that overcomes the inclination towards disbelief. You might not believe one set of results, but the consistent numbers from disparate sources provide a sense of confidence.
You or I may think that far more schools deserve an “A”. We might think that schools cannot do all that parents what them to do. The point is that these surveys show Canadians’ perceptions —and perception is reality unless unbiased information and thorough accountability enable Canadians to reach different conclusions. Just as in any other discipline or sphere of life, trust in learning must be earned.
Trust diminishes when educational institutions are seen as setting goals too low. That is why credit retrieval is mistrusted—it is seen as a superficial means to increase graduation rates without demonstrably enhancing learning outcomes.
Ben Levin is a respected professor at the Ontario Institute for Studies in Education and a former deputy minister in Manitoba and Ontario. Dr. Levin wrote this summer: “Public education rests on public confidence ... After all, we are asking people to trust us with their children, and to give us significant sums of money ... Like it or not, schools are in the public communications business ... support can never be taken for granted and must be built and rebuilt continually —hard, but vitally important work.”
Schools can benefit from accountability. Accountability provides insight into issues such as adequate resourcing, problems with teacher retention, facilitating access and recognizing successes. Comprehensive analysis about students who drop out, change courses or change institutions are all valuable in increasing support for schools.
Openness and accountability are lynchpins for mutual understanding, innovation, practical improvements, collective responsibility and improved outcomes for students.
Strengthening trust in schools is integral to building the partnerships required for making lifelong learning a reality. Parents, teachers, administrators, business and labour, local associations, social agencies, and individuals must all be partners in the continuum of learning.
It is precisely because parents and local communities are so concerned about equipping students with the knowledge and skills to adapt to a changing world that they look to schools to teach much more than the traditional subjects. Teachers are now expected to provide learning in job skills, values and mores, social skills, technological skills and practical life skills. They call for schools to set and meet standards in subjects in all these areas. Communities want their educational institutions to provide the foundation for lifelong learning.
Instead of setting a litany of task-specific standards, we could concentrate on setting broad and durable intellectual standards that will serve students wherever they go and whatever they do in life. Those standards are based on developing the capacity for critical thinking rather than memorizing or trying to determine what the teacher wants to hear.
Critical thinking is based on intellectual values that transcend individual school subjects or specific skills: clarity, logic, relevance, precision, consistency, sound evidence, depth, breadth and fairness. Critical thinking is purposeful and reflective judgment flowing from discernment, analysis, synthesis and evaluation.
It deepens the ability to recognize and address problems, marshal vital information, acknowledge assumptions, refine generalizations, appreciate relationships between propositions, and draw warranted conclusions and generalizations.
Critical thinking is essential to civic participation, understanding and navigating our world. Well-cultivated critical thinkers are able to take up the problems of life. They raise questions, use abstract ideas to assess information, think with open minds and communicate effectively. Such thinkers are self-directed, self-disciplined, self-monitored and self-corrective. They demonstrate perseverance, integrity, intellectual humility and responsibility.
Students must be encouraged to hypothesize, set goals, plan, become aware of self-change and express their feelings about social behaviour. They should have ongoing opportunities as individuals and in groups to research, analyse, explain and evaluate human relationships and events. Students should be provided ample individual and shared opportunities to manage time and resources, take on challenges, make choices and accept responsibility for those choices.
Teachers and families can encourage students to be habitually inquisitive, fair-minded in evaluation, willing to reconsider, ready to question experts and prudent in making judgments. All of us can encourage young people to recognize the rules and processes that govern society and provide ample opportunities to participate in the community.
I have long held a deep and abiding belief in the transformative power of learning. The way the process of learning touches the deepest recesses of our humanity is nothing short of awe-inspiring. It is the reason I pursued a life’s work in the field of learning—especially in trying to forge a stronger connection between institutionalized learning and the deeper core of the human condition.
It is a primary object of learning to advance civilization. To share purpose and values with those around us is both a central element and an essential application of lifelong learning. Productive, critical and responsible citizenship with a commitment to action on issues of global importance is part of becoming a complete person.
Lifelong learning means encouraging both intellectual development and personal involvement in the maintenance of the common good. Thinking, doing and contributing are all complementary parts of the whole person.
Learning is about developing a sense of self, a sense of belonging to a greater whole, and a sense of fulfillment in both one’s private and public worlds.
Democratic society burgeons when people’s thinking is well-honed, when learning is established on a basis of trust and not control, and when there is a community which values individual aspirations and common goals.
Lifelong learning is the continuous acquisition of new knowledge, skills, attitudes and values to meet the constancy of change in an ever more interdependent world. It is about personal and societal enlightenment.
Environmental responsibility is a touchstone in the application of learning toward difficult shared challenges. Learning to live together means learning to respect and value the environment. Sustainable human development and harmony with nature are really about harmony with one another.
Advancing the human condition means reflecting upon the face of learning here at home and in the world. Millions of people around the globe have no access to education, let alone to one that promotes a truly human vision of self-worth and accomplishment.
Learning is much more than questions of money or curriculum. It requires challenging ourselves, embracing new circumstances, and recognizing the value of learning that occurs within our schools, homes, communities and places of work. It requires the development of citizens who are equipped and determined to rise to the tests of their times.
I would like to conclude with the stirring words of the man known as “The Greatest Nova Scotian.” Joseph Howe said, “When I sit down in solitude to the labours of my profession, the only questions I ask myself are: What is right? What is just? What is for the public good?”
Thank you very much.
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