Abstract
The western Canadian province of Alberta has used some of the proceeds from exploitation of its extraordinary natural resources to make available a range of post-secondary training and education opportunities to residents. While these provisions appear comprehensive, this study examined how well they actually suit the express needs of the residents of remote, Northern areas of the province, many of them Aboriginal. 
 
 The literature shows that while Aboriginal people are underrepresented in Canada in university enrollments, they are no longer underrepresented in college or other institutions, suggesting that gains have been made for some residents of rural and remote parts of Canada. Further, when Northern residents (especially Aboriginal males) complete advanced training, Statistics Canada reports they are highly successful in employment and income. Access is the pivotal issue, however: leaving the local community to attend training programs elsewhere is often disruptive and unsuccessful. As will be seen, the issue of access arose in this study’s findings with direct implications for distance delivery and support.
 
 This study was conducted as part of Athabasca University’s Learning Communities Project (LCP), which sought information about the views and experiences of a broad range of northern Alberta residents concerning their present post-secondary training and education opportunities. The study addresses an acknowledged gap in such information in relation to Canada in comparison with other OECD countries.
 
 Results are based on input from 165 individuals, obtained through written surveys (some completed by the researchers in face-to-face exchanges with the respondents), interviews, discussions, and observations, conducted with full-time or part-time residents of the study communities during 2007 and 2008. The four northern Alberta communities studied were Wabasca, Fox Lake, Ft. McKay (sometimes MacKay), and Ft. Chipewyan, totaling just over 6,000 residents.
 
 While respondents had varied backgrounds in relation to training and education, consensus emerged on several points: training in the studied communities must be flexible to be realistic; the negative emotional and economic impacts on families and individuals when they are forced to leave the local community to take training can be enormous; alternatives such as distance education may now be acceptable to and technologically feasible for many; and certain subjects (especially business-related courses, pre-employment preparation, such as safety and computer skills, trades training, and basic skills upgrading programs in essential skills such as math, English, writing, and life skills) were of broad interest to these residents. 
 
 The LCP was cautioned that future programming inspired by this research should avoid mistakes made by others in relation to northern learners and their local realities: not considering students’ preferences for programming; employing inappropriate technologies; failing to provide adequate orientation and support to the learning system; and failure to use existing, proven delivery models.
Highlights
The province of Alberta has benefitted greatly from the resources booms of the last thirty years (Alberta Finance and Enterprise, 2008a)
While respondents had varied backgrounds in relation to training and education, consensus emerged on several points: training in the studied communities must be flexible to be realistic; the negative emotional and economic impacts on families and individuals when they are forced to leave the local community to take training can be enormous; alternatives such as distance education may be acceptable to and technologically feasible for many; and certain subjects were of broad interest to these residents
The Learning Communities Project (LCP) was cautioned that future programming inspired by this research should avoid mistakes made by others in relation to northern learners and their local realities: not considering students‟ preferences for programming, employing inappropriate technologies, failing to provide adequate orientation and support to the learning system, and failure to use existing, proven delivery models
Summary
The province of Alberta has benefitted greatly from the resources booms of the last thirty years (Alberta Finance and Enterprise, 2008a). The province has the lowest average age of any province (the median in 2006 was 36.0 years; for Canada, it was 39.5 years); its senior population (65 years and over) is the lowest in Canada at 10.6% (Canada, 13.7%); the average age of Alberta‟s Aboriginal population was 25 in 2006, whereas for non-Aboriginals it was 36 (Alberta Finance and Enterprise, 2007a, 2007b, 2007c, 2007f); the Aboriginal population (defined as “people [who] reported Aboriginal identity (First Nation, Métis or Inuit)” grew 45% from 1996 to 2006, as compared to a non-Aboriginal population growth rate of 8% (Canada’s Aboriginal population, 2008) In response to these challenging realities, Alberta provides a range of training and education opportunities for its residents. Data were drawn from federal and provincial statistical sources and from interviews conducted by staff of LCP with, and written responses from, citizens of the selected communities
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Review of Research in Open and Distributed Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
