These and other strategies
worked. Statistics for the
period show that in the years
1976 to 1982, adult education
participation in the province
grew substantially, and the
target groups grew more rapidly
thap the rest of the field.

By 1982, and more drastically in
the ensuing years, things turred
Gownhill. Different leadership
in the Ministry was less
supportive, Austerity budgets
brought drastic cuts in funds and
personnel and .- * Faris was
instructed to ... curtail his
leadership role in the field. As
a last act, he was able to
provide funds for a “Tough Times
Consortium" made up of those
colleges and school boards oe
areas were —. hardest : it
economically. Having, stripped
his Divigion of almost’ all staff
and funds, the Ministry then
downgraded the position Faris
occupied. After "hanging in" for
a time, he has resigned, leaving
Provincial government service in
mid-September, 1987...
+ pt =,
ae 5 Efe NE
eles tui pe a Sa

It is the end of an era for. Adult

education’ im BritiSh Columbia, :

Faris, what he stood for and what’
he and his colleagues were able

to accomplish, will = be

remembered,

“After leaving the B.C. Public Service

Dr. Faris has been appointed to a senior
policy position in the Secretary of State in
While his leadership will be missed
on the B.C. scene, we can look forward to his
continuing influence on the development of

Ottawa.

adult learning in Canada."

Jim Doerr

 

Canadian Association for
Adult Education Declaration

Fifty years ago the Canadian
Association for Adult Education
declared that the adult ‘education
movement is based on the belief
that people have, within
themselves and their comm:nities,
the spiritual and intellectual
resources adequate to the
solution of their problems.

This conviction is ave: more
timely today, Throughout the
world, gaps are widening between
advantaged and disadvantaged,
educated and under-educated, rich
and poor. Rapid change, chronic
unemployment, ecological disaster
and global warfare threaten.
Social justice and human
liberation, indeed survival, are
far from assured,

Canada can become a community in
which all may learn-to play more
effective roles as citizens,
workers, parents, learners and
consumers, Canada can become a
community where all have access
to the information they need to
make informed decisions, and
where all have the opportunity to
participate in learning
throughout their lives. Canada
can become a community in which
literacy, in its fullest sense,
is a universal right and
condition. Canada can becom a
community where full
participation is a reality for
all, including those whose access
to these rights has been denied,
be they women, native people,
poor, unemployed, seniors,
immigrants, or people with

Canadians can shape their
cultural, economic, political and
social destiny.

To realize this vision, adult
education must become a Canadian
Priority. Public and voluntary
adult education initiatives must
be valued and encouraged because
they are the spark and incentive
for lifelong learning. In both
its formal and informal
manifestations, adult education
requires and deserves the support
of citizens, institutions and
governments.

As members of communities and of
broader social movements, adult
educators must join with, and
learn from, all those Canadians
who seek full citizenship,
personal growth, and = social
betterment. Canadian adult
educators must strengthen their
historic role of working within
communities - to create
environmentally sound,
sustainable local economic
development. By fostering
co-operative working and learning
relationships, adult educators
can assist Canadians to prepare
more effectively for the future,

Adult education is a worldwide
movement for personal and social
transformation, The Canadian
Association for Adult Education
is a partner in this movement to
build a humane, just and
democratic society - a learning
society led by learning adults.

“ay