"In CEGEPs, more than 20% of students in
technical programs are adults enrolled in a
continuing education (CE) program leading
to an Attestation of College Studies (ACS) or
a Diploma of College Studies (DCS). When
subsidized and non-subsidized private institutions
are included, the number is even more
significant. Every year, some 30,000 people
are enrolled in CE, representing 25% of the
technical sector workforce. In public CEGEPs
alone, more than 20,000 people participate in
CE services each year, more than half of them
full-time.
For these adults, returning to school marks
an important step in their lives. Often
undertaken in times of socio-economic
precariousness and lack of recognition, this return takes the form of a process of
self-transformation and social reintegration,
beyond the goal of acquiring skills and
a recognized diploma (Mezirow, 2000). This
journey is part of the process of acquiring
greater capability (Sen, 1997) and the social
recognition needed to "appear in public
without shame" (Honneth, 2004, p. 355).
One thing is clear, however. Despite its
importance to these individuals, CE at the
college level is virtually invisible in the scholarly
literature, in internal CEGEP policies, in
governance rules and in day-to-day college
activities (Martel, 2023a, 2023b). This article
aims to remedy this shortcoming by highlighting
this area of teaching and its importance
for adult learners." -- AQPC
