- How learning takes place: the approach to learning, the methodology
- What is the subject of learning: the content, the curriculum
- Who is and is not participating: the diversity of union members, reflected in recruitment and facilitation
- Where the programs are conducted: at the workplace, the union hall, the community, in workers' homes
- When programs are scheduled: on work time, on workers' own time while juggling shifts, more than one job, personal responsibilities
- Why unions initiate programs: the purpose, how unions shape and define their programs, program planning and design
Integrating Equity, Addressing Barriers: Innovative Learning Practices by Unions
Who faces barriers - in the workplace, in the union, in education and training? What can the union do differently once aware of these barriers? What results are achieved? Is there a broader impact within the union? These are some of the questions answered in a new report prepared by the Labour Education Centre and Centre for the Study of Education and Work (CSEW).
In seeking innovative learning practices, the project focused on union education programs that address systemic barriers related to class, age, gender, sexual orientation, race and cultural background, disability, literacy, language, lack of formal education as well as barriers faced by workers in small or remote areas, by part-time workers, by shift workers.
The report provides examples of the barriers identified and addressed, barriers which may exist in any and every aspect of education programs:
