Rural education

This study looks at the progress being made in overcoming the challenges that Manitoba’s rural schools face, and at initiatives undertaken by rural schools in other parts of Canada. It is based on an analysis of prior works on rural education, along with interviews with key players in the field.

While much progress has been made across Canada in reducing the high-school dropout rate, the progress is much slower among certain groups, including Aboriginal students, those in rural areas, and young men. The authors of this article examine what is known about factors affecting high-school completion, and look at ways to encourage all students to complete high school.

The authors note that students in rural Canada are falling being their urban counterparts, both in test scores and in level of education attained. Evidence suggests that school conditions and economic conditions combine to discourage rural students from achieving their educational potential.

In this paper, we address the issue of accessible essential skills training for the rural workforce. As such, we apply the Rural Lens (a strategic tool identified by the Canadian Rural Partnership) to essential skills practices in order to create a model for innovative essential skills applications that work within a rural framework.

In this article, the author discusses her views on Canadian universities as “man-centred…, a breeding ground not of humanism, but of masculine privilege.” Also discussed are women's studies and rural outreach programs.

This article outlines an assessment of the educational needs of women in Cape Breton in 1986, which investigated learning barriers particular to Cape Breton with an eye to the development of strategies to overcome them.

This document is an analysis of a survey of 183 women from rural Nova Scotia, conducted in order to assess the learning needs of Nova Scotian women. The group of women surveyed embraced all ages, incomes and educational levels. The design of the questionnaire for the survey was intended to determine attitudes to the learning experience in its broadest sense, and also evaluate present and projected learning activities.

This document shows that setting up a learning centre is not always easy, but that the final results are well worth the effort.