Faculty of Education
- Why should I pursue a BEd in Aboriginal Adult Education?
- What are the philosophy and goals of the program?
- Who developed the program?
- How was the program developed?
- What's distinctive about this program?
- Who does the program serve?
- How does the program work?
- Will I receive credit for an Aboriginal Institute/college diploma?
- Can I transfer credits from another university?
- What are the five core courses?
- When do the courses meet?
- What are the classes like?
- As a registered Brock student, what privileges am I entitled to?
- Who will my instructors be?
- What are the Fees?
- Where do I take the courses for the program?
- Will this BEd be sufficient to enter a Masters program?
- When does the program start?
- When do the courses begin?
- How do I apply?
- What if I need to talk to a real person?
Why should I pursue a BEd in Aboriginal Adult Education?
Recent developments in Aboriginal post secondary education/training at Canadian universities and community colleges, the vibrant expansion of Aboriginal institutes, as well as initiatives between the Federal, and Provincial governments and First Nation governance speaks of a changing reality. Associated to this is a continued devolution of responsibilities to First Nations and the progress towards Aboriginal self-government. At the same time Aboriginal adults are participating in upgrading, post secondary education and training in unprecedented numbers. Finally, Aboriginal people are rediscovering and integrating the traditional beliefs, spirituality and associated ceremony in their lives. This emerging reality suggests a growing need for qualified, culturally and spiritually strong Aboriginal faculty, trainers, administrators, counselors and support personnel.
What are the philosophy and goals of the program?
The overall goals of this program are:
- to enhance the abilities of Aboriginal teachers/trainers of adults, or those who would be teachers/trainers of adults;
- to facilitate student learning outcomes;
- to promote organizational effectiveness and to develop a renewed sense of self as teacher;
- to develop expertise in curriculum design and delivery,
- to combine effective and significant access to Aboriginal cultural and heritage education with the great thinkers in the field of adult education.
To this end, the adult learning principles which will be used to form the basis for teachers' learning will also be used to design and evaluate course delivery and experiences. Emphasis is placed on the practical aspects of adult teaching/training, the learning environment and the variety of challenges inherent in all forums of adult education/training. The goals surrounding development of expertise in curriculum design and delivery are thus supplemented by consideration of teacher thinking and development as related to educator preparation. Cohesiveness will be achieved by reflecting and integrating the essentials of other types of professional development.
While course design and initial delivery will draw upon Brock Education Faculty as course instructors and coordinators, qualified and acceptable personnel will be trained and used as site leaders during course offerings. Upon completion of degree requirements teachers will be expected to have acquired enhanced understandings of self, teaching methods, student characteristics and needs, organizational structures and influences, change and development, critical thinking skills, curriculum development techniques, lifelong learning skills and a basic set of research skills.
Who developed the program?
The Faculty of Education, Aboriginal Education Council at Brock University, and the Wildfire Circle developed the Bachelor of Education in Aboriginal Adult Education Degree Program.
How was the program developed?
The Wildfire Circle is a unique national group of Elders, representative from First Nation governance, Native institutes, universities, and colleges. They are students, teachers, trainers, funders, administrators and counselors who have given tirelessly of their time and expertise to develop this program.
What's distinctive about this program?
First and foremost this is community based adult education that eliminates your need to travel long distances to go to school and is completed on a part-time basis allowing you to stay employed and take care of your family's needs.
The program is also designed to address the unique circumstances of the Aboriginal adult learner and includes,
- Advanced standing for existing Native institute diplomas, university degrees and college diplomas.
- Small class sizes that acknowledge Aboriginal learning preferences.
- Cultural protocols that are imbedded in the learning experience.
- Trained Aboriginal facilitators who will work with you and your fellow learners throughout the program.
- Culturally specific support services to assist you over the rough spots.
- Curriculum that balances our ways of knowing with the mainstreams way of knowing.
- A degree that is recognized by our communities as well as the mainstream.
- Site facilitators that are from our communities.
Who does the program serve?
If you are currently working with or would like to work with Aboriginal adults in education, training, health or community development then this program is for you!
Will I receive credit for an institute/college diploma?
Up to five credits for a three-year college diploma and up to three credits for a two-year college diploma may be granted provided an overall minimum average of 70 percent has been attained. Transfer credits are determined by the Registrar's Office.
Can I transfer credits from another university?
Brock allows the transfer of up to ten credits from accredited universities. The number of credits that can be transferred will be determined by the Admissions Office.
What are the five core courses?
ADED 4F84, ADED 4F85, ADED 4F86, ADED 4F87, and ADED 4F88
Please see the courses page for course descriptions.
When do the courses meet?
Each adult education course is approximately 72 hours in length and will usually be conducted on a Friday evening/all day Saturday basis. A different meeting schedule may be followed if there is group consensus to do so, provided the number of required hours is still met.
What are the classes like?
Each course will be comprised of seminars, discussions, learning partner activities, small and large group activities, films and other interactive techniques. Grading will conform to undergraduate standards and include a self-assessment component. Required textbook(s) will be selected and made available through Brock's Bookstore. Additional resource materials will be supplied or specified for student acquisition.
As a registered Brock student, what privileges am I entitled to?
Program registrants will receive a Brock University student card entitling them to all university undergraduate privileges, including library privileges at Brock and other universities and complete gym privileges at Brock.
Who will my instructors be?
The instructors for the five core courses are Brock University faculty members, and they appear on the videotapes for these courses. The facilitators for the courses will usually be institute, college or university faculty members or other educators who have knowledge of experience in adult education.
What are the fees?
Course fees have been set at $1050. Fees will remain fixed for the duration of your studies. Course materials will be provided at a nominal cost. Costs of the texts will be the responsibility of the candidate.
Applicants should be aware that sites might change depending on enrollments.
Will this BEd be sufficient to enter a Masters program?
The Brock BEd in Aboriginal Adult Education program is a recognized and accredited program and qualifies a person to apply for a Master of Education at Brock. Each university has its own policies which govern admission procedures; therefore, it would be important to find out what policies exist for any university that one might be interested in applying to.
When does the program start?
The usual start time for a beginning cohort will be September; however, with sufficient interest, there could also be a January intake. The following chart shows the timetable for how the courses will normally be offered:
Sept. to Dec: ADED 4F84
Jan. to April: ADED 4F85
Apr. to July: ADED 4F86
Sept. to Dec.: ADED 4F87
Jan. to Apr.: ADED 4F88
There may be specific needs that will require deviating from this timetable. Those needs will be addressed on an individual basis.
Image by Delbert J.R. Jonathon