Lifetime Achievement Award
At the 2012 CASAE/ACEEA AGM, members approved the creation of a CASAE/ACEEA Lifetime Achievement Award to honour exceptional contributions given by an individual or program/agency to the field of adult education in Canada. Submissions will be reviewed on the basis of academic, organizational and policy achievements and completeness of the submission (all required materials included in submission).
The due date for nominations has been extended to 30 April 2021.
2021 – ICÉA
The history of ICÉA (Institut canadien d’éducation des adultes, between 1956 and 2004) is characterized by different focal points from one decade to the next. The period between 1946 to 1960 is one of consolidation and partnership building with colleges and universities, governments, Radio and TV Canada, as well as community groups and associations. In 1957, ICÉA becomes a founding member of the Canadian Commission for UNESCO (CCUNESCO). Between 1960 and 1969, ICÉA participates in the creation of public institutions for adult education. Its representations to the Commission Parent (The Royal Commission on Education), in view of the creation of an adult education sector at the ministry of education, lead to the establishment of the General Directorate of Continuing Education within the ministry. In collaboration with CAAE a conference is organized to determine an agenda for the promotion of adult education for the decade, and in 1964-65 ICÉA organizes the first conference of UNESCO in Québec.
The 70s are years of democratization and social change with three priorities in mind: Social development of marginalized groups; promotion of autonomous popular education and democratization of public institutions. Due to the efforts of ICÉA the Commission for the study of adult education – Commission d’étude sur la formation des adultes (CEFA) is established in 1979. In the 80s, ICÉA consolidates its influential role by the adoption of prior learning and recognition of competencies (RAC) and the creation of the tool kit “Question of competencies” in collaboration with its partners such as “Relais-femmes” and Centre d’orientation et de formation pour femmes en recherche d’emploi (COFFRE). ICÉA also supports the creation of the coalition of popular education groups for literacy of Quebec (RGPAQ) which is still active to date.
In the 90s, ICÉA is a strong advocate for the inclusion of marginalized and excluded populations in the government’s 1992 policy for the work -force, building a coalition of community organizations and supporting them by targeted research projects, reports and representations at parliamentary commissions. This is also the period for the creation of “Our strong competencies” a tool for the recognition of generic competencies and skills for adults without diplomas. This work continues to this date.
In 2002 ICÉA advocates for the adoption of The Government Policy for adult education and continuing education (PGEAFCÀ). An action plan is put in place in 2002 in the form of the creation of The Quebec Week for adult Learning which continued its operation until 2014, reaching out directly to over a million adults in 17 different regions of Québec while being very active at the international level with the International Academy for Adult Learning Advocacy (IAALA). Since 2015, well focused research initiatives for the development of indicators to track the most important goals defended by ICÉA, have consolidated its work by multiplying interventions based on consultations and research projects in the defense of the right of adults to learning, in particular during the pandemic. For 75 years ICÉA has had a clear impact on the public policy of Quebec and the excellence of this work is recognized and appreciated around the world.
I would like to add some personal comments on the remarkable role that the ICEA has played in building the global adult education movement. The ICEA was present at the in the first World Assembly of Adult Education in Tanzania in 1976. In 1985 the ICEA brought a full team to CONFNTEA who worked in the basement of the UNESCO headquarters on the creation of Right to Learn Document which still guides us in our global work. And of course, our close friend Paul Belanger became the Director of the Hamburg Institute of Lifelong Learning and the architect of the Hamburg Conference in 1997. He later became President of the International Council for Adult Education providing leadership for the Belem Conference in 2009 which released the Belem Framework for Action. And the spirit of internationalism persists still with the wonderful leadership being provided by the Director General of ICEA, Daniel Baril as the Chair of the Board of the Hamburg Institute for Lifelong Learning, the body responsible for the next CONFINTEA to be held in Morocco in 2022. I know of no other adult education organization in the world that has so effectively supported its national adult learning community while at the same time playing a central role in our global movement.
Budd Hall, 6 June 2021
2021 – Rachel Bélisle
2021 – Leona English
2020 – Bill Fallis
Bill has practiced every conceivable form of adult education at the municipal, national and international levels, in a range of adult education capacities from ABE to community development, college and university teaching, to program development, as researcher and evaluator, to international project coordinator. Bill was a project officer with the Ontario Ministry of Colleges and Universities in the mid-2000s, and has returned to this position since 2017. In this role, he has led the program standard review/development projects for over 20 community college programs. Internationally, Bill worked for the Commonwealth Secretariat in Samoa, Jamaica and St. Lucia consulting on ABE programs and earlier in his career in Indonesia as a volunteer with Canada World Youth. Volunteerism is in his blood.
Bill has served in a variety of leadership roles in CASAE since attending its founding conference in Montreal almost forty years ago, and then serving as national treasurer, president, member of Lifetime Achievement Award Committee, local conference coordinator, Ontario representative, member of the Board of Directors, and coordinator of the Membership Committee. Starting in 2000 he was a key member of the CASAE Peace Group, which organized events at OISE and presented at CASAE conferences. He always presents with others, showing his value on collegiality in the academy. Most importantly he held informal negotiating roles during strategic transition times for CASAE: with financing of the journal, reinstating charitable status with Revenue Canada, hiring a professional organizer and reestablishing CASAE’s secretariat with the Canadian Society for the Study of Education. Bill continues to contribute as a member of the Board, making sure that student and practitioner voices continue to be heard. The archives of CASAE are enriched with the beautiful photographs he has taken at most annual conferences and shared generously with the membership.
A champion of adult education and CASAE, Bill Fallis has led from behind as often as he has led from the front, which is the mark of a true adult educator.
2020 – Shahrzad Mojab
Since 1996 she has held a faculty position and leadership roles in the Adult Education & Community Development program at OISE/University of Toronto, supervising 16 completed doctoral dissertations and dozens of MA theses. She has been a member of the executive of CASAE, including a three-year term as president, and has served on the editorial boards of Adult Education Quarterly, Studies in the Education of Adults, Canadian Journal for the Study of Adult Education, International Journal of Lifelong Education, and Convergence.
Professor Mojab’s publications, based on her research throughout the Middle East, Europe and Canada, call for a greater understanding of lifelong education as a critical tool for social mobility, political participation, economic prosperity, and peace, with special attention to women, immigrants and refugees. She has argued for the development of new and critical approaches to education, theorized in her eight books and over 50 refereed articles in influential journals in her field. Her contributions extend to creative and collaborative ways of disseminating knowledge such as documentary filmmaking, visual arts, dance, and theater, employing participatory/cooperative teaching/learning models.
2019 – Jim Sharpe
2017 – Shauna Butterwick
Her research approach, with students, faculty, community workers and NGO’s, has created inclusive communities of discovery across Canada and in places like India, UK, Australia and New Zealand. In over 100 publications she has focused on informal and social movement learning and policy recommendations for those living on the economic, social and political margins of society, particularly women.
Throughout her career, she has co-created knowledge with community organizations and associations, and has been an anchor in the work of CASAE. This award salutes her generous and sustained contribution to our field’s tradition of reflection and action for a more socially just world.
2017 – Maurice Taylor
He has trained and developed workplace practitioners and engaged them as researchers to develop and implement solutions on the ground. He has contributed actively to CASAE and to other organizations and partnerships, including the National Indigenous Literacy Association of Canada, Ningwakwee, and programs with public housing sites and injured worker groups. He helped establish the National Literacy Secretariat and has mentored literacy researchers and practitioners locally, nationally and internationally.
This award recognizes Maurice’s great contribution to serving those excluded from the formal education systems, democratizing the field of Canadian adult education.
2016 – Arpi Hamalian
2015 – D’Arcy Martin
D’Arcy Martin is known for his practice, leadership and scholarship on Canadian labour education and for bringing popular education and social justice practices to a diverse range of non-governmental organizations. He has also played a major role in policy development bodies. He has held major leadership positions in labour education within the Canadian labour movement organizations including United Steelworkers; Communication, Energy and Paperworkers; Service Employees International Union, and the Public Service Alliance of Canada. He has written extensively on labour education including Thinking Union which many consider the most illuminating book yet written on labour education in Canada.
2015 – Budd Hall
2014 – Allan Quigley
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