Legal uncertainty is a topic often raised in discussing unresolved Aboriginal land claims, such as those in British Columbia. Mining and Aboriginal Rights in Yukon examines legal uncertainty on Aboriginal rights in a different way, and in an under-examined Northern context. We examine what we identify as growing legal uncer-tainty in Yukon. This topic is not one that would have been expected a few years ago. In Yukon, modern land claims agreements with 11 out of the territory’s 14 First Nations once seemed to have established a high degree of certainty on Aboriginal claims. This certainty was even seen as a significant advantage for Yukon in the global competition for mining investment.
The main task of the Working Group on Adult Learning of the INES Labour Market, Economic and Social Outcomes network is the development of indicators on Adult Learning for publication in the annual volume “Education at a Glance” of the OECD. As part of this task, a list of 18 policy goals/issues in the domain of adult learning have been identified through broad consultations. After identifying the policy goals a theoretical framework was developed in order to be able to systematically select indicators for monitoring them. The theoretical framework is based on a systemic approach, identifying context, input, processes, output and outcome of the system of Adult Learning. The policy goals to be monitored and the theoretical framework constitute the basis for the definition and selection of a list of indicators which might be published in EAG. The third element in the development of international indicators is the existence of comparable data of good quality. The paper includes a list of 44 indicators which are practical to publish with existing data sources or with data sources likely to become available in the near future. The coverage of the policy areas is uneven, reflecting both the focus of existing data sources and the difficulties of some data gathering exercises.
TORONTO, Feb. 14, 2017 /CNW/ - A new national survey released today reveals a bold portrait of Canada's Millennials (those born between 1980 and 1995), that for the first time presents the social values of this generation, and the distinct segments that help make sense of the different and often contradictory stereotypes that so frequently are applied to today's young adults.
The results show that Millennials cannot be lumped into a single group defined by their age, or by other demographic characteristics such as gender, region or socio-economic status. They are a diverse part of the Canadian society, made up of six social values "tribes", each reflecting a distinct worldview and approach to life. While Millennials may share some common experiences and aspirations as befits their stage in life, there are notable differences in outlook and life path across these tribes, be they "Engaged Idealists," "Bros and Brittanys," or "Lone Wolves."
Aboriginal peoples in Canada face multiple and systemic barriers to attaining and succeeding in post-secondary education. A long history of discrimination, including the legacy of residential schools, and chronic government underfunding of Aboriginal education has contributed to low high school completion rates, a widening gap in post- secondary attainment, and the lowest labour market
outcomes of any group in Canada.
This story begins late last school year, when I was standing in front of my Introduction to Film class, getting set up for the day’s session. The technology in the classroom was often glitchy, so I’d given myself plenty of time. I chatted with my teaching assistant about the new Twin Peaks while logging in to my email to retrieve the PowerPoint I’d sent myself.
That’s when I saw the message from my department with the subject header “2017-2018 Budget Cuts.” “Well, that can’t be good,” I thought and clicked to open it. It began, “Dear Sara, As you might know, the university is in the midst of a significant budget cut across all units for Financial Year 2018, which starts July 1.” And it ended, “Within this context, we unfortunately will not be able to offer the courses that we projected for you in 2017-2018. I am sorry to let you know about this development …”
Science, technology and innovation (ST&I) drive economic prosperity and fuel advances that improve societal well-being. A sustainable competitive advantage in ST&I is the path to success in the global knowledge-based economy.
Despite ongoing efforts to improve Canada’s lagging business innovation performance, it has continued to deteriorate. Canada has fallen further behind its global competitors on key performance indicators, reflected most tellingly in private-sector investment in research and development (R&D). Canada’s business enterprise expenditures on R&D (BERD) intensity (i.e., BERD as a share of gross domestic product) dropped further between 2006 and 2013, to the point where Canada ranked 26th among international competitors and sat at 36 percent of the threshold of the top five performing countries. Canada’s most profound and urgent ST&I challenge lies in increasing the number of firms that embrace and effectively manage innovation as a competitiveness and growth strategy.
The governance of complex, decentralised, multi-level education systems poses two fundamental questions for both policy- and research discussions: What are innovative contemporary governance strategies for the central level in education systems? How can these approaches be described and analysed to identify commonalities that might help to understand how and if they work? In addressing these questions, this paper’s aim is twofold: first, to inform the policy-discussion by presenting empirical examples of new governance mechanisms that central governments use to steer systems across their levels; and second, to contribute to the conceptual discussion of how to categorise and analyse the evolution of new governance structures. To do so, the paper starts with identifying core features of multi-level governance and the respective conceptual gaps it produces. It then introduces a simple analytical categorisation of modes of governance. An analysis of three
empirical cases (an institutionalised exchange between governance levels in Norway, a capacity building programme in Germany, and the Open Method of Coordination within the European Union) then shows how various education systems address these gaps and design the role of the central level in complex decision-making structures. A comparison of the three cases identifies – despite the heterogeneity of the cases – several communalities, such as multi-staged policy processes,
transparency and publicity, and soft sanctions. The paper concludes that the Open Method of Coordination, even though often criticised for its inefficiencies, might serve as a promising template for national approaches to soft governance in education. Further research on OECD education systems is needed to gather more empirical examples; these may help to get a better
understanding of what is needed for successful steering from the central level in decentralised contexts.
Higher education is experiencing more change than ever before. For those in higher education, change is coming at lightening speed and from multiple directions. On a macro level, we’re experiencing change in terms of greater accountability and regulation from our individual states, the federal government, and our accrediting bodies. At the same time, at the micro level, we are experiencing demographic shifts and changing workforce needs in our local communities and districts. The term “sea change” is used frequently to describe the events shaping higher education, particularly community colleges, today. In so many ways, this is an apt description of the swiftly changing landscape we face.
Gemmell grew up on a berry farm in Stirling, Ont., watching his father fx or create whatever equipment he needed with whatever materials he had. It was a childhood that stoked his own passion for industrial design. (He once built an insulated dog house for the family pet, complete with a Plexiglas room with a view.) But when his portfolio of “backyard inventions” wasn’t enough to earn him a spot in the industrial design program at Carleton University, Gemmell ended up on a 13-year trek through life and higher learning. He earned a bachelor’s degree in visual arts and psychology at Brock University, worked for a year as a web designer in Toronto, but “wasn’t really feeling it,” so he spent a year in Whistler, B.C. snowboarding, and teaching snowboarding, until he ran out of money.
If we believe in the active-learning classroom — that the only way to bring about real learning is to engage students in ways that help them revise and broaden their thinking — then student participation is a nonnegotiable part of the equation. Learning does not happen without the student actively taking part.
Oddly, however, given its importance, our own definition of “student participation” is often quite limited. In the scholarship on teaching and learning, that term is almost always defined narrowly as the degree to which students take part in class discussions. And while discussion is obviously an important component of an active-learning classroom, it’s not the only component. There are many other ways in which students participate in class: writing, researching, and contributing to small group activities are just a few. If we want to accurately assess and reward participation in our courses, we need to expand our definition to include more than just the amount of times that students raise their hands.
The central goal of the Canadian residential school system was to ‘Christianize’ and ‘civilize’ Aboriginal people, a process intended to lead to their cultural assimilation into Euro-Canadian society. This policy goal was directed at all Aboriginal people and all Aboriginal cultures. It failed to take into account the devel-opment of new Aboriginal nations, and the implications of the Indian Act’s definition of who was and was not a “status Indian” and the British North America Act’s division of responsibility for “Indians.” In the government’s vision, there was no place for the Métis Nation that proclaimed itself in the Canadian Northwest in the nineteenth cen-tury. Neither was there any place for the large number of Aboriginal people who, for a variety of reasons, chose not to terminate their Treaty rights, or for those women, and their children, who lost their Indian Act status by marrying a person who did not have such status. These individuals were classed or identified alternately as “non-sta-tus Indians,” “half-breeds,” or “Métis.” In different times or different places, they might also identify themselves by these terms, but often they did not. Instead, they might view themselves to be members of specific First Nations, Inuit, or Euro-Canadian societies. For the sake of clarity, this chapter generally uses the term Métis to describe people of mixed descent who were not able, or chose not, to be registered as Indians under the Indian Act. It should be recognized that not all the people described by this term would have identified themselves as Métis during their lives, and that the histo-ries of these people varied considerably, depending on time and location.
This report presents the findings of a one-year study of the creation and implementation of a new Français course at the University of Ottawa, offered as a pilot project in 2012-2013. The course was created at the request of francophone first-year students from regions of Canada where the French language is in a minority context. These students reported experiencing difficulty in bridging the gap between the literacy skills they acquired in secondary school and the academic literacy skills
required of them to succeed in the mandatory foundational French courses (FRA courses) and other courses taught in French (Lamoureux et al., 2013).
There is a huge difference between a boss and a leader. I’d much rather be working for a leader any day.
I’ve been fortunate enough to have worked with both, and it’s amazing what working with someone that you respect and more importantly, respects you, does to boost employee engagement.
Let’s go through each of these one by one and discuss how bosses can become leaders:
General Colin Powell Chairman (Ret), Joint Chiefs of Staff A Leadership Primer - PPT presentation
Mental ill-health can lead to poor work performance, high sickness absence and reduced labour market participation, resulting in considerable costs for society. Improving labour market participation of people with mental health problems requires well-integrated policies and services across the education, employment, health and social sectors. This paper provides examples of policy initiatives from 10 OECD countries for integrated services. Outcomes and strengths and weaknesses of the policy initiatives are presented, resulting in the following main conclusions for future integrated mental health and
work policies and services.
The Ontario Confederation of University Faculty Associations (OCUFA) welcomes the opportunity to provide feedback on the Ministry of Training, Colleges and Universities’ summer roundtable discussion guide. The issues and proposed changes outlined in the guide would have a significant impact on university faculty and will require the support of the 17,000 faculty OCUFA represents if they are to be successful.
This article provides a qualitative review of the trait perspective in leadership research, followed by a meta-analysis. The authors used the five-factor model as an organizing framework and meta-analyzed 222 correlations from 73 samples. Overall, the correlations with leadership were Neuroticism = -.24, Extraversion = .31, Openness to Experience = .24, Agreeableness = .08, and Conscientiousness = .28. Results indicated that the relations of Neuroticism, Extraversion, Openness to Experience, and Consci- entiousness with leadership generalized in that more than 90% of the individual correlations were greater than 0. Extraversion was the most consistent correlate of leadership across study settings and leadership criteria (leader emergence and leadership effectiveness).
Overall, the five-factor model had a multiple correlation of .48 with leadership, indicating strong support for the leader trait perspective when traits are organized according to the five-factor model.
Recommendations for Documentation Standards
and Guidelines for Post-Secondary Students
with Mental Health Disabilities
A project funded by the Ontario Ministry of Training, Colleges and Universities' Mental Health Innovation Fund
When Michael Prior came to the University of British Columbia in 2008, he expected to spend the standard four years at the school.
Now in his ffth year, he realizes his original plan was unrealistic. The 22-year-old English Literature major has funded most of his own education, so he works for pay about 20 hours a week. That requires a lighter course load.
The University/College Applicant Study™ (UCAS™) has been surveying applicants for over 18 years to gain insights into the post-secondary education (PSE) decision-making process. The study includes the measurement of:
Applicant demographics, including socio-economic characteristics and educational profile
Key decision factors weighed by applicants when they consider a PSE institution (academic, campus, extracurricular, financial, nurturing, outcome and reputation), and the impact of these factors on their application decisions.