Innovation cannot be taught like math, writing or even entrepreneurship, writes Deba Dutta. But it can be inculcated with the right skills, experiences and environments.
The Organisation for Economic Cooperation and Development (OECD) has linked data from the Teaching and Learning International Survey (TALIS) of teachers of 15-year-old students with school-level data from the Programme for International Student Assessment (PISA), a survey of 15-year-old students. The purpose of this study is to present an exploratory analysis of the combined TALIS-PISA data by examining the relationship of school-level student measures to teacher outcomes. In other words, this paper examines how student factors in a school may influence teachers’ work, their attitudes, and their perceived needs for support. Survey responses were collected from teachers and students in eight countries. Data from 26 610 teachers were combined with student measures, aggregated by school, from 103 077 students.
When there are debates about the world's top performing education systems, the names that usually get mentioned are the Asian powerhouses such as Singapore and South Korea or the Nordic know-alls, such as Finland or Norway.
But with much less recognition, Canada has climbed into the top tier of international rankings.
In the most recent round of international Pisa tests, Canada was one of a handful of countries to appear in the top 10 for maths, science and reading.
Welland, Ont.-based Niagara College offers tourism, hospitality and business courses at its campus in Taif, which opened in 2014, while Ottawa's Algonquin College offers 10 programs, including business, accounting and electrical engineering technician, at a campus opened in 2013 in the city of Jazan.
The Local 242 OPSEU rep said faculty members are uncomfortable with the school's association in Saudi Arabia, a country with a "horrible" human rights record, he said. Ramkissoonsingh said staff has been against the Saudi expansion since day one, and have continued to feel uncomfortable as their course material is taught at the segregated campus.
Two years ago, Niagara College successfully bid to open a campus in Saudi Arabia. At the time, the school said they expected an annual injection of $8 million to the college budget, said Ramkissoonsingh.
Ontario students are supportive of the provincial government’s recent decision to create an Ontario Online Institute. This endeavour could significantly advance access, especially for traditionally underrepresented groups facing financial, physical, social, cultural, and geographic barriers which prevent them from attending a traditional post-secondary institution. Moreover, such an Institute could provide increased flexibility for the thousands of current students looking to blend online learning with an in-class education.
They always say that the country’s pillar of success can be view based on the quality of its education. For many, it is pivotal for the country to invest in education sector to ensure that its people can be able to attain a desirable employment and standard of living for themselves. That is why for the past decade we witness how the Philippine government restructured multiple times its basic educational system and continue to search for possible upgrade needed in the prevalent state of education in the Philippines. The latest is the implementation of K-12 program whose goal is add an additional two-year in basic schooling as senior high school and the inclusion of technical and vocational courses as part of the option especially to those students not planning to go to college, thus it will give them opportunities to be employed blue-collar work. The new curriculum was introduced and started in 2011 by Former DepEd secretary Armin Luistro. It has been a challenge but a strategic move on the part of the government because the successful implementation of the K to 12 programs in the country will ensure that our educational system can be able to produce graduates who are globally competent that are capable to get employed because they have skills needed to fulfil the pillars of globalized world.
When a person enrolled in university in 1967, he or she entered a world barely recognizable to most students today. Today’s students can only gaze back at it with envy.
Tuition was $2,750 a year (in current dollars), less than half today’s. Unlike many students today, few students then had to work during the school year to pay for their education, so they could devote as much time as they wanted to their studies.
The following principles and matrix provide a framework for the development of program to program degree completion agreements between Ontario colleges and universities. Degree completion is one of several forms of collaborative arrangements between colleges and universities. This framework is intended to complement other arrangements such as joint and concurrent programs which capitalize on the respective strengths of colleges and universities. This accord does not address other postsecondary credential matters such as joint degrees, ministerial consents or applied degrees. Although this document does not deal with financial issues, the Ministry of Education and Training will work with colleges and universities to resolve funding issues related to articulation and joint programming.
Port Hope Agreement
Background/Context: The implications of complexity theory have become a recurring topic in the literatures of a wide range of scholarly and professional fields including adult education. This paper builds on literature calling attention to the educational need for pedagogically addressing the implications of the intensifying complexity in the environments that
confront adults in their professional and personal lives.
Purpose/Objective/Research Question/Focus of Study: Three theoretical streams, (a) Complex adaptive systems; (b) learning through experience; and, (c) adult developmental theory provide the basis for the pedagogical approach that is presented. The focus is on contingently applying these distinct streams of theory into learning designs. We share our experiences in experimenting with course designs for preparing adult learners for taking action on personal, civic, and professional
challenges embedded in ambiguity and uncertainty in which rigid application of ready-made solutions is not possible. Our goal is to stimulate deeper experimentation. Accordingly, the question guiding this paper is, “How can we as adult educators create conditions in our classrooms, and other learning venues, for addressing the need for preparing adults to mindfully learn through
the challenges that confront them in the context of increasing complexity?”
Setting: For purposes of illustrating our experience and provoking questions, we draw on examples from our work in three graduate level courses in distinct disciplinary settings—specifically, organizational psychology and adult learning, adult education, and technology management.
The need for a reliable strategic planning framework for distance educators and their institutions has never been greater than it is now. Increased government regulations, accreditation standards, and competition are converging with decreased funding from federal, state, and private sources, and administrators require better strategic planning. A strategic planning model known as the Balanced Scorecard has met with widespread adoption and sweeping success among the business community, but, surprisingly, has not been widely adopted among institutions of higher and distance education. In this article the authors share what they have learned about this strategic planning model through a review of the available literature and their own early efforts to introduce it to their institution, the Division of Continuing Education at Brigham Young University in Provo, Utah.
Engagement. . .it’s another one of those words that’s regularly bandied about in higher education. We talk about it like we know what it means and we do, sort of. It’s just that when a word or idea is so widely used, thinking about it often stops and that’s what I think has happened with engagement.
There can be little doubt that the reliance of community colleges on adjunct faculty has grwon significantly over the past several decades, especially with the cuts in budgets that institutions are being forced to make.
In light of recent debates about the value of professional development, this article revisits the question of whether or not great teachers are made or born. If, as the recent study released by TNTP claims, professional development has no impact on teacher performance, we could draw the conclusion that good teachers are simply born good and no professional development program will make them better.That conclusion, however, contradicts ample evidence that teachers, like other professionals, can learn and improve their practice over time. As TNTP reports, school districts may well be wasting billions of
dollars on ineffective professional development, but the need for well designed, differentiated teacher support has never been greater.
The field of teacher preparation assumes that anyone with the will to learn can become a good, if not a great, teacher. You don’t have to be a great student yourself (a B average is sufficient); you don’t have to be an extrovert; you don’t need to love hildren; you don’t need to love your discipline. We open the door to all comers, suggesting that we can teach them what they need to know to become effective practitioners. We can make them into teachers. But can we?
The skills that individuals develop play a pivotal role in determining their labour-market opportunities and life chances in general, and are of vital importance to a country’s economic performance and many social outcomes. Post-secondary education (PSE) is a primary means by which Canadians obtain the skills that they need.
It is therefore essential to have accurate, up-to-date, and relevant learning and labour market information (LLMI) that is widely available so that all players in the PSE system – students making their PSE choices, PSE institutions deciding which programs to offer, policy makers, and the general public – can make informed decisions.
In Ontario, the topic of increasing transferability between colleges and universities has recently attracted the attention of
numerous individuals in the fields of higher education, politics and the local media – many of whom have suggested that increasing the availability of college to university transfer programs, also known as articulation agreements, would facilitate pathways to higher education for a greater number of students from diverse backgrounds. However, there are many issues surrounding the transfer of students from colleges to universities in Ontario, most of which are connected to the historical structure of the system of postsecondary education in the province. Any progress towards a system of greater transferability between community Ontario and universities would require a careful analysis of the success of existing college to university transfer programs as well as a radical reconsideration of the provincial system of postsecondary education as a whole.
The Early Childhood Education Report 2017 is the third assessment of provincial and territorial frameworks for early childhood education in Canada. Nineteen benchmarks, organized into five equally weighted categories, evaluate governance structures, funding levels, access, quality in early learning environments and the rigour of accountability mechanisms.
Results are populated from detailed provincial and territorial profiles developed by the researchers and reviewed by provincial and territorial officials. Researchers and officials co-determine the benchmarks assigned. We are pleased to welcome Nunavut and Yukon as new participants in this edition. ECEReport.ca includes the profiles for each jurisdiction, including the federal government, plus the methodology that shapes the report, references, charts and figures and materials from past reports.
University research drives innovation, builds economic prosperity and improves quality of life for all Canadians. We can be proud of our globally competitive research infrastructure, the excellence and capacity of our faculty, and the international scope of Canada’s research initiatives.
Canada has the necessary building blocks to become a world leader in innovation, and universities are at the heart of this work. Investing in university research is integral to a nation’s long-term economic growth and productivity. Universities, industry and governments need to work together to encourage creativity and risk-taking and support students, researchers and entrepreneurs to cultivate a robust innovation system.
There was a time not too long ago when the person with the most technical knowledge got promoted fastest. But hat’s often no longer the case.
Once someone gets promoted, technical skills become less necessary, and interpersonal ones become more critical in their place. You’ve probably already heard that emotional intelligence is a top factor in companies’ hiring decisions, but it plays a major role in how employers choose to promote their team members, too. This isn’t exactly news; in a 2011 Career Builder survey of more than 2,600 hiring managers and HR professionals, 71% said they valued emotional intelligence over IQ in general, and 75% said they’re typically more likely to promote an employee with high emotional intelligence and a comparatively lower IQ than one where that ratio is
flipped.
Higher education is glutted with courses, many of which are marginal or associated with arcane, duplicative or
outdated subjects. That is at the heart of tuition increases, student debt, budget shortfalls, legislative distrust, poor
adjunct pay and too few tenured or tenure-eligible professors at typical colleges and universities.
The purpose of this document is to provide a high-level introduction to economic impact analysis (EIA) in a postsecondary education (PSE) context, written for a non-subject-expert audience of postsecondary institution stakeholders. It is intended to serve as broad context for individuals in the postsecondary education community who may wish to measure the economic impacts of their institutions or understand the methods, findings and limitations in studies done elsewhere. The information contained herein is of a general nature and is not intended to be an exhaustive, detailed quantitative textbook in actually conducting such studies, nor is it intended to address the circumstances of any specific individual or entity.