Problem statement: Graffiti is about self-expression. When youth cannot find people to listen to them, they may express their strongly felt, internal experiences and emotions safely by writing on public property. Thus, graffiti can be handled as a counseling issue. When this self-expression of a thought, wish, or attitude comes from prospective teachers, the difficult
work of sorting these issues out may help us develop better teacher-education programs and produce better teachers. Thus, this work takes the issue of graffiti by prospective teachers as an interdisciplinary issue, bridging counseling and teacher training.
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:
Les étudiants français aiment le Québec : le coût de la vie y est abordable et les frais de scolarité peu élevés. En effet, depuis 1978, ils payaient le même tarif que les Québécois, contrairement aux autres étudiants étrangers, mais ce traitement de faveur a pris fin en septembre. Tous les nouveaux étudiants – ce qui exclut ceux qui ont déjà entamé leur baccalauréat et les étudiants aux cycles supérieurs – ont vu leur facture tripler, passant de 2 300 $ à 6 650 $ par année, soit le même montant que les étudiants venus des autres provinces canadiennes. Le gouvernement du Québec espère ainsi faire un profit de 30 millions annuellement.
Without more efficient management, some colleges may not survive.
More colleages are facing a do-or-die-moment: become more appealing to students and parents or face closure or merger, scholars at a college conference warned.
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.
Bridging programs are designed for internationally educated immigrant professionals who have completed formal training in another country but who may not have the educational, professional or language requirements necessary to become licensed to practice in Canada. As Ontario’s population ages, the successful integration of internationally educated health professionals (IEHPs) into the health care workforce has been identified as a strategy to address the challenges created by the shrinking labour pool and growing demands on the health care system (Finley & Hancock, 2010; Stuckey & Munro, 2013). To better understand the role of Ontario’s postsecondary system in facilitating the entry of IEHPs into the health care workforce, this study analyzed seven Canadian bridging programs and obtained input from 15 key informants. The goal of the evaluation was to identify the characteristics and practices of effective IEHP bridging programs. The specific research questions addressed by the evaluation were:
1. What are the expected outcomes of effective bridging programs and how should they be measured?
2. What are the key features that contribute to bridging program effectiveness?
3. What challenges do bridging programs face in achieving their goals?
4. What is the appropriate role of regulatory colleges, government, employers and professional associations in ensuring bridging program effectiveness?
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.
Public post-secondary institutions are responsible for delivering both high-quality education and research in the public interest. This responsibility requires the right for academic researchers to exercise independent inquiry that is free of influence or restrictions from both the government and private industry.
Over the last two decades, there has been increasing pressure from the private sector to re-shape the mission of the university to be more closely aligned with the needs of business. In the area of university research, this has led to a premium placed on research commercialisation. This shift in focus of publicly-funded institutions is a significant departure from the academic principle of independence on which universities have operated for centuries.
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.
Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact this work will have on the students they teach. A good number of those who apply to faculties of education will report that teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell stories of teachers encountered throughout their own schooling – teachers who, through effective teaching strate- gies, personal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations with teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the expectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the lives of the young people with whom they work.
The purpose of this paper is to discuss various issues surrounding the community college baccalaureate. In 2009, President Barack Obama provided a vision to increase graduation rates for students across the nation and challenged higher education to double the number of college degrees conferred nationwide by 2020. In addition, the President urged the country’s 1,200 community colleges to be instrumental in this initiative, as they have the capacity to provide the education necessary to produce a competitive workforce. In 2011, the dialogue continues and intensifies. At the 2011 Building a Grad Nation Summit, Vice President Biden issued a call to action to boost college graduation rates across the country and help the nation meet the President’s goals. He states, “Right now we’ve got an education system that works like a funnel when we need it to work like a pipeline.”
This paper reports the results of an analysis of persistence in post-secondary education (PSE) for college students in Ontario based on the extremely rich YITS-B dataset that has been used for other recent studies at the national level. We calculate hazard or transition rates (and cumulative transition rates) with respect to those who i) graduate, ii) switch programs, and
iii) leave PSE (perhaps to return later). We also look at the reasons for switching and leaving, subsequent re-entry rates among leavers, and graduation and persistence rates once switchers and re-entrants are taken into account. These patterns are then probed in more detail using hazard (regression) models where switching and leaving are related to a variety of individual
characteristics, family background, high school outcomes, and early pse experiences. Student pathways are seen to be varied. Perhaps the single most important finding is that the proportion of students who either obtain a degree or continue to be enrolled somewhere in the PSE system in the years after entering a first program remains close to the 80 percent mark for the five years following entry. Seventy-one percent of students graduate within five years of starting, while another 6 percent are still in the PSE system.
Within the span of 20 years, tuition as a source of operating revenue grew from 18 percent in 1988 to 37 percent in 2008.1 The most recent financial reports show tuition alone made up 45 percent of universities’ operating budgets in 2014—51 percent
when fees are included— compared to the provincial government’s 43 percent contribution. 2 As tuition continues to increase the affordability, accessibility, and accountability of a university education is put at risk. Our Tuition policy sets out students’ priorities for addressing their short and long term concerns with regards to the tuition framework and tuition payment processes.
That was the theme of third annual reconciliation forum, held at University of Manitoba.
More than 350 leaders from universities, colleges and Indigenous communities gathered at the University of
Manitoba for the third annual Building Reconciliation Forum. The theme for this year’s event, held on November 8
and 9, was “The Journey Toward a Reconciled Education System.”
In response to the 94 calls to action issued by the Truth and Reconciliation Commission of Canada in 2015,
educational leaders, academics, students and Indigenous people from across the country came together to share
what is currently being done at postsecondary institutions to make reconciliation a reality, and to discuss what still
needs to happen at the institutional level.
There is a long-standing debate over the value of certain postsecondary pro-grams in facilitating employment after graduation. The National Graduate Survey (2005) was used to examine how graduates of various programs differ in their pursuits of higher education, employment status, job-program relat-edness and job qualifications. Results suggest that graduates from humani-ties are more likely to pursue higher education, are less likely to be employed full time, are more likely to have jobs unrelated to their program, and are more likely to be overqualified for their jobs. These findings highlight that humanities programs may not provide the knowledge and skills that are in current economic demand.
Contract academic faculty make an enormous contribution to postsecondary institutions: in teaching, in research, and in administrative service. And yet they inhabit an uncertain, and sometimes perilous, space within the Canadian university system. For the most part, they lack job security. Their salaries are usually low. Many receive few, or no, health benefits. Most have no access to a pension plan. Full-time contract faculty teach more students, and over longer hours, than do their tenured and tenure-track colleagues: this can create challenges in staying current with changes in their disciplines and staying competitive in the narrowing job market. Many contract academic faculty report lack of access to meaningful decision-making within their Departments. Many perceive themselves to be unprotected by the basic protocols of academic freedom. The Association of Canadian College and University Teachers of English (ACCUTE) seeks the support of our association members, our fellow scholarly associations, and Canadian English Departments in establishing more equitable, humane and respectful working conditions for Canada’s contract faculty professionals.
Currently, there is great interest across Ontario in the expansion of pathway programs between colleges and universities. Through strategic partnerships, two Ontario-based postsecondary institutions (a college and a university) have developed innovative and effective pathway programs that facilitate the transition of students between institutions for the completion of degrees, diplomas, and certificates. These programs support the training of highly qualified, market-ready graduates. This paper reports on a mixed-methods study of the successes and challenges of a particular Ontario college and university
pathway program, with a focus on the Bachelor of Commerce Pathway program. Preliminary results indicate that pathway students were more academically successful than their traditional university student counterparts but did experience a number of challenges in transitioning from college into university. Principal challenges included inefficient communication between
program administrators, academic advisors, and students; lack of orientation activities for pathway students; lack of college student preparedness in communication and critical thinking skills; and difficulties experienced by college
students integrating into the social–cultural life of the university.
A growing number of Canadian universities offer graduate student certificate programs in university teaching. This paper examines such programs at 13 Canadian universities and presents a discussion of program structures and practices. The findings suggest that most programs were offered over one to two years, and upon successful completion, participants were issued a centre-approved certificate paired with a more formalized method of recognition, such as a transcript notation. The core focus of certificate programs appears to be divided between those that emphasize practical skill development (46%) and those that offer practical skill development along with a focus on the scholarship of teaching and learning (54%). Most certificates included ac- tive and authentic assessment methods, such as dossiers (69%), and practice teaching sessions (62%). These findings help to inform the continued evolution of graduate student teaching certificate programs.
This paper explores general issues relating to globalization and higher education; the internationalization of higher education, and particularly the recruitment of international students. This subject is examined through a range of topics around the global development of the market approach to the recruitment of international students and a focus on the current situation regarding the recruitment of international students in the Colleges of Applied Arts and Technology in Ontario (CAATs). As the number of international students seeking educational opportunities grows to 7 million over the next 20 years, the ability of the CAATs, the
Canadian educational system, and the governments of Ontario and Canada to market the welcoming and safe multicultural Canadian experience, and the excellence of the educational offerings and opportunities in CAATs to potential international students will, in great measure, determine their success and their survival in an increasingly globalized world.
Accelerated courses continue to be part of the changing academic landscape at Canadian universities. However, there is limited evidence to support their efficacy in relation to knowledge retention. A greater understanding of knowledge retention associated with accelerated courses (i.e., intensive full-day course for a one- or two-week duration) as compared to traditional courses (i.e., one three-hour lecture once a week for 12 weeks) will provide university stakeholders and administrators with evidence to determine whether quicker courses should be pursued in the postsecondary education environment.