For many years the blessings of the auto and industrial economy in Michigan – where one could earn a good living without a postsecondary education degree, or other credential —created an environment where higher education was desirable, but not essential. All that has changed, with huge implications for the education, skills, and preparation most relevant for individuals to succeed in the labor market.
Perhaps we in higher ed should consider motivating students to graduate by focusing more on what they have left to do than what they have already done, argues Alexandra W. Logue. July 26,
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.
The interest inventory is a simple tool to help you acquaint yourself with your students. Unlike the many icebreakers, the interest inventory is a paper-based activity and students do not have to give answers aloud in front of class. The interest inventory, therefore, helps you get to know your students privately and allows you to ask different questions than you would during
oral introductions.
In today’s digital age, social media competence is a critical communication tool for academics. Whether you’re looking to engage students, increase awareness of your research, or garner media coverage for your department, engaging in social media will give you a competitive edge.
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.
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.
The Canada Millennium Scholarship Foundation recently released a report demonstrating that those with a university degree comprised only 22% of the population but contributed 41% of income tax paid and only received 14% of government transfers. Concurrently, there is a very specific and tangible local economic benefit associated with a post-secondary institution operating in a community. In Kingston, ON, for example, an impact study in 2003 showed that, all told, Queen’s University injects approximately $500 million into the local economy each year. These economic benefits prove that an investment in
post secondary education is not only an investment in students and innovation, but also a true commitment to the future success and prosperity of the province and the nation.
In recent years, the Higher Education Quality Council of Ontario (HEQCO) has launched several studies that analyze and conceptualize the differentiation of the Ontario postsecondary education system (Weingarten & Deller, 2010; Hicks, Weingarten, Jonker & Liu, 2013; Weingarten, Hicks, Jonker & Liu, 2013). Similarly, in the summer of 2012, the Ontario Ministry of Training, Colleges and Universities (MTCU) initiated several projects to identify ways to drive innovation and improve the productivity of the postsecondary sector.
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
Higher education is experiencing an unprecedented shift in student demographics, forcing admissions officers to take a systematic approach to current recruitment practices, activities, and investments. In the article “Knocking at the College Door,” the Western Interstate Commission for Higher Education reports that the U.S. is experiencing its first overall decline in the total number of domestic highschool graduates in more than a decade. The report also indicates that the pool of future college students is notably more ethnically and socioeconomically diverse, and often less prepared to succeed in college. As a result, institutions must rethink their approach to recruiting to identify and engage new target audiences, both domestically and internationally. And they must be prepared to support these students in new and different ways.
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.
n 2005, for the first time in a half-century, the Government of Ontario made an investment of $6.2 billion into post-secondary education over five years that began a process of strengthening the Ontario higher education system. The Reaching Higher plan focused on areas in post-secondary education that were in dire need of attention after years of neglect: enhanced student financial assistance; increased enrolment and outreach to underrepresented groups; and improved accountability for student and public dollars.
While there have been large and measurable successes over the past five years of considerable commitment from the Ontario government, there are also areas where goals were set and plans were laid out, but results did not come to fruition. Students understand the reality that sought-for improvements, particularly to the quality of education, were unattainable in the university sector despite record funding, due to unforeseen enrolment pressures and a rate of cost inflation that is consistently higher than the province’s normal rate of inflation or growth in government spending.
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.
The Truth and Reconciliation Commission of Canada’s “Missing Children and Unmarked Burials Project” is a systematic effort to record and analyze the deaths at the schools, and the presence and condition of student cemeteries, within the regulatory context in which the schools were intended to operate. The proj-ect’s research supports the following conclusions:
• The Commission has identified 3,200 deaths on the Truth and Reconciliation Commission’s Register of Confirmed Deaths of Named Residential School Students and the Register of Confirmed Deaths of Unnamed Residential School Students.
• For just under one-third of these deaths (32%), the government and the schools did not record the name of the student who died.
• For just under one-quarter of these deaths (23%), the government and the schools did not record the gender of the student who died.
• For just under one-half of these deaths (49%), the government and the schools did not record the cause of death.
• Aboriginal children in residential schools died at a far higher rate than school-aged children in the general population.
• For most of the history of the schools, the practice was not to send the bodies of students who died at schools to their home communities.
• For the most part, the cemeteries that the Commission documented are aban-doned, disused, and vulnerable to accidental disturbance.
• The federal government never established an adequate set of standards and reg-ulations to guarantee the health and safety of residential school students.
• The federal government never adequately enforced the minimal standards and regulations that it did establish.
• The failure to establish and enforce adequate regulations was largely a function of the government’s determination to keep residential school costs to a minimum.
Changes to immigration rules are a boon to international student recruitment
International students have become an increasingly integral part of Canada’s immigration strategy
as a result of
ongoing changes to federal regulations aimed at recruiting more highly skilled newcomers to the
country.
The federal government has made incremental revisions to immigration rules in recent years designed to tap into this desirable pool of potential immigrants, said Harald Bauder, academic director of Ryerson University’s Centre for Immigration and Settlement. It’s been “a creeping transition” away from a system that assesses would-be economic migrants on a points system towards a two-step process that admits international students and foreign skilled workers on a temporary basis before allowing them to transition to permanent residency status.
The world is slowly moving out of the worst economic crisis of our lifetimes. With productivity, innovation, investment and trade not yet at full steam, the recovery still bears risks. It is also becoming clear that economic growth is not enough to foster social progress, particularly if the growth dividend is not shared equitably. Indeed, the social cost of the crisis continues to weigh heavily, with more than 46 million people out of work in OECD countries and relative poverty affecting millions more. In many countries the gap between the richest and the poorest is widening, youth unemployment remains high, and access to social services remains elusive for many. The world is looking for ways to spur economic growth in a more inclusive manner. The OECD contributes to this effort by developing the evidence and tools that policy makers can use to formulate new policies to achieve this goal.
This edition of Education at a Glance provides ample evidence of the critical role that education and skills play in fostering social progress. In addition to the usual data sources used for generating the OECD Education Indicators, this edition also draws on the rich database on skills provided by the 2012 Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), published in October 2013 (OECD, 2013a). Together with the 2012 data on the learning outcomes of 15-year-olds from the OECD Programme for International Student Assessment (PISA 2012), published in 2013 and 2014 (OECD, 2013b and 2014a), and 2013 data on lower secondary teachers from the OECD Teaching and Learning International Survey (TALIS 2013), published in June 2014 (OECD, 2014b), we now have the richest international evidence base on education and skills ever produced. And with our newly developed, web-based research tool, Education GPS, all this evidence is easily accessible at the click of a mouse.
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.