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.
Residents of Eastern Ontario are most likely to identify "balancing the budget" as the most important issue currently facing the Ontario government.
Purpose: The aim of this study is to explore if straight-line assimilation, segmented assimilation, and immigrant optimism
hypotheses explain the relationships between schools, justice, and immigration, as well as the potential role of gender, race,
and ethnicity in immigrant youth perceptions of justice, fairness, and order.
Based on principles that look to improve overall wellbeing amongst student populations, this policy on student health and wellness takes a broad look at a range of health concerns felt by Ontario’s post-secondary students, as identified by the student membership of OUSA. These policy recommendations seek to bring greater attention to the current mental and physical health care needs amongst our students regardless of their current health or socio- economic standing, or physical and mental ability. With this policy, OUSA hopes that students will be provided with the resources and service
their overall
wellbeing and success.
The Survey of First-Year University Students was co-ordinated by the Department of Housing and Student Life at the University of Manitoba and represents the fourth co-operative study of undergraduate education completed by The Canadian Undergraduate Survey Consortium. The nineteen universities participating in this year’s survey were Acadia University, Brandon University, Carleton University, Concordia University, Dalhousie University, Laurentian University, McMaster
University, Memorial University, Nipissing University, Queens University, Ryerson Polytechnic University, Simon Fraser University, St. Francis Xavier University, University of British Columbia, University of Lethbridge, University of Manitoba, University of Ottawa, University of Waterloo, and Wilfrid Laurier University.
It may seem natural for a president to try to appease a board, but establishing clear roles and boundaries is vitally important, write Barbara McFadden Allen, Ruth Watkins and Robin Kaler.
When it comes to keeping tenured professors content in their jobs, you can catch more flies with honey than you can with big faculty-focused strategic initiatives, a new study suggests.
The study, based on survey data from more than 3,600 recently tenured associate professors at doctoral universities, found that their organizational commitment hinged far more on whether they believed they worked in a caring, supportive environment than on their sense that administrators had undertaken broad efforts to support the faculty.
The following research reports detail the results of programs or inventions designed to increase the retention of post-secondary students. This bibliography is intended as a sample of the recent literature on this topic, rather than an exhaustive list. For inclusion, articles or reports generally described experimental research studies of PSE retention programs. Preference was given to larger scale projects focused on colleges in jurisdictions outside of Ontario (in several cases, progress reports from ongoing, large-scale initiatives were also included). Where possible, links to the original research are provided.
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 article examines the career and college advice that high school counselors and vocational teachers give to the “forgotten half,” students who are unlikely to seek a 4-year college degree. Using interview data from 12 Midwestern high schools, we found that most counselors tend to encourage all students to attend college, regardless of the students’ interests or plans. Vocational teachers, on the other hand, showed evidence of a more nuanced view of the need for college. We found that vocational teachers in our sample fit in to four broad categories in terms of their advice and opinions about college: the college-for-all advocates, who push college regardless of circumstances; the diplomats, who try subtly to tell students that their plans are unrealistic; the straightforward, who try to make sure that students have realistic information; and the hands-off, who disavow any role in helping students make future plans. After an examination of these approaches, we conclude with a discus-sion of the implications of the various approaches for guiding students’ choices.
Altnough competency-based education may seem relative new to postsecondary education, the concept has been widely discussed throughout American education since 1990s.
Canada is at a crucial point: we are well-positioned to manage the opportunities and challenges of the global economy, but despite existing efforts, we are falling behind in investing in people and encouraging research and innovation.
The need to improve postsecondary education and skills training in Canada is driven by global and local challenges. In the global marketplace, our key competitors are moving ahead with economic restructuring, investment in the education and skills of their
people, technological change, research and innovation and aggressive competition. The rapid growth of emerging economies, especially in China and India, along with high oil prices and the strong Canadian dollar, are posing substantial challenges for Canada's industries. To remain prosperous in the face of this competition, Canada needs a workforce that is qualified, flexible, adaptable, and innovative, with employees and employers who embrace lifelong learning.
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.
Beware reliance on teaching excellence framework metrics, says Claire Taylor
Any time a student moves from high school into postsecondary education, or from postsecondary into the workforce,
stakeholders on either side of the transition seem to say to the other side, “You got this, right?” Postsecondary institutions might say that secondary schools need to better prepare students for PSE, while employers might argue that higher ed does not produce enough “job ready” graduates. But these gaps are not necessarily any one group’s fault, as the entire school-to-work journey has been siloed into a number of distinct services that are in dire need of bridging. With no group focused on the spaces between the silos, it should come as little surprise that these points of transition represent some of the most challenging times in the school-to-work journey.
For a growing number of student, the post-secondary experience invovles a mixed backpack of university courses, college programs, intrships, an online class or two, and even perhaps a few YouTube tutorials. But whatever the mix,it's bound to be unique for each student.
International students are valuable members of a university community, and bring a range of benefits to Ontario. These include economic impacts - contributing $2.9 billion to the provincial economy and creating just under 30,000 jobs1 – as well as contribu
ing to diverse and vibrant classrooms and communities.
This report provides parliamentarians with an assessment of the current state of the Canadian labour market by examining labour market indicators relative to trend, trends in wages and compensation, and the evidence of labour shortages and
skills mismatches.
Overall, the Parliamentary Budget Officer (PBO) finds that most labour market indicators remain below trend, although continue to recover from the 2008-09 recession. The weakness in the labour market is also reflected in the modest growth in wages and compensation over the recovery. In an attempt to explain the continued weakness in the labour market, PBO examined indicators of labour shortages and skills mismatches but found little evidence in support of a national labour shortage or skills mismatch in Canada.
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.
The federal government is the single largest source of funding for public financial aid for post-secondary students in Canada. Financial aid policy has a major impact on the areas of accessibility and afford- ability of post-secondary education (PSE) in Canada. This paper aims to examine the impacts of those programs, such as student loans, student grants, tax credits and scholarships on the areas of access and affordability.