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 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.
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.
According to researchers, better-educated parents generally provide their children with a more favourable learning nvironment, increasing the likelihood that they’ll pursue higher education. These parents also have higher educational aspirations for their children, reinforcing this dynamic. On the other hand,“first-generation” youth – those whose par- ents haven’t attended a
postsecondary education institution – are “less likely to plan for higher education, to be convinced of its benefits or to have above-average high school grades,” according to a report from the defunct Canadian Millennium Scholarship Foundation.
This roundtable will focus on access to capital markets to meet the needs of a growing number of First Nations businesses and communities seeking financial participation in projects that can be valued in hundreds of millions of dollars. Based on the analysis below, we propose the following key issues and questions for discussion:
The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the
environment is equal and equitable; and (8) the quality of the learning experience. The fi ndings of this study indicate that the value of e-learning requires further research before higher education leaders andteacher-practitioners are willing to incorporate them in teaching practices and policy documents.
Community colleges that want students to graduate increasingly focus not just on academic needs, but on transportation, housing and food issues.
A report released today by the Wisconsin HOPE Lab and the Association of Community College Trustees reveals that many community college students are dealing with a lack of basic needs.
The report -- "Hungry and Homeless in College" -- surveyed more than 33,000 students at 70 two-year institutions in 24 states and found that two-thirds struggle with food insecurity, half are housing insecure, one-third are regularly hungry and 14 percent are homeless. The report defines food insecurity as the limited or uncertain availability of nutritionally adequate and safe foods, and homelessness as a person without a place to live or residing in a shelter, automobile or abandoned building.
We set out to determine whether hybrid delivery of a college program could facilitate completion of an apprenticeship. We found unanticipated complexity in the answer. The hybrid program delivered completion rates and average student grades that were comparable to those in a program delivered entirely in the classroom, but in only half the required time. However, we found that performance in the in-class portion of the program was not always linked to apprenticeship completion. The factors affecting completion are varied, in part because different stakeholders place a different value on completion.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency and are having an increasing effect on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list
of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings
to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation.
Rural and northern students face unique challenges in accessing post-secondary education. A rural student is a student who identifies as being from outside of the following urban centers: the Hamilton, Ottawa, London, Windsor, the Greater Toronto
Area, Niagara Region, Waterloo Region, Thunder Bay, and Sudbury. A northern student is a student who identifies as being from one of the following regional districts: Kenora, Rainy River, Thunder Bay, Cochrane, Algoma, Sudbury, Timiskaming, Nipissing,
Manitoulin, and Parry Sound.
Since the late 1990s, teacher professional development models have shifted from a focus on individual improvement to collaboration as a means to foster support, information, and resource exchange between teachers. Following this shift, researchers began to use social network research methodology in the early 2000s to reveal the ways in which informal relationships affect teachers’ practices. This chapter reviews current literature on teachers’ social networks and teacher quality to describe the ways in which social networks mediate teachers’ practices. It provides detailed examples from two studies on teachers’ social networks and suggests ways that scholars can incorporate the constructs of social capital and social networks into large-scale research on teacher quality.
The purpose of this chapter is to explore some concepts, trends, and projections in education regarding race and educational leadership. Toward this end, I will present information on two aspects of race—phenotype and cultural oppression—paying special attention to the multiple contexts in which these phenomena are manifest in U.S. society.
Student success is core to the enterprise of any university. What is meant by “student success” is complex and nuanced, but a key measure is provided by student retention rates: the proportion of students who continue with their studies and complete their degrees.
Carleton has made remarkable progress in improving its retention rates. For the 1992 cohort of undergraduates, only 56.5 per cent remained at the University two years after first enrolling. For the 2004 cohort, that figure had risen to 81.1 per cent. Much of this improvement can be attributed to the increase in the high school averages of students entering Carleton, as well as to
internal measures taken to encourage student success.
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.
If you’re interested in using technology tools to enhance your teaching, it’s easy to get overwhelmed by the mountain of information out there. To make matters worse, much of it is either highly technical or simply not very practical for the college classroom.
Teaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways.
This is a time of change in higher education in Canada.
David Agnew, former Cabinet Secretary for the Government of Ontario, current President of Seneca College, and Chair of Colleges Ontario, drew attention to the changes occurring in Ontario in a speech to the Canadian Club in October 20151. Some of the changes occurring in Ontario and across Canada increase access to, and success in, higher education for many who would otherwise not have been able to go to college or university. Other changes are not so positive, as Agnew also
observed. Some colleges and universities are struggling to survive while others appear to be thriving. Understanding the current and future dynamics of the higher education system is important, especially for those leading the system or developing the policies which guide it.
In any Ph.D. job search, if there is an application process, you should read the instructions before you do anything,writes Natalie Lundsteen. You should take your time, be thoughtful and follow directions.
Work-integrated learning (WIL) has been identified as a key strategy for supporting Canada’s postsecondary education (PSE) system in responding to an increasingly dynamic, globalized, knowledge-based economy. Ontario in particular has been described as a “hot bed” of co-operative education (Ipsos Reid, 2010). However, while there is a common belief that WIL improves employment outcomes (see Gault, Redington & Schlager, 2000; Kramer & Usher, 2010), research on this topic has generally been specific to certain programs and types of WIL (Sattler, 2011).
Transgender and gender-nonbinary students share what keeps them from feeling safe and thriving on campus.
The federal law known as Title IX is meant to protect students from discrimination based on their gender identity. But many gay, lesbian, and transgender students say they face an array of challenges and safety issues on their campuses. The Chronicle interviewed more than a dozen of them to hear more about what keeps them from thriving in college.
Canadian universities will welcome unprecedented numbers of international students this fall, with some institutions seeing jumps of 25 per cent or more in admissions of students from abroad, evidence that Canada is increasingly seen as a tolerant, stable destination in a world beset by political uncertainty, the schools said.
Applications from international students were up by double digits this year, with record levels of interest from American students. Many observers had suggested that the election of Donald Trump was a reason. But until this month, when many foreign students must respond to admission offers, it was not clear how that interest would translate into enrolment.
“We have a rising tide of isolationism and exclusion in Europe, in the United States, and people are looking to Canada,” said David Turpin, the president of the University of Alberta. “We will have these incredible students who will be educated in Canada, and in many, many cases go back home and build linkages that are crucial for our future development,” he said.