Moving into the broader campus community, the campaign builds on the success of 2017's university initiative when more than 20,000 student-athletes from 53 universities led the campus mental health conversation at more than 100 university sports events leading up to Bell Let's Talk Day.
According to a new survey of more than 4,000 undergraduates at 10 community colleges across the nation, half of all community college students are struggling with food and/or housing insecurity. Fully 20 percent are hungry and 13 percent are homeless. These numbers are startling and indicate the need for a multi-pronged, comprehensive set of institutional, state, and local policies to alleviate the barriers presented by poverty, so as to improve educational success.
This report provides parliamentarians with an assessment of the state of the Canadian labour market by examining indicators relative to their trend estimates, that is, the level that is estimated to occur if temporary shocks are removed.
To provide additional information on labour utilization that may not be captured by typical indicators for younger workers, PBO also examines how the educational credentials of younger university graduates match their occupational requirements.
Mental ill-health can lead to poor work performance, high sickness absence and reduced labour market participation, resulting in considerable costs for society. Improving labour market participation of people with mental health problems requires well-integrated policies and services across the education, employment, health and social sectors. This paper provides examples of policy initiatives from 10 OECD countries for integrated services. Outcomes and strengths and weaknesses of the policy initiatives are presented, resulting in the following main conclusions for future integrated mental health and
work policies and services.
Low performing and underachieving schools in the United States have long been characterized as desolate wastelands fraught with academic failures, unfulfilled aspirations, and uninspired students and teachers. Powerless to Powerful: Leadership for School Change shifts this narrative of failure and powerlessness. Instead, it focuses on the connections and transformational power of change agency to achieve collective ownership for organizational and personal success for those who are important in
schools: students and teachers.
This paper is the response of the Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) to the consultation on adult education in Ontario. It provides an analysis of the elements of an adult education system, the role of the colleges, the trends which are shaping the environment as well as responses to the six questions posed in the Discussion
Paper.
As a trusted partner to more than 725 college campuses nationwide, our mission at Barnes & Noble College is to work
closely with our campus partners to enhance the academic and social experience for those we serve – students, faculty,
staff, alumni and communities. Given that student career readiness is a core goal for colleges/universities and their students,
we partnered with Gen Y consulting company Why Millennials Matter to conduct this initial nationwide study. Our goal is to
gather insight, share strategies and build programs to help the students we serve succeed in and out of the classroom, and
to help our campus partners’ achieve their retention, recruitment and career placement outcomes.
The University/College Applicant Study™ (UCAS™) has been surveying applicants for over 18 years to gain insights into the post-secondary education (PSE) decision-making process. The study includes the measurement of:
Applicant demographics, including socio-economic characteristics and educational profile
Key decision factors weighed by applicants when they consider a PSE institution (academic, campus, extracurricular, financial, nurturing, outcome and reputation), and the impact of these factors on their application decisions.
When it comes to Canadian universities, the level of funding doesn’t predict performance, according to a new report from the Higher Education Quality Council of Ontario (HEQCO). In its newest and most comprehensive analysis of Canadian postsecondary systems, HEQCO finds that Ontario and Nova Scotia are top performers overall despite lower per-student operating costs, while other provinces that spend the same or in some cases considerably more money achieve average or below average performance.
Elementary and high schools spend so much time on the content-laden curriculum that students are unprepared for the analytic and conceptual thinking they'll need at university
Has Ontario’s educational system taught a decade of students not to think? There is growing evidence that the combination of standardized testing with a content-intensive curriculum that’s too advanced – both introduced by the Conservative government between 1997 and 1999 – has done exactly that.
A dramatic indication that there could be a serious problem was the performance of my introductory physics class on their November test last year. It was identical to one given in 1996, but the class average over this 10-year period had plummeted from 66 to 50 percent. There is about a five-percent fluctuation in this test grade from year to year due to variation in student ability
and the difficulty of the questions but, when I looked at the class average over the many times I have taught the course since 1981, I found that four of the five lowest grades have occurred in the last four years, with the lowest this year. When I enquired elsewhere at Trent University, I found the same pattern in the mathematics department, where the first test in linear algebra was down some 15 percent from its historic mean, and the calculus average had dropped nine percent from the year before.
Before they set foot on campus, most had already undergone a significant process of researching university choices, course options and the potential for employment after graduation.
They are already anticipating the benefits – skills gained, a good job and a rewarding career. They are on the right track. Evidence shows high employment and strong incomes for university graduates. The investment pays off. The myth of the underemployed graduate is just that – a myth. Jobs for the university- educated in any discipline are growing across
Canada. In Alberta, for instance, 56 percent of net new jobs since 2008 have been for university graduates. That’s almost double the result for college grads and triple the result for tradespeople.
James Ryan sets out to explore what he calls inclusive leadership through a presentation of his understanding of this practice and critical examinations of relevant research and practices. This very readable and practical book offers insights into one of the most challenging issues facing leaders in schools in the United States, Canada, and Europe at the beginning of the 21St century: the increasingly complex nature of student diversity. Its strength lies in the ways leadership is redefined as being more than a collection of managerial strategies employed by individuals in positions of authority to achieve pragmatic goals. Instead, Ryan explores the multifaceted nature of successful leadership practices in schools whose student bodies represent diversity in ethnicity, race, class, gender, and ability. His intention is to demonstrate how effective leadership works in such settings, to explore obstacles embedded in existing leadership practices,
This article provides information about the number and characteristics of international students in Canada, and about their rate of transition into permanent residence. The article also examines the extent to which the transition rate varied across characteristics and cohorts, and whether these variations affected the profile of immigrants who are former international students. It does so by using a new administrative database—the Canadian Employer–Employee Dynamics Database (CEEDD).
Background/Context: PISA has come up with an ingenious solution to the problem of how to measure student achievement across national school systems with different curricula. Instead of measuring how well students learn what they are taught in each system, it measures a set of economically useful skills that no one teaches.
Context: Generalization is a critical concept in all research designed to generate knowledge that applies to all elements of a unit (population) while studying only a subset of these elements (sample). Commonly applied criteria for generalizing focus on experimental design or representativeness of samples of the population of units. The criteria tend to neglect population diversity and targeted uses of knowledge generated from the generalization. Objectives: This article has two connected purposes: (a) to articulate the structure and discuss limitations of different forms of generalizations across the spectrum of quantitative and qualitative research and (b) to argue for considering population heterogeneity and future uses of knowledge claims when judging the appropriateness of generalizations. Research Design: In the first part of the paper, we present two forms of generalization that rely on statistical analysis of between-group variation: analytic and probabilistic generalization. We then describe a third form of generalization: essentialist generalization. Essentialist generalization moves from the particular to the general in small sample studies. We discuss limitations of each kind of generalization. In the second part of the paper, we propose two additional criteria when evaluating the validity of evidence based on generalizations from education research: population heterogeneity and future use of knowledge claims.
TORONTO, Feb. 14, 2017 /CNW/ - A new national survey released today reveals a bold portrait of Canada's Millennials (those born between 1980 and 1995), that for the first time presents the social values of this generation, and the distinct segments that help make sense of the different and often contradictory stereotypes that so frequently are applied to today's young adults.
The results show that Millennials cannot be lumped into a single group defined by their age, or by other demographic characteristics such as gender, region or socio-economic status. They are a diverse part of the Canadian society, made up of six social values "tribes", each reflecting a distinct worldview and approach to life. While Millennials may share some common experiences and aspirations as befits their stage in life, there are notable differences in outlook and life path across these tribes, be they "Engaged Idealists," "Bros and Brittanys," or "Lone Wolves."
Change in education is easy to propose, hard to implement, and extraordinarily difficult to sustain (Hargreaves & Fink, 2006, p. 1).Sound familiar? I am sure it does if you have spent any time in a school leadership role!
Continuous, sustainable educational improvement is possible. However, it is most dependent on successful leadership. Andy Hargreaves and Dean Fink make such a case in their book Sustainable Leadership and further note a relevant truism: Making leadership sustainable is difficult too (p. 1). This easy-to-read text is full of such principles, each of which makes the book a powerful and timely read. This book addresses one area of school leadership that is a most important, yet often neglected subject in education today: educational improvement as correlated with leadership sustainability. Kouzes and Posner (1995), support such an integrated concept in their classic read The Leadership Challenge by relating the following: There are monumental differen es... (preview
truncated at 150 words.)
Rates of depression and anxiety among young people in America have been increasing steadily for the past 50 to 70 years. Today, by at least some estimates, five to eight times as many high school and college students meet the criteria for diagnosis of major depression and/or anxiety disorder as was true half a century or more ago. This increased psychopathology is not the result of changed diagnostic criteria; it holds even when the measures and criteria are constant.
In Canada, the demand and continued growth in demand, for access to degrees, has been well documented. The participation rate in Canada in degree programs of the typical grade 9 cohorts has almost tripled over the past 30 years to over 20 percent. As reported in the Association of Universities and Colleges of Canada (AUCC) Trends in Higher Education (2002), we will need upwards of 100,000 new degree places in the next decade to meet the demand for participation in degree-level study.
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.