TORONTO -- It is "unacceptable" for publicly funded Ontario colleges to operate campuses outside Canada that exclude women, the premier of Ontario said Friday when asked about two men-only schools in Saudi Arabia.
Young Canadians in a wired world
Those who struggle with daily overthinking feel the impact in every area of their lives. It impacts their ability to perform at their job, to maintain healthy relationships and to focus on their physical, mental and emotional health.
ADMINISTRATION AND CONTROL.—Under the Canadian Constitution, education is the responsibility of the provincial governments. There is no single, national school system; each of the provinces grapples with the problem in its own way. Yet the similarities among the provincial school systems are more striking than the differences. In every province education is administered by a Minister of the Crown, advised and aided by a group of employed experts. The chief of these is usually
styled deputy minister or superintendent of education. In every province except the smallest (Prince Edward Island), the provincial contribution to educational budgets is much less than the amount derived from local taxes on real property; in all provinces the degree of provincial control of education is high, especially over such items as the training and certification of teachers, curricula, standards, and supervision. Every province requires school attendance to the age of fourteen, some to the age of sixteen. Although junior high schools or intermediate schools are found in many urban centers, the usual pattern is the familiar 8-4 arrangement. Quebec has a seven-year elementary school and two of the provinces have five-year secondary schools.
Enrolments in Canadian public postsecondary institutions (colleges and universities) reached more
than 2 million in the 2013/2014 academic year, up 1.2% from a year earlier.
In recent years educators and policymakers have set a goal that students graduate from high school ready for college and careers. However, as a nation we are far from achieving this goal, particularly for low-income and minority students. For example, in states where all eleventh-graders take the ACT®, only 27 percent of low-income students in 2010 met the ACT College Readiness Benchmark in reading, with 16 percent meeting the Benchmark in mathematics, and 11 percent meeting the Benchmark in science.
Efforts to improve students’ academic preparation have often been directed at the high-school level, although for many students, gaps in academic preparation begin much earlier. Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. These gaps are
likely to widen over time because of the “Matthew effects,” whereby those who start out behind are at a relative disadvantage in acquiring new knowledge.
Climate change is a pressing concern. Higher education can address the challenge, but systematic analyses of climate change in education policy are sparse. This paper addresses this gap in the literature by reporting on how Canadian postsecondary educational institutions have engaged with climate change through policy actions. We used descriptive quantitative methods to
analyze climate change-specific policies from a representative sample of 50 institutions across Canada and found that nearly half had some form of climate policy. Existing policies were then qualitatively analyzed. We found that the most common form of response focused on the built campus environment, with underdeveloped secondary responses focused on research, curriculum, community outreach, and governance policies. We consider the motivations for such institutional action and end with implications for policy makers and future research.
Canada’s colleges and institutes foster innovation that supports economic growth and social development. They improve the productivity of small and medium-sized enterprises (SMEs) and community partners through the development of new and improved technologies, processes, products and services.
This fact sheet provides a summary of the Colleges and Institutes Canada 2014-15 Survey of Applied Research Activity based on 113 responses from our members.
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.
Background/Context: Facilitating dialogues about racial issues in higher education classroom settings continues to be a vexing problem facing postsecondary educators. In order for students to discuss race with their peers, they need skilled facilitators who are knowledgeable about racial issues and able to support students in these difficult dialogues. Yet previous research on difficult dialogues has largely focused on students experiences in these dialogues and the outcomes they gain from participating in them with little knowledge about the olres of facilitaros of these dialogues.
THE science of psychology, in spite of its immaturities and its brashness, has advanced mightily in recent decades. From a concern with observation and measurement, it has moved toward becoming an "if-then" science. By this I mean it has become more concerned with the discernment and discovery of lawful relationships such as that
if certain conditions exist, then certain behaviors will predictably follow.
Major study of adaptive learning finds inconclusive results about its ability to improve outcomes and lower costs, but use at two-year colleges and in remedial courses shows potential.
Well here it is already — the end of my first year of full-time teaching. With 25 years of experience in the music industry, and 20 of those years teaching music as an adjunct, I’d felt well-prepared for academia. In fact, I was raring to go.
Last fall, as I walked across campus during the first week of classes, I felt the excitement of being part of the whole enterprise. I traveled the hallowed halls, bustling with the commotion of students. I sat in faculty meetings and glanced around at my new colleagues, the collective braintrust charged with developing, monitoring, scrutinizing, and ultimately teaching the curriculum. I met with my classes for the first time, and in between, retired to the solitude of my very first faculty office. It felt exhilarating. It was what I’d been preparing for all those years in grad school.
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.
Researchers at the Massachusetts Institute of Technology tasked with examining the future of online
education have
returned with a simple recommendation for colleges and universities: focus on people and process,
not technology.
Back in 2013, an MIT task force presented a vision of undergraduate education at the institute in which students spend half as much time on campus as they do today. Freshman year would be fully online, and instead of a senior year, students would take online continuing education courses to refresh their knowledge and add new skills. That vision leaned heavily on MIT’s work with edX, the massive open online course provider it founded with Harvard University.
Picture it — a group of young people hurriedly making their way to Parliament Hill to meet with MPs
and senators.
Maybe it sounds unlikely, but it happened earlier this month, when student lobbyists had nearly 200
meetings with decision-makers to argue their case for accessible post-secondary education.
The Trudeau government says it’s focused on the promise of innovation and human potential.
Universities are a key part of the conversation — but would the Canadian Federation of Students’
idea of free tuition make Canada more
innovative?
OISE/UT Guidelines for Theses and Orals
The provincial government is taking steps to address the Truth and Reconciliation Commission of Canada's (TRC) Calls to Action regarding education and training, including introducing mandatory Indigenous cultural competency and anti-racism training for every employee in the Ontario Public Service (OPS) and implementing mandatory learning expectations in Ontario's public education system curriculum.
One of the core principles of the Ontario Undergraduate Student Alliance (OUSA) is that all willing and qualified students should be able to attend post-secondary regardless of their ability to pay. However, students in Ontario face the
highest tuition fees in the country and the cost and perceived costs of post-secondary education are consistently identified as barriers to post-secondary education. These barriers are contributing factors to the persistently high attainment gaps for various vulnerable groups in pursuing an undergraduate degree.
I have a PhD in the Humanities and I'm employed.
Gainfully employed, in fact - in every sense of the word, for myself, my employer, my communitym and those I work on behalf of. And I' no employed as a professor, thought I confess that's what I wanted todo when I started my graduate work, and I;ve swum in academic waters since earning my doctorate.