Le réseau des collèges publics a été créé en 1967 par le gouvernement du Québec et il est maintenant implanté dans toutes les régions du Québec. Les 48 cégeps (43 francophones et 5 anglophones) constituent la première étape de l’enseignement supérieur québécois et offrent d’une part neuf programmes préuniversitaires, qui mènent à l’université, et d’autre part, cent trente programmes de formation technique, qui préparent à l’entrée sur le marché du travail. En plus des diplômes d’études collégiales (DEC) de l’enseignement ordinaire, les cégeps offrent divers programmes de formation continue afin de faciliter l’acquisition de compétences et de connaissances spécialisées, soit en cours de carrière ou dans le cadre d’un retour aux études.
Pour l’année scolaire 2012-2013, les cégeps comptaient 172 793 étudiants à l’enseignement ordinaire, soit 48,7 % au secteur préuniversitaire, 45,8 % au secteur technique et 5,5 % au programme Tremplin DEC. De plus, 26 024 étudiants poursuivaient des études collégiales par l’entremise de la formation continue créditée. De ces grands totaux, on dénombrait 2 226 étudiants internationaux en 2012-20131.
Every developed country is racing to keep up with profound and fundamental changes in the 21st century. The new knowledge economy is creating unprecedented demands for higher levels of expertise and skills, while, at the same time, changing demographics will significantly reduce the numbers of qualified people available in the economy.
The cumulative impact presents great opportunities and great challenges to Ontario.
The province has an opportunity to implement meaningful and transformational changes that exploit the potential for growth in the new economy and drive Ontario’s prosperity to unprecedented levels.
But the threats to Ontario’s future are just as great. Failing to move forward now with significant measures could leave Ontario unprepared for the challenges ahead, and strand thousands of people as permanently unemployable.
Executive Summary
Ontarians want excellent public services from their government. The Commission on the Reform of Ontario’s Public Services understands and supports this desire. We see no reason why Ontario cannot have the best public services in the world — with the proviso that they must come at a cost Ontarians can afford. With such a goal, we face three overarching tasks.
First, we must understand Ontario’s economic challenges and address them directly. Second, we must firmly establish a balanced fiscal position that can be sustained over the long term. And third, we must sharpen the efficiency of literally everything the government does so Ontarians get the greatest value for money from the taxes they pay. This report addresses
these issues and offers a road map to a day when Ontarians can count on public services that are both excellent and affordable — the public services Ontarians want and deserve.
The Need for Strong Fiscal Action
Ontario faces more severe economic and fiscal challenges than most Ontarians realize. We can no longer assume a resumption of Ontario’s traditional strong economic growth and the continued prosperity on which the province has built its public services. Nor can we count on steady, dependable revenue growth to finance government programs. Unless policy-makers act swiftly and boldly to prevent such an outcome, Ontario faces a series of deficits that would undermine the province’s economic and social future. Much of this task can be accomplished through reforms to the delivery of public services that not only contribute to deficit elimination, but are also desirable in their own right. Affordability and excellence are not incompatible; they can be reconciled by greater efficiency, which serves both the fiscal imperative and Ontarians’ desire for better-run programs. Balancing the budget, however, will also require tough decisions that will entail reduced benefits for some. Given that many of these benefit programs are not sustainable in their current form, the government will need to decide how best to target benefits to those who need them most. The treatment may bedifficult, but it is worth the effort.
Ontario’s $14 billion deficit in 2010–11 was equivalent to 2.3 per cent of gross domestic product (GDP), the largest deficit relative to GDP of any province. Net debt came to $214.5 billion, 35 per cent of GDP. The 2011 Ontario Budget set 2017–18 as the target year to balance the books — at least three years behind any other province. The government asked this Commission to help meet and, if possible, accelerate the deficit-elimination plan.
ABSTRACT
From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice.
The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.
RÉSUMÉ
De 2006 à 2009, les aînés autochtones et les pédagogues ont partagé leur compréhension de l’esprit de l’apprentissage dans un ensemble de trousses d’animation (Comprehending and Nourishing the Learning Spirit Animation Theme Bundle). L’une des six trousses, Nourishing the Learning Spirit, a été chapeautée par la directrice de l’Aboriginal Education Research Centre
(ABLKC) à l’Université de la Saskatchewan, Dre Marie Battiste, chercheure en éducation d’origine micmaque (mi’ kmaq). L’ABLKC était un programme de recherche appliquée, d’échange d’idées et de contrôle, ayant un mandat de reportage visant l’avancement de l’éducation autochtone au Canada. Dans le présent document, les chercheurs discutent des connaissances acquises au cours de l’implantation de la trousse Nourishing the Learning Spirit dans leur salle de classe postsecondaire. Ils affirment que les professeurs peuvent nourrir l’esprit d’apprentissage de leurs élèves quand ils se voient eux-mêmes comme apprenants perpétuels, valorisent et apprennent de leurs élèves, et utilisent des pédagogies d’enseignement holistiques.
The 2015 Sustainable Campus Index highlights top-performing colleges and universities in 17 areas, as measured by STARS. Data submitted by top performers has been reviewed by AASHE staff to ensure that content meets credit criteria (see page 51 for a detailed methodology). The report also includes trends and best practices from over 50 institutions that submitted STARS reports in the last 12 months (July 1, 2014 - June 30, 2015).
Alive in the Swamp vividly articulates the key components needed for digital innovations to be transformational in a practical, easy-to-use tool that has applicability across the spectrum, from leaders of large school systems to education entrepreneurs. As education systems across the world continue to struggle with learner engagement, student achievement and equity, this work is more relevant and necessary than ever before.
College prices have increased by 45 percemt on average over the past decade, while household income has declinded by 7 percent in the same period.
Over the past decade, the Ontario postsecondary sector has experienced pressure from a number of societal forces (Clark, Moran, Skolnik & Trick, 2009). The demand for increased access to postsecondary education (PSE), which is moving higher education from an elite model to one of near universal participation, has resulted in undergraduate enrolment increases
of close to 50 per cent over the past decade1. These increases are taking place in an environment where demands in other areas are also being made on institutions and faculty.Demands for increased accountability, demonstrated quality assurance and increased research and development responsibilities have placed higher burdens on institutions and faculty, which are intensified by tight budgets and limited resources. Institutions have responded to these pressures in part, by increasing average class sizes. In 2009, about two thirds of Ontario universities reported that 30 per cent or more of first year courses had more than 100 students.
The average number of FTE students per full time faculty has increased from 17 in 1987 to 25 in 2007 (Clark, Moran, Skolnik & Trick, 2009, page 99). The consequences of this and other adjustments on educational quality are unknown. Undoubtedly, these pressures will continue and intensify in coming years given projections of demand for PSE in Ontario, particularly for undergraduate degrees. As a result, there is a need for the higher education sector in Ontario to identify the challenges and opportunities that are unique to large class teaching environments, as well as strategies to approach these issues, in
order to maintain the quality of student learning in the face of rising class sizes.
A major problem in identifying trends with large classes is in defining what constitutes a large class. This will differ according to the discipline, the level and nature of the class (such as introductory or upper year, lecture, tutorial or laboratory), and the perceptions of lecturers and individual students. For the purposes of this study, a large class is defined as one in which a change in traditional teaching methods is deemed appropriate or necessary, so it may include an introductory class of 700 students or an upper year seminar with fifty.
Colleges Serving Aboriginal Learners and Communities 2010 Survey Highlights
KPI 2015
Executive Summary
The NSSE National Data Project is an element of ongoing engagement research and implementation practice in Canada. It has two primary objectives. The first is the construction of detailed NSSE reports (items means and frequencies, benchmarks and learning scales) at the academic program- and student subgroup-level for individual institutions rather than for peer
groups. The second is the development of statistical (regression) models to measure the relative contribution to engagement variation of student characteristics, program mix andinstitutional character at both the student record- and institution-level. Both objectives address the broader goals of providing greater focus to engagement improvement efforts, identifying clusters of promising practices and best engagement results, supporting improved interpretation and use of institutional engagement scores, and informing the development of institutional accountability procedures and metrics. The core of the project is a record-level data file containing the approximately 69,000 2008 or2009 NSSE responses and additional student records system data representing 44 Canadianuniversities. Student responses were classified into 10 general academic programs (e.g., Social
Sciences) and over 75 specific academic programs (e.g., History, Biology) and over 30 student subgroups (including first generation, First Nations and international).
The detailed NSSE reports indicate a considerable level of variation in student characteristics and program mix across Canadian universities; large differences in engagement item scores and benchmarks across academic program clusters and specific programs within clusters, and across student subgroups; and wide engagement variability across institutions of differing size.
A summary of the results from these detailed reports is presented below. The program- and student subgroup-level NSSE reports provide a more focused basis for comparing engagement university by university, and strongly suggest that institution-level engagement comparisons should take account of student, program and size variation and should not be presented without context in ranked format.
The regression models provide a more formal basis for identifying and quantifying the role of student, program and size variation in engagement, and permit a number of conclusions. First, student characteristics, program mix and institutional character all contribute to a comprehensive statistical explanation of engagement variation. Second, the wide variation in
institutional engagement scores is reduced considerably when student characteristics, program mix and institutional size are controlled. Third, each engagement benchmark requires a distinct statistical explanation: factors important to one benchmark are often quite different from those important to another. Fourth, Francophone and Anglophone institutions differ with respect to
certain key engagement dynamics. And finally, the models suggest several approaches to defining the institutional contribution to engagement and the scope of institutional potential to modify engagement level.
In February 2013, the Canadian Chamber of Commerce released a report that identified the growing skills crisis as the greatest impediment to the success of Canadian business. In his 2012 discussion paper, the Minister of Training, Colleges and Universities, Glen Murray, put forward a platform outlining the need to lower rates of spending growth for publicly-funded universities within the context of an increased labour market demand for greater levels of knowledge and skills, combined with burgeoning enrolment rates.
Sometimes great opportunities come from insoluble problems. The review of the Private Career Colleges Act presents such an opportunity. Career Colleges are an essential component of the solution. Estimated to save Ontario taxpayers over $1 billion annually* through the provision of state-of-the-art skills training and upgrading to over 67,000 students each year, the Career College sector and the people of Ontario deserve an Act that provides a strategic framework for the future and that enables innovative, creative growth to propel this province’s postsecondary education (PSE) system, and that of Canada, towards global competitiveness.
The recommendations in this Report are written on the premise that the government of Ontario strives for excellence in education and the economic growth that it can bring; and further, that it recognizes the value, strength and potential of the Career College sector to help realize those goals.
Private Colleges
Looking out at our students in classrooms today, with their texting, Facebook updates, Instagram messages, e-mail checking, Google searches, and tweeting, it’s hard to imagine what was so distracting for college students more than 100 years ago when James made this statement. Yet, even then, he recognized the propensity of the mind to constantly seek novel material, to leap from thought to image to belief to fear to desire to judgment and back again — all following one’s own quirky train of thought resembling the chaotic movements of a swarm of bees around a hive. Time passes through a warped dimension when the student finally returns to some semblance of attention, unaware of all the cognitive detours taken between points A and B. And that’s just the internal process, prompted by nothing in particular. How much more distraction is invited by today’s mobile technology?
Aging population resulting in lower labour force participation rates
Knowledge economy requiring a more educated work force
David Cooperrider, the originator of a relatively new approach to organizational or institutional change called Appreciative Inquiry, tells the story of a conversation he had with the father of modern management, Peter Drucker, before his recent death. He asked Drucker, then 93, to distill the essence of what he knew about leadership. Drucker told Cooperrider, “The task of leadership is to create an alignment of strengths, making our weaknesses irrelevant.” Appreciative Inquiry (AI) is a way of helping organizations discover their strengths so they can create an alignment of those strengths, making their weaknesses and problems irrelevant. Since the mid-1980s, thousands of organizations in more than 100 countries – corporations, businesses, nonprofits, churches, educational and governmental organizations – have used this strengths-based approach to
organizational or institutional change and development.
In the emerging knowledge-based economy, employers are requiring new levels of skill from labour market entrants. As employers’ expectations of postsecondary graduates increase, Ontario’s publicly funded colleges and universities are working to provide students with much of the knowledge, skills, and training needed for success in the community and in the changing workplace. As a result, there has been a movement within the postsecondary education (PSE) sector to provide a closer integration of learning and work as a strategy for workforce skills development (Fisher, Rubenson, Jones, & Shanahan, 2009).
In particular, work-integrated learning (WIL) programs such as co-operative education, internship, and apprenticeship are frequently endorsed as educational modes of delivery to support such integration. Offering work-integrated learning experiences for students requires a significant investment of human and financial resources to be effective. Faculty in particular play an important role in designing, supporting, and implementing WIL opportunities for students. Despite a growing recognition of the essential role played by faculty, very little is known about their perceptions of and experiences with WIL. To shed light on this issue, this report provides the results of the WIL Faculty Survey conducted by the Higher Education Quality Council of Ontario (HEQCO) in partnership with 13 Ontario postsecondary institutions.
The report is part of a broader multi-phase project being undertaken by HEQCO on WIL in Ontario’s PSE sector.
The WIL Faculty Survey was designed to better understand faculty experiences with and perceptions of WIL as an element of postsecondary curriculum. Guided by a Working Group comprised of representatives from the 13 participating postsecondary institutions, the study sought to address four primary research questions:
1) How do faculty perceive the value and benefits of WIL to students, faculty members, and postsecondary institutions?
2) Do faculty views about WIL differ by employment status, program, gender, years of teaching, previous employment experience, or their own past WIL experience?
3) How do faculty integrate students’ work experiences into the classroom?
4) What concerns do faculty have about introducing or expanding WIL opportunities in postsecondary institutions?
The survey instrument was developed in consultation with the Working Group and was pre-tested with 25 faculty members. The survey was administered online from March to May, 2011, with e-mail invitations to participate sent to 18,232 faculty from the 13 partner institutions (6,257 college faculty and 11,975 university faculty). In total, 1,707 college faculty and 1,917 university faculty completed the survey to an acceptable cut-off point, for an overall response rate of 19.9%. Close to two-thirds of college faculty and roughly half of university faculty respondents reported having experience teaching in a program in which students participate in a co-op or apprenticeship. Fewer faculty had experience personally teaching a course with a WIL component, with 47.5% of college faculty and 28.9% of university faculty currently or previously having taught a course involving WIL. Among those who had taught a course with a WIL component, field placements were the most common type of WIL among college faculty, followed by mandatory professional practice (student placements required for licensure or professional designation). For university respondents, mandatory professional practice was the most common type of WIL taught, followed by applied research projects.
The government of Ontario has signalled the need for Ontario’s publicly funded universities to seek additional productivity gains while sustaining access and quality in light of fiscal constraints. It has identified differentiation as a key policy driver to achieve these goals.
Implementation of these provincial directions likely involves consideration of how universities deploy their faculty to meet their differentiated teaching and research mandates. In fact, a preliminary examination by HEQCO of productivity in the Ontario public postsecondary system suggested that how universities deploy their faculty resources may be one of the most promising
opportunities for universities to increase their productivity (HEQCO, 2012).
One in five Canadians will experience a mental health [glossary] problem this year1 and the onset of the symptoms of mental ill health often occur between the ages of 15 and 24.2 These numbers tell us that many students in post-secondary education will experience mental health problems while they are attending college or university.
Ontario post-secondary institutions report a large increase in the number of students with mental health disabilities registered with their Offices for Students with Disabilities (OSD) [glossary]. Some students come to university or college with a diagnosed mental health condition such as depression or anxiety. Other students develop symptoms of mental ill health gradually while they are at school and may not realize that they need professional help.
If you are reading this Guide, you may be a student who has already been diagnosed with a mental health disability, be in the process of being diagnosed, or perhaps you are a parent/guardian of a student. Our goal is to help simplify the post-secondary experience for students with mental health disabilities by providing “need-to-know” information that is accessible and relevant. The Guide is written in a question-and-answer format and is addressed directly to students with mental health disabilities – so we use “you” throughout the text.
The digital revolution is transforming our work, our organisations and our daily lives. Driverless cars are now legal in three American states. One third of payments in Kenya are made via mobile phones. Wearable computing will soon mean that your jacket will monitor your heart rate (should you want it to). I have seen a violin - played beautifully - that was 3-D printed.
This revolution is already in homes across the developed world and increasingly in the developing world too. And there, it is transforming the way children and young people play, access information, communicate with each other and learn. But, so far, this revolution has not transformed most schools or most teaching and learning in classrooms.
Demographic change, economic globalization, and the emergence of an increasingly knowledge-based economy have triggered rapid and unprecedented change in the Ontario labour market and in the skills required by employers. Since colleges and universities provide the largest inflow of workers into the labour market – generating four out of five new labour market entrants (Lapointe et al., 2006) – an effective, flexible, and responsive system of postsecondary education and training has been recognized as an essential investment in human capital. In an interconnected global economy, a diverse, well-educated, and highly skilled workforce is critical not only to innovation, productivity, and economic growth, but also to maximizing the human potential of all Ontario citizens.
This report summarizes the findings of an exploratory study commissioned by the Higher Education Quality Council of Ontario (HEQCO) on the impact of work-integrated learning (WIL) on the social and human capital of postsecondary education (PSE) graduates, with particular reference to the quality of student learning and labour market outcomes associated with WIL programs. The project was undertaken by HEQCO in collaboration with a working group of nine Ontario postsecondary institutions: Algonquin College, George Brown College, Georgian College, Laurentian University, Niagara College, University of Ottawa, University of Waterloo, University of Windsor, and Wilfrid Laurier University. The study had three overarching goals:
1. Develop a typology for understanding work-integrated learning in Ontario’s postsecondary sector;
2. Identify the learning, labour market and other benefits associated with WIL, as well as challenges and opportunities;
3. Recommend key issues and questions that would provide the focus for a second and larger phase of the project, including research with postsecondary students.
The research involved 39 key informants from Ontario colleges and universities, and 25 representatives of businesses and community organizations that provide WIL opportunities for students. Institutional key informants interviewed for the study expressed strong support for the overall project, including the goal of developing a shared framework and common language for WIL programs in order to minimize the potential for confusion between institutions, students, and employers. A typology of work-integrated learning was viewed as important to facilitating communication about WIL within and between institutions, and among institutions, students, employers, and community partners. Employers and community partners, meanwhile, valued
their participation in work-integrated learning programs, and appreciated the opportunity to share their perspectives on how WIL programs could be enhanced.