Canada’s performance in higher education and skills development has been fairly strong for many years. On key measures we are at or near the top of international rankings and our highly skilled people contribute to economic competitiveness, social
innovation, and political and community well-being. But there are troubling indications that Canada’s skills and education performance is deteriorating, that not enough is being done to address a range of economic and social problems, and that opportunities and benefits have been poorly distributed across regions and groups. In short, there are signs that we are not doing enough to achieve the high levels of skills excellence and equity we need. Action is needed to sustain and enhance the performance of higher education and skills development in Canada.
In the following report, Hanover Research examines programs and initiatives employed at peer institutions to improve retention rates from first year to second year, and second year to third year, as well as graduation rates. The report includes a review of national findings regarding issues and factors essential to student retention, as well as an extensive examination of 18 of the peer institutions of XYZ University.
This report aims to summarise the key findings from a research project investigating the styles of and approaches to leadership, and leadership behaviours, which are associated with effectiveness in higher education. The project consisted of two distinct tasks, the first was a systematic search of literature relating to leadership and
effectiveness in higher education studies. The second element was a series of semi-structured interviews with academics who were involved in researching leadership in higher education, or leadership more generally. The key research question directing the investigation was: ‘What styles of or approaches to leadership are associated with effective leadership in higher education?’ In addition to this publication, an extended report has also been written which includes longer sections covering the head of department and institutional level analyses, and more detail
about many of the studies reviewed.
One-to-one computing is getting a boost from an emerging technology model that combines cloud computing with easy-to-manage laptops called Web clients. The result: Some school districts say technology is finally shedding its disruptive impact on classrooms.
In this white paper, we report on the chronic problem of humanities PhD academic underemployment, develop an argument for the social value of high-level humanities research and teaching, and outline a series of measures for the reform of the PhD in the humanities. We note that most recent thinking about humanities graduate study has focused on the institution of the academy and the academic labour market. While we agree that these are significant focal points, we nevertheless maintain that it is important to develop a wider viewpoint that sees the university as a participant in the political world.
In March 2004, a sweeping agenda was unveiled by the Federal government to stimulate the development of “a Canada of success.” The underlying strategy has two fundamental components:
• Support learning by providing young Canadians with tools to success, while encouraging lifelong learning for all; and
• Support innovative Canadian industries and enhance productivity.
Ontario’s 24 Colleges of Applied Arts and Technology have a long-standing track record of successful collaboration with the private sector, the public sector, local communities and regional economic clusters in providing state-of-the-art education and training that fosters leadership, enhances workforce productivity and strengthens the economy.
In recent years, Ontario colleges have also been increasingly encouraged to engage in applied research activities by private- and public-sector partners. These partnerships, of which more than 80 examples are provided in this paper, are frequently initiated by small and medium-sized organizations seeking innovation and commercialization opportunities
essential to sustaining their operations. Lacking the capacity to do their own applied research and development, these organizations turn to Ontario colleges, with whom they often have long-standing education and training relationships, to provide the applied research, commercialization expertise and facilities necessary to stay ahead of their competition.
Post-Secondary Education in Ontario: Managing Challenges in an Age of Austerity – Eastern Ontario Results January 2013
But it was the “non-official” leadership work—reading and writing professionally, webinars for groups like the Center
for Teaching Quality, interdisciplinary collaboration with colleagues, building community partnerships for my students, and summer residential graduate work at Middlebury College’s Bread Loaf School of English—that really kept me energized as an educator. The extra work, connections, and opportunities I got from these endeavors kept me motivated to remain in the classroom.
The 2014 Universitas 21 ranking of national systems retains the methodology of the 2013 rankings, but supplements this with an auxiliary ranking that takes account of stages of economic development. 24 desirable attributes are grouped under four broad headings: Resources, Environment, Connectivity and Output. The Resources component covers government expenditure, total expenditure, and R&D expenditure in tertiary institutions. The Environment module comprises a quantitative index of the policy and regulatory environment, the gender balance of students and academic staff, and a data quality variable. The Connectivity component has been extended by including measures of interaction with business and industry, in addition to numbers of international students, research articles written with international collaborators and web-based connectivity. Nine Output variables are included that cover research output and its impact,
the presence of world-class universities, participation rates and the qualifications of the workforce. The appropriateness of training is measured by relative unemployment rates.
This annual report from Noel-Levitz goes beyond the usual metrics of standardized test scores and high
school transcripts to explore a wide range of non-cognitive attitudes that infl uence student retention and
college completion rates for today’s entering college freshmen. Findings are reported separately for four year
and two-year institutions, private and public, as well as for student subsets such as male vs. females.
The report is based on student survey responses drawn from a sizable national sample of entering
undergraduates in 2013.
The special focus of this 2014 report is on career decision-making. Just how many (and which) of today’s
entering freshmen are uncertain of their career direction? And how many of these students want help with
choosing a career direction?
Canada’s long-term prosperity depends on providing Canadians with the education and skills needed to participate fully in our economy, and on enhancing the ability of companies, particularly small-and- medium-sized enterprises, to become more productive and innovative.
The recommendations of the Association of Canadian Community Colleges (ACCC) focus on investments in education and skills training, infrastructure improvements and innovation and commercialization.
Why this book?
Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students,
demands from government and employers who want more accountability and the development of graduates who are
workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature,
teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no
matter what changes or pressures they face.
Transnational Education (TNE) is a component of the wider phenomenon of the internationalisation of education.
The general principal of TNE is that students can study towards a foreign qualification without leaving their home country; meaning that the programmes and providers cross national and regional borders, not generally the student. While robust data is generally lacking, available evidence suggests that TNE is continuing to expand and that modes of delivery and policy approaches to TNE continue to evolve on a country-by-country basis. This report summarises the findings of an ambitious programme of research.
BY UNDERSTANDING HOW THE BRAIN WORKS, educators are better equipped to help students with everything from focusing attention to increasing retention. That’s the promise of brain-based learning, which draws insights from neurology, psychology, technology, and other fields. Bringing this information to the classroom can help teachers engage diverse learners, offer effective feedback that leads to deeper understanding, and create a rich learning environment that attends to students’ social and emotional needs along with their developing brains.
Chances are, you already know more about brain-based learning than you think you do. When you introduce topics to your students, do you begin by activating prior knowledge? That helps learners build on what they already know, strengthening connections in the brain. Do you use tools like graphic organizers, songs, or rhymes? These strategies help students represent their thinking visually, kinesthetically, and phonetically. These techniques all deserve a place in your tool kit because they get the brain primed for learning.
Online learning and digital interaction is pervasive in today’s educational environment.
Where rich multimedia content once was an exception, it's increasingly the rule in K-12 and college classrooms. Blended or hybrid courses that mix elements of traditional classroom learning with online education are the norm in many school districts and universities. And completely online courses — not to mention entirely virtual colleges and school districts —
are emerging with growing frequency. But educational institutions aren’t just delivering learning content differently; they’re interacting digitally with the diverse stakeholders that make up the education community.
For instance, students access grades and transcripts online. Parents monitor student attendance electronically and e-mail teachers with their concerns. Students and teachers collaborate via social networks. School staff members conduct common employee transactions — choosing benefits, booking vacation time, etc. — through district Web portals. And the list goes on.
Yet, the vast potential of online learning and digital interaction comes with significant technology challenges. Broadening learning opportunities through multimedia tools, offering remote access to educational content, and letting users remotely tap into school data and systems demands that schools manage new levels of IT complexity and adopt more sophisticated approaches to IT security. This guidebook is designed to help educational institutions deal with these issues.
We’ll examine significant trends in online learning to gain an understanding of what colleges and school districts need to prepare for. It’s clear that technology is changing teaching models — both inside and outside of the traditional classroom. Funding reductions for public universities are forcing higher education institutions to reconsider the delivery model for college courses. Governors and mayors pressure school districts to improve student performance — especially in critical subjects like science and math. Educators and administrators search for effective and affordable approaches for keeping at-risk students in school and helping special-needs students succeed. Online learning and new forms of digital interaction play a growing and evolving role in all these issues. But if technology is going to answer these challenges, the IT environment must be simplified. Therefore, we’ll present strategies for managing growing technological complexity. Students, parents, teachers and administrators expect 24/7 access to course material, grades, attendance, admissions and more. What's more, they want to access that information from a dizzying array of devices, from traditional desktops and laptops, to smartphones and slick new tablets. Some of those devices may be owned and managed by the educational institution — but a growing number of them are not. How do you respond to all of this without deploying hundreds of conflicting applications and hiring an army of expensive IT professionals to keep it all straight? We’ll show you some solutions through powerful technologies like endpoint virtualization.
Apprendre aux enfants et aux adolescents quelles sont leurs limites personnelles leur permet de développer leur sens des responsabilités et la maîtrise de soi. Développer le sens de l'autonomie, du respect de soi et d'autrui permet d'avoir une meilleure estime de soi. Dans ce cours, les élèves apprendront les règles relatives à l'espace personnel, au toucher et à la sécurité personnelle afin de maintenir des limites saines.
Executive Summary
Media fragmentation is occurring at light speed in today’s multi-platform environment, which features not only computers, but smartphones, tablets, gaming platforms and a seemingly ever-increasing number of emerging devices.
The strong swelling of mobile audiences, devices and consumption habits have shown us that consumers have become more platform agnostic in their digital media consumption and happily switch devices throughout the day and into the night to stay up to date on email, news, social media etc.
comScore has been preparing for a future scenario where most people will consume content on the go and PCs would no longer be the center of the digital universe. This future is quickly becoming a reality.
The following report examines how the latest trends in web usage, online video, digital advertising, mobile, social media and e-commerce are currently shaping the Canada digital marketplace and what that means for the coming year
As with any provider of products and services to be sold, the value proposition for community colleges depends on who’s buying. Community colleges are confronted with a diverse collection of potential buyers with different needs and their own valuation of what the services are worth. The local community, businesses, state and federal governments, donors, and individual students are potential buyers and community colleges are uniquely poised to fulfill their needs.
It is generally acknowledged that immigrants to Canada face three main barriers in their search for work commensurate with their background and qualifications:
· difficulties in having their foreign credentials recognized;
· weak English or French-language skills, particularly profession-specific language skills; and
· the discounting, lack of valorization or non-recognition of foreign work
experience.
Most programs and initiatives designed to address these barriers, however, only address the first two systematically.
One of the biggest obstacles for newcomers to the Canadian labour market is the focus on Canadian experience and credentials within the hiring process. Understandably, employers look for a familiar point of reference when assessing a candidate's skills and background. They look for experiences and companies they recognize on a resume or in an interview.
However, this mistrust of international experience places new immigrants in a Catch 22 situation where they can't get a job without Canadian experience and can't get Canadian experience without a job. It also meansemployers are missing out on a valuable talent pool and the opportunity to tap into a growing customer base.
This paper reviews the use of online learning in higher education in Canada and internationally. The paper focuses on the following questions:
• What are the cost implications of a shift to online learning? Specifically, does a greater use of online instruction save institutions or systems money and, if so, under what circumstances?
• What do we know about the relationship between online learning and important variables
that are often considered when discussing the “quality” of an institution or of a system?
The methodology combines a review of published literature and an environmental scan of recent developments, recognizing the rapidly evolving nature of the subject matter.
The evidence reviewed suggests that, for a range of students and learning outcomes, fully online instruction produces learning that is on par with face-to-face instruction. The students most likely to benefit are those who are academically well prepared and highly motivated to learn independently.
Students who are not well prepared to learn at the postsecondary level or do not devote the necessary time to learning are less likely to benefit from online learning and may in fact do better in a face-to-face setting.