In an era of fiscal restraint, it is particularly important that governments focus on providing the greatest value to Canadians in the most efficient way. The most common response for those acting under financial pressure is to examine what a government does and to choose among competing priorities. However, a complementary approach is often overlooked: Governments must also examine how the work gets done.
Across sectors, organizations are continuously improving the way they work. Teams are developing better practices and processes, leveraging new technologies, and building more efficient and inspiring workspaces to generate greater value.
10 Ways to Distinguish Consent
A GUIDE FOR STUDENTS AND ADVISORS
Teaching preparation is enriched by opportunities for teacher candidates to participate in practicum experiences where they integrate classroom theory into practice. Typically, such practicum placements take place in classroom settings where teacher candidates facilitate the learning of school-aged children by teaching the established curriculum of the jurisdiction. However, some teacher education institutions are offering teacher candidates alternative practicum experiences that may take different forms. One of those forms is a service learning practicum. However, the advantages and challenges to a teacher candidate’s professional growth resulting from involvement in this alternative form of community-based practicum are not yet fully understood. This study examines the experiences of two groups of teacher candidates who engaged in 120 hours of pre-service community-based service learning placements in different models, and reports on teacher candidates’ perceptions of their learning. The major difference between the two placement models was the configuration of time allowed for service learning in the programs. On one campus, teacher candidates engaged in service learning for four consecutive weeks in the final term of their five-year program. On the other campus, teacher candidates could configure 120 hours of service learning over an extended time period during their fourth year of the program. The perceptions of each group of participants allow for comparisons of the benefits of each model and provide an overview of the associated learning outcomes of the entire group.
A March article in The New York Times, "Want to Fix Schools? Go to the Principal’s Office," piqued our interest. We
wondered: If we could "fix" the problems we see going on in academe, particularly at universities, at whom would we
aim attention and money?
That’s not a simple question. Universities are complex creatures. Systems have been built upon systems. Decades,
if not centuries, of calcified processes and cultural norms can be traced back to the German model of the research
university and the teaching and hierarchical models of 11th-century Bologna.
It's one of the commonly held beliefs about First Nations people in this country: they all get free post-secondary education.
Problem is, it's not true. And the reality is much more complicated.
To help make sense of it, here's a little of what Canadians should know about First Nations people and funding for
post-secondary education.
One of the most dramatic changes at Ontario's universities over the last quarter century has been a shift in the nature of academic work away from full-time tenure-stream positions towards insecure, contract positions. OCUFA estimates that the number of courses taught by contract faculty at Ontario universities had nearly doubled - increasing by 97 per cent - betweem 2000-1 adn 2013-14.
LAMBTON COLLEGE VISION/MANDATE
Lambton College fosters innovation and entrepreneurship among our faculty, staff, and students, and in the local and global communities we serve. As the sole provider of higher education in our region, and as a mobile learning college, we are committed to providing teaching and learning excellence in a broad range of program offerings, and a full range of credentials in alignment with our areas of specialization.
It should be noted that our Strategic Mandate was developed within the context of the Lambton College Strategic Plan, and was developed and received with and by the Lambton College of Applied Arts of Technology Board of Governors.
Vision
Rooted in our communities, we will be a globally recognized college delivering innovative learning opportunities and preparing career-ready graduates to be leaders in their fields.
Mission/Mandate
• We are dedicated to student success, academic excellence, and leadership in our communities.
• We meet the learning needs of postsecondary students in Eastern Ontario and support, through
education and training, the economic, social, and cultural needs of the communities we serve. As the primary provider of quality and accessible education in our region, we are our communities’ pathway to educational opportunities. We are committed to our strategic directions:
- Student Experience – Provide outstanding campus communities, support services, and engagement opportunities that enhance the success of our students.
- Contemporary Learners – Foster digital and foundational literacies in our students through academic grounding and real world experience.
- Sustainability – Be accountable for our decisions and actions to ensure our long- term viability, reduce our environmental impact, and foster a healthy and dynamic college.
For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: “Investing in people will be Canada’s most important economic investment.”
International graduates of Canadian universities are “the perfect candidates” for citizenship, says immigration
minister
Canadian-educated international students are exactly the sort of would-be immigrants this country should be courting, the federal government has said as it moves on election promises to make immigration policy friendlier to international graduates of Canadian postsecondary institutions.
The government’s first step came in late February when it introduced legislation repealing changes made under the previous Conservative government’s controversial Bill C-24 of 2015. Although the Conservatives had made adjustments over time that generally made immigration policy more favourable to international students, Bill C-24, enforced in their last year in office, made it harder for international graduates of Canadian postsecondary programs to qualify for citizenship.
This draft framework has been approved by the Committee of Presidents of the 24 publicly-funded colleges. In approving this template, the presidents recognize that individual colleges may need to make changes to reflect local circumstances during the development of their stand-alone sexual violence and sexual assault policy and protocol. In doing so, the colleges have committed to retaining as much consistency with the template as possible to reflect a similar style, tone, and format that will help
students and others easily access information they need no matter which college they approach.
Selon les estimations du Conference Board du Canada, la pénurie de compétences entraîne un manque à gagner annuel de 4,7 G$ pour le PIB de la Colombie Britannique et de 616 M$ pour les recettes fiscales provinciales.
• Le Conference Board a mené une enquête auprès de 854 employeurs de Colombie Britannique – ce qui couvre plus de 130 000 employés, soit 9 % des employés de la province – afin de connaître les compétences, les professions et les diplômes qui
leur sont nécessaires pour répondre à leurs besoins actuels et futurs.
• Il existe beaucoup de choses que les employeurs, les éducateurs, les gouvernementset les particuliers, notamment les étudiants, peuvent faire pour résoudre la pénurie ou l’inadéquation des compétences et préparer la Colombie Britannique à saisir les nouveaux débouchés qui lui permettront d’exploiter pleinement son potentiel économique.
OUSA’s LGBTQ+ Student Experience Survey was a mixed methods research project conducted in Novem-ber 2014 designed to gain understanding of the opinions and experiences of Ontario university students who identify as Lesbian, Gay, Bisexual, Trans, Queer, Questioning, or other orientations or identities that do not conform to cisgender and heterosexual paradigms (LGBTQ+). The purpose of the survey was to identify any gaps that might exist in university services, programming, and supports that can diminish or negatively impact university experiences for these students.
The policy debate at Mount St. Mary's University has from the start involved more than President Simon Newman's comparison of at-risk students to bunnies that should be drowned or killed with a Glock. Faculty members and the provost (whom Newman has since demoted) objected to plans to give all freshmen a survey and then to use the survey to identify new students who might -- in their first weeks in college -- be encouraged to quit before Mount St. Mary's would have to report them as having been enrolled and thus dropping out. The theory behind the plan was to increase the university's retention rate.
The United States remains the leading educational destination of globally mobile students; however, actionable information about the experiences that mitigate the key challenges international students face is rare. Almost weekly, new headlines highlight the uneven and unequal experiences of international students.
This report confirms many of the disturbing trends reported in major higher education periodicals, including a lack of community, low-quality faculty-student interactions, and uneven global learning. It adds to the nation-al conversation by highlighting “encounters with difference that make a difference” based on an analysis of a representative sample of 36,973 U.S. and international students from 135 U.S. colleges and universities using the Global Perspective Inventory (see Braskamp, Braskamp, & Engberg, 2013).
This paper examines the relationship between individuals’ personal exposure to economic conditions and their investment choices in the context of human capital. Focusing on bachelor’s degree recipients, we find that birth cohorts exposed to higher unemployment rates during typical schooling years select majors that earn higher wages, that have better employment prospects, and that more often lead to work in a related field. Much of this switching behavior can be considered a rational response to differences in particular majors’ labor market prospects during a recession. However, higher unemployment leads to other meaningful changes in the distribution of majors. Conditional on changes in lifetime expected earnings, recessions encourage women to enter male-dominated fields, and students of both genders pursue more difficult majors, such as STEM
fields. These findings imply that the economic environment changes how students select majors, possibly by encouraging them to consider a broader range of possible degree fields. Finally, in the absence of this compensating behavior, we estimate that the average estimated costs of graduating in a recession would be roughly ten percent larger.
The growth of transnational education, or TNE, must go hand in hand with an increase in quality, according to a panel of experts taking part in a webinar on the future of cross-border higher education.
With countries hosting TNE programmes tightening up on regulations, the webinar heard universities in the United States, United Kingdom and other countries providing transnational education were withdrawing from the riskier end, such as franchising and validating, and focusing instead on distance learning, branch campuses and joint or dual degrees where they have greater quality control.
SUMMARY
This paper presents an overview of gender differences in education outcomes in OECD countries. A rich set of indicators describes the improvement of educational attainment among women over the past decades, and various dimensions of male under-performance in education. Possible explanatory factors include incentives provided by changing employment opportunities for women, demographic trends, as well as the higher sensitivity of boys to disadvantaged socio-economic backgrounds. Gender differences in field of study and in performance by subject are found to be related to attitudes and self-perceptions towards academic subjects, which are in turn influenced by social norms. A number of policy options to address gender gaps are presented in the final section of the paper.
RÉSUMÉ
Ce document présente un aperçu des différences entre garçons et filles dans les résultats scolaires des pays de l’OCDE. Les indicateurs utilisés décrivent l’amélioration du niveau d’instruction des femmes au cours des dernières décennies et les différents domaines dans lesquels les garçons obtiennent des résultats inférieurs par rapport aux filles. Parmi les explications avancées figurent les politiques encourageant les opportunités d’emploi pour les femmes, les tendances démographiques ainsi que la vulnérabilité accrue des garçons issus de milieux socio-économiques défavorisés. Les différences entre hommes et femmes dans le domaine des études et dans les résultats scolaires par discipline tiennent aux mentalités et à l’autoperception des disciplines, et sont elles-mêmes influencées par les normes sociales. La dernière section du document présente un certain nombre de mesures pouvant combler les disparités entre hommes et femmes.
Canada’s Economic Action Plan (EAP) is working— creating jobs, keeping the economy growing and returning to balanced
budgets. Since the beginning of the recovery, Canada has achieved the best job creation record of any Group of Seven
(G-7) country, and one of the best economic performances in the G-7.
Economic Action Plan 2014 continues to support jobs and growth by connecting Canadians with available jobs, strengthening Canada’s labour market and investing in the workforce of tomorrow.
This report was commissioned by the Canadian Council of Chief Executives (CCCE) as part of a multi-year effort to improve the quality of education and skills training in Canada while enhancing young people’s ability to succeed in the 21st century job market. Opinions in the paper are those of the author and do not necessarily reflect the views of the CCCE or its members.