Human capital is key for economic growth. Not only is it linked to aggregate economic performance but also to each individual’s labour market outcomes. However, a skilled population is not enough to achieve high and inclusive growth, as skills need to be put into productive use at work. Thanks to the availability of measures of both the proficiency and the use of numerous types of skills, the Survey of Adult Skills offers a unique opportunity to advance knowledge in this area and this paper presents and discusses evidence on both these dimensions with a particular focus on their implications for labour market policy. This paper explores the role played in the labour market by skill proficiency in the areas of literacy, numeracy and problem solving in technology-rich environments. It also shows how skills use, not only proficiency, affects a number
of key labour market phenomena, such as the gender wage gap. Finally, the paper combines information on skill proficiency, educational attainment, skill use and qualification requirements to construct indicators of qualification and skills mismatch and to explore their causes and consequences.
What do 6,000 Quebec (Canada) students do with their iPads every day? What benefits does this technology have for education? What are the challenges for students and teachers? To respond to these questions and to shed more light on this new education trend, we decided to carry out one of the largest studies to date on the use of iPads in education in collaboration with 18 elementary and high schools in the province of Quebec, Canada. By the same token, we wanted to help teachers, students, principals, parents, educators, and other education stakeholders use the iPads for learning in more reflective and educational ways. The results show that the benefits outweigh the challenges. It would appear that incorporating the iPad into education constitutes a necessary risk for schools, and that this technological tool has breathtaking cognitive potential. At
the same time, introducing it into the classroom does not necessarily make for a smooth transition. On the contrary, this new technology can pose challenges that teachers may find hard to cope with if they are caught unaware. The key to successful integration of the iPad in education is therefore to provide teachers with proper training.
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.
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.
This quantitative study examined the relationship between the Big 5 personality traits and how they relate to online teacher effectiveness. The primary method of data collection for this study was through the use of surveys primarily building upon the Personality Style Inventory (PSI) (Lounsbury & Gibson, 2010), a work-based personality measure, was the instrument used to assess personality measures. In addition an evaluation instrument was developed by the researchers to evaluate classroom
performance across a 10-point scale. In total 115 instructors from a large predominantly online university were surveyed
through Qualtrics for personality traits and then had their courses evaluated for effectiveness and quality utilizing measures based on the Quality Matters program. Using a Pearson product moment correlation coefficient, it was found that 9 personality traits were significantly correlated with online teaching performance. While the results of this study can only be seen at this point as preliminary, it does open the door to further studies to determine if online teacher training or professional development interventions should take a different approach. Ultimately, the findings of this study demonstrated that personality does play a significant role in the effectiveness of online teaching performance.
OUSA asked students to answer questions about their experience with high-impact learning, active and participatory learning, work-integrated learning, and online courses. Students were also asked to provide their impressions about what resources
should be prioritized within their university, as well as how they viewed the balance between teaching and learning at their institution.
We’ve found that, for the most part, students are accessing high-impact and work-integrated learning at greater rates than ever, and are having a broad selection of pedagogical experiences, We’ve also found that more than half of students have
experienced and online course. Generally, students are either neutral or positive about the impact these experiences have had on their education.
Students prioritize instructor training to a notable margin over increasing research opportunities and reducing class sizes, and feel that universities generally prioritize research over teaching when balancing the two missions.
This report is the first by StudentsNS to focus principally on the organisation’s quality value. This paper conceptualizes quality in post-secondary education (PSE), examines the tools used by PSE institutions in Nova Scotia to uphold and enhance quality,
and finally, recommends policies to develop a more student-centred approach to quality measures and assessments. Our understanding of quality in PSE has shifted overtime from the traditional notions of excellence and exclusivity to a focus on
access, accountability, learning outcomes, and the student experience. This shift, however, has not been fully realized within the different mechanisms for supporting and measuring PSE quality. As a result, many of these mechanisms do not effectively
address the real factors affecting learning, institutions are insufficiently accountable for students’ learning, and student voice is not adequately supported. More research is needed to better understand the state of teaching and learning, especially within
universities. However, it is clear that, across the system, a greater emphasis needs to be placed on continual improvement in instruction and pedagogy, on learning outcomes, and on effective quality assurance. Recommendations in the report address
these three themes, envisaging a more student-centred, evidence-based, teaching and-learning-driven PSE system for our province. The report does not provide StudentsNS last word on PSE quality, but represents the first of many projects to explore
ways that Nova Scotia’s PSE institutions can better meet students’ expectations
and support their lifelong success.
Working while learning is now the accepted pathway to education and training for both young and mature working learners.
When working with aggregate data, it’s easy to lose sight of the voices and experiences of the people being studied. As part of the research for this report, the authors interviewed a number of actual working learners — some of whom were part of ACT’s working learner advisory council — and utilized their personal experiences and stories to illuminate the report and to develop policy proposals that would satisfy their needs. The following are some of the individuals who helped to provide insight into the lives of today’s working learners:
In May 2004 the Adult Education Review was launched at the request of the Minister of Education and the Minister of Training, Colleges and Universities. The goal of the review was to propose a policy framework for adult education and recommend actions that would not only support but also improve adult education in Ontario.
Probing the question of the effectiveness and applicability of outcomes-based funding policy for higher education in Ontario requires an approach that (1) reviews current research and policy literatures on this topic and (2) differentiates and contextualizes the knowledge available. In order to evaluate successful and unsuccessful policy features and institutional practices, it is important to take stock of current policies across varied provincial, state, regional and national contexts, as well as over time. The topic of outcomes-based funding has received considerable and continuing attention in the research and policy literatures, and syntheses of these are currently available (e.g., Dougherty & Reddy, 2011, 2013; Frøhlich, Schmidt & Rosa, 2010; National Conference of State Legislatures, 2013). However, a comprehensive policy-relevant perspective can only be a product of extended study that considers policy contexts internationally and provides an actionable, differentiated view on the research and policy in this area. This study will examine policy and research literature to address the following research questions:
1. What provinces, states and countries are funding their public postsecondary systems on the basis of outcomes, and what proportion of funding is devoted to these funding mechanisms?
2. Have outcomes-based funding policies in place within jurisdictions changed over time and, if so, how?
3. How has the implementation of performance-based funding affected the performance of higher education institutions?
4. What successful practices can be identified based on others’ experiences?
5. What unsuccessful practices can be identified based on others’ experiences?
6. What are the overall trends in outcomes-based funding in other jurisdictions?
In 2004, former Ontario Premier Bob Rae was invited to lead the Postsecondary Education
Review to provide advice on the seemingly intractable job of reconciling the province’ aspirations for a high quality, highly accessible and affordable postsecondary education system with the level of financial support that governments have felt able to provide for this endeavor. The report was
considered extremely successful in providing 28 recommendations that were “sensitive to long
standing patterns of public opinion, articulated new public goals, [and] recognized the important
role to be played by each major stakeholder.”(Clark and Trick, 2006, p. 180).
As
Abstract
Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for postsecondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower
likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011—a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy
climate of Ontario in the years spanning our two cohorts.
We use data for a large sample of Ontario students who are observed over the five years from their initial entry to high school to study the impact of course selections and outcomes in high school on the gender gap in postsecondary enrolment. Among students who start high school "solidly" in terms of taking the standard set of grade 9 courses (e.g., math, language, science, etc.) and performing well in these courses, we find a 10 percentage point gap in the fraction of females versus males who register for university or college (69% versus 59%). This gap is seen with respect to university registration (43% for females versus 32% for males) but not in college registration. We then show how the gender gap in university registration is related to the gender gaps at two earlier stages: (1) the first year of high school, where students can select either academic or applied track classes in core subjects including math and languages; (2) the final year(s) of high school, where students who intend to enter university must complete a minimum number of university-level classes.
Revenues and expenses
• In 2012-13, college system revenues totaled almost $3.7 billion. Grant revenue from all sources accounts for half of college system revenue.
• College system expenses amounted to about $3.5 billion. Like other organizations in both the public and private sectors, salaries and benefits are by far the largest expense item for colleges.
Trends in college funding
• In 2013-14, real operating funding per student (FTE) was about five per cent higher than in 1998-99 – but 16 per cent lower than during the peak in 2007-08.
• Per student revenue from operating grants and tuition fees for Ontario colleges continues to be the lowest among the provinces. Funding per student for Ontario colleges continues to be significantly lower than that for secondary schools and universities.
• Space per student is much lower for Ontario colleges (90 square feet per student) in comparison to universities and secondary schools.
• In current dollars, the apprenticeship per diem has decreased slightly since 1998-99. However, after inflation is taken into account, the per diem has decreased by 28 per cent. The student in-school fee, which was implemented in 2002-03, has not been increased since its introduction.
Human resources
• Colleges employ more than 43,000 people. From 1997-98 to 2012-13, the number of full-time staff employed at colleges increased by 28 per cent, while enrolment increased by 31 per cent.
Student financial aid
• In 2012-13, almost 125,000 college students were OSAP recipients. This represents about two-thirds of the total full-time post-secondary enrolment.
• The default rate for student loans for all post-secondary institutions in 2012 was 9.8 per cent. For the college system, it was 13.4 per cent.
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.
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.”
The focus of this study was to determine the graduation and employment rates of Indspire’s Building Brighter Futures: Bursaries and Scholarship Awards (BBF) program recipients. Methodologically, the study was structured as a qualitative-quantitative survey. A total of 1,248 Indigenous students who received funding through Indspire’s BBF program between 2000-2001 and 2012-2013 participated in a survey. The report gathers data from a sample of Indigenous students in all provinces and
territories.
Here in Ontario, we’re preparing students to make their mark on the world.
That’s not an exaggeration. Ontario’s colleges and universities produce talented, driven and innovative thinkers. These leaders go on to find success in global health, international trade, cross-border research partnerships and so much more. They then come back to Ontario, creating businesses and investing in the community that gave them their start. That’s the kind of future we want for more people in Ontario, and there’s no reason that a competitive, international edge can’t start earlier in one’s career.
This project was designed to evaluate how an online social learning environment implemented within the disciplinarily-defined context of a university department might enhance academic engagement, research collaboration and the achievement of learning outcomes among undergraduate students. In developing this research, we were guided by the following research questions:
• How can social networking and progress-tracking technologies enhance academic engagement and student experience in a discipline-bounded environment?
• How can networked academic profiles create a more cohesive academic experience for students?
• Can use of networked academic profiles strengthen students’ academic orientation to new media and information literacy?
The Innovation Skills Profile (ISP2.0) isolates the unique contribution that an individual’s skills, attitudes, and behaviours make to an organization’s innovation performance.
The Conference Board of Canada and the Centre for Business Innovation invites and encourages employees, employers, educators, students, government, labour, and communities to use the ISP2.0 as a framework for dialogue and action.
Collectively, the skills of individuals create an organization’s capacity to innovate.