This white paper reviews the BCcampus Competency to Credential approach to flexible learning in trades training in British Columbia. First, it considers the broader notion of competency-based education and the development of the Competency to Credential concept in response to current education and training challenges. The paper then considers at a high level how the concept may also be applied to other competency-based education and training programs, such as in health care education. In particular, though, this paper describes how the Competency to Credential approach brings system stakeholders together in a collaborative and unified effort to improve trades training and education system-wide in British Columbia and shows how a broader application to other jurisdictions and trades sectors in Canada might occur.
To exemplify the Competency to Credential approach, the paper focuses on the first two phases of a pilot project targeting certification challengers within the Professional Cook trade in British Columbia.
The purpose of this research study was to investigate if and how mobile devices could be used to support the required program outcomes in a blended pre-service teacher education degree. All students enrolled in an educational technology course during the fall 2011 semester were provided with ViewSonic tablets. Through faculty interviews, student online
surveys, and a post- course focus group, the study participants indicated that mobile devices could be useful for supporting future professional responsibilities (e.g., career-long learning, collaboration) and facilitating student learning but less effective for planning, assessment, and managing the classroom environment.
Non-direct entrants to Ontario’s colleges have not been well understood through research. Shifting demographics and a changing labour market indicate that the colleges need to attract a greater number of individuals from a variety of entry pathways.
The objective of this report is to profile applicants and students coming to Ontario colleges through a non-direct route, relative to those who have come directly from high school, in terms of their demographics, perceptions, influences, finances and use of student services. Creating profiles of non-direct entrants, segmented by various entry pathways, provides valuable insight for recruitment strategies, admissions processes, anticipation of student needs and services, and programming decisions. This report utilizes existing data sources that have been re-configured and analyzed to enable the development of a profile of non-direct entrants.
In Canada and elsewhere, a great deal of research has described patterns of youth unemployment and difficulties in youth school to work transitions. A significant proportion of this has focused on the types of barriers facing particular groups of youths who, in turn, become marginalized in relation to labour markets access, career development and society. The Following the Success (FTS) project builds on this research and explores additional issues that are less well represented in the literature. These issues spring from three general gaps. First, despite a solid understanding of the effects of marginalization on youth labour market outcomes, the perspectives of both youth and employers on forms of marginalization are less well understood. Second, the bulk of existing research essentially tracks failed labour market transitions. This is important. However, equally valuable is research devoted to understanding instances of ‘success’ during which youth obtain stable and potentially career-establishing positions in the labour market. And third, the bulk of research in this area frames marginalization as a relatively static process. What is needed is a dynamic perspective that takes into account how both youth and employers learn to overcome these
marginalizing factors to varying degrees within youth employment. The FTS project was designed to respond to these three main gaps in the research literature in order to further supplement knowledge of the relationship between workplace learning practices, employment and marginalized youth success.
The results of the latest MetLife Survey of the American Teacher confirm what many of us are experiencing and seeing in the depressing descent of the teaching profession. In the past two years, the percentage of teachers surveyed who reported being very satisfied in their jobs has declined sharply, from 59 percent to 44 percent. The number who indicated they were thinking of
leaving the profession has jumped from 17 percent to 29 percent. Imagine being a student knowing that every other teacher you encounter is becoming less and less satisfied, and close to one in three would rather be somewhere else.
During the last third of the twentieth century, college sectors in many countries took on the role of expanding opportunities for baccalaureate degree attainment in applied fields of study. In many European countries, colleges came to constitute a parallel higher education sector that offered degree programs of an applied nature in contrast to the more academically oriented programs of the traditional university sector. Other jurisdictions, including some Canadian ones, followed the American approach, in which colleges facilitate degree attainment for students in occupational programs through transfer arrangements with universities. This article offers some possible reasons why the Ontario Government has chosen not to fully embrace the European model, even though the original vision for Ontario’s colleges was closer to that model to than to the American one.
The Canadian Graduate and Professional Student Survey (CGPSS) is a national survey that was completed by over 51,000 students across 48 universities in 2013. This comprehensive survey includes questions covering a broad array of topics including students’ satisfaction with their departments, programs and advisors, availability of funding, use and quality of university services, and satisfaction with professional development supports (CAGS, 2010). This report uses data and opinions collected from graduate students through the CGPSS in an effort to contribute to the conversation on graduate student education in Canada.
Colleges and Institutes Canada’s (CICan’s) 2015 Survey of Institutional Capacity, Facilities and Equipment Needs confirms that colleges and institutes continue to be in great need of infrastructure support.
Can all the universities that claim to be “world-class” actually live up to the claim? If they could be, would that be desirable public policy? It could be that there are so many different meanings of “world-class” that the term in practical effect is an oxymoron: the deﬁ nition of “world” is determined locally when conceptually it should be deﬁ ned internationally. This paper discusses different kinds of institutional quality, how quality is formed and how it can be measured, particularly by comparison. It also discusses the subtle but fundamental differences between quality and reputation. The paper concludes with the suggestion that world-class comparisons of research quality and productivity are possible, but that any broader application to the “world-class” quality of universities will be at best futile and at worst misleading.
Using two conceptual frameworks from political science—Kingdon’s (2003) multiple streams model and the advocacy coalition framework (Sabatier & Jenkins-Smith, 1993)—this case study examines the detailed history of a major tuition policy change in Ontario in 2004: a tuition freeze. The paper explores the social, political, and economic factors that influenced policymakers on this particular change to shed light on the broader questions of the dynamics of postsecondary policymaking. The study found that the Liberal Party’s decision to freeze postsecondary tuition fees was a function of stakeholder relations, public opinion, and brokerage politics, designed for electoral success. The policy implementation strategy was intended to facilitate the cooperation and interests of the major institutions. Within the broader policy community, student-organized interest groups and other policy advocates were aligned in a policy preference, a critical component for successful change.
À l’aide de deux cadres conceptuels en science politique, le modèle à volets multiples de Kingdon (2003) et le cadre de coalitions de défense de Sabatier et Jenkins-Smith (1993), la présente étude de cas examine l’histoire détaillée d’un changement majeur en matière de politique de frais de scolarité qui a eu lieu en Ontario en 2004 : le gel des frais de scolarité. Le présent article examine les facteurs sociaux, politiques et économiques qui ont dirigé certains responsables
politiques vers ce changement particulier, afin de faire la lumière sur les questions plus générales portant sur la dynamique de
l’élaboration de politiques en matière d’enseignement postsecondaire. L’étude conclut que la décision du parti Libéral de geler les frais de scolarité des études postsecondaires relevait de relations avec les intervenants, d’opinion publique et de politique de médiation, dans le but de remporter les élections. La stratégie de mise en œuvre de la politique visait à faciliter la coopération et les intérêts entre institutions d’envergure. Au sein d’une communauté politique plus large, des groupes d’intérêt étudiants et d’autres défenseurs de la politique partageaient la même préférence politique, un élément essentiel
à la réussite de ce changement.
Canada’s universities are committed to working with all parliamentarians to build a more prosperous,
innovative and competitive nation. We do this through research that drives economic growth and addresses pressing social problems, and education that provides students with the advanced skills needed to thrive in a dynamic, global job market.
Budget 2014 included important investments in research and innovation, as well as support for internships. The Finance Committee is to be commended for its role in promoting them.
The university community’s recommendations for Budget 2015 focus in three areas: enhanced funding for research and innovation; an opportunities strategy for young Canadians; and initiatives to attract more Aboriginal Canadians to postsecondary education. Together, these recommendations contribute to three themes outlined in the Committee’s request for submissions
As our nation strives to have all students graduate from high school ready for college and other postsecondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with
economically disadvantaged students. For example, in states where all eleventh graders take the ACT® college readiness assessment, only 45% of low-income students in 2012 met the ACT College Readiness Benchmarks in English, 30% in reading,
21% in mathematics, and 13% in science. For many students, especially those from disadvantaged backgrounds, learning gaps
appear in early childhood.2 Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. This situation poses a challenge for
intervention models that presume that 15% or so of students need short-term additional help, 5% or so need long-term intervention, and the regular academic program will take care of the rest. In cases where the great majority of students are
academically behind and need major assistance, the regular academic program must be upgraded to deliver a richer curriculum to all students. Such a curriculum is highly beneficial for all students, but is especially critical for disadvantaged students, who often arrive from home with limited knowledge and vocabulary. School districts must develop a system of practices that enable such a curriculum to be taught effectively.
For over a century, the central goals of Canada’s Aboriginal policy were to eliminate Aboriginal governments; ignore Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal peoples to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this policy, which can best be described as “cultural genocide.” Physical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group’s reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual leaders are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.
International education is becoming an increasingly competitive sector within the field of postsecondary education. Tomorrow’s leaders will be expected to speak multiple languages, work in foreign countries, and bridge cultural differences to achieve social, economic and political objectives. Governments around the world are responding to this trend by intensifying the internationalization of their higher education systems — both attracting a greater number of international students and ensuring their citizens are able to pursue studies beyond national boundaries. In our globalized world, the demand for international education and experience continues to grow rapidly.
Ignoring that advice I took close to maximum time to complete my PhD (well, that's how it felt): working, partaking in further study and publishing widely before formally graduating. I have the scars on my back to prove it, but it helped me get my start in academe.
The role of the PhD as a rite of passage to becoming an academic is but one of many contradictions in the profession.
Quality post-secondary education (PSE) is an overlooked and often unseen factor in the promotion of the spiritual, emotional and physical well-being of First Nations and Inuit peoples. The numbers back this up; on average, First Nations and Inuit peoples have lower PSE achievement levels, higher rates of unemployment and lower incomes than non-Aboriginal people. In addition to educational and economic advantages, higher educational attainment levels have been shown to be related to improved health and a better standard of living. Therefore, the promotion of increased post-secondary education for First Nations and Inuit peoples is by default promoting an invigorating, fortifying future for Aboriginal people, families and communities.
Numerous articles and op-eds encourage academics to be more active online. They generally argue that being on social media offers many benefits, including enabling scholars to network with colleagues, share their research and conduct public scholarship.
Often such advice is good. But such hypothetical opportunities stand in stark contrast to experiences of harassment that some academics report when they go online. One public scholar for example, recently told us that she received a Facebook message following a TV appearance.
The Instructional Skills Workshop (ISW) is an internationally recognized, peer-based, educational development program involving 24 hours of structured intensive instruction designed to strengthen instructors’ skills in planning, teaching, feedback and critical reflection through a student-focussed process. For over 30 years, the ISW has been offered at more than 100 institutions worldwide as a method of facilitating the development of student-centred, reflective instructors (Day, 2004). Although based on best pedagogical principles for teaching adult learners (Day, 2005), little empirical research has been performed to assess the impact on faculty of participating in the ISW (Macpherson, 2011). Research performed to date has typically shown that individuals who participate in this workshop report that it is transformative to their teaching in the classroom (Macpherson, 2011). The present study sought to extend these findings by conducting a pre-post analysis of ISW and non-ISW participants. The goal of this research was to investigate the influence of the ISW on developing a student-centred approach to teaching in university and college faculty.
This research study was initiated and funded by OPSEU Local 110 at Fanshawe College. The report was presented as part of a panel discussion of the Rae Review featuring Bob Rae, Darryl Bedford, Glen A. Jones and Mary Catharine Lennon in London, Ontario on March 31st, 2015. The opinions expressed in this paper are those of the authors and may not reflect the views of OPSEU Local 110 or its members.
This report examines skill trends in 24 OECD countries over the past several decades. The skill measures used include broad occupation groups, country-specific direct measures of skill requirements from international surveys, and direct skill measures from the Occupational Information Network (O*NET) database applied to both United States and European labour force surveys. Each kind of data has its own strengths and limitations but they tell a consistent story.