This article compares aspects of an educational program offered at Nipissing University through the Centre for Continuing Business Education (CCBE) with the guidelines for successful adult learning programs that were developed by the Council for Adult and Experiential Learning. Through the use of a survey, the students of the CCBE were asked to provide their opinions on the evidence of adult learning success factors from their experience with the program. Analysis of the results showed that the students did find evidence of these factors in the program, and other areas for research were identified.
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.”
Many countries strive to make postsecondary education maximally accessible to their citizens under the assumption that educated citizens boost innovation and leadership, resulting in social and economic benefits. However, attempts to increase access, especially in contexts of stagnant or diminishing financial support, can result in ever-increasing class sizes. Two aspects of large classes are extremely worrisome. First, economic and logistical constraints have led many such classes to devolve into settings characterized by lectures, readings and multiple-choice tests, thereby denying students experience and exercise with important transferable skills (e.g., critical thought, creative thought, self-reflective thought, expressive and receptive communication). Second, such classes are depicted as cold and impersonal, with little sense of community among students.
Ensuring a good match between skills acquired in education and on the job and those required in the labour market is essential to make the most of investments in human capital and promote strong and inclusive growth. Unfortunately, in the OECD on average, about one in four workers are over-qualified –i.e. they possess higher qualifications than those required by their job – and just over one in five are under- qualified – i.e. they possess lower qualifications than those required by their job. In addition, some socio- demographic groups are more likely than others to be over-qualified – notably, immigrants and new labour market entrants who take some time to sort themselves into appropriate jobs – or under-qualified – notably, experienced workers lacking a formal qualification for the skills acquired on the labour market.
Ensuring a good match between skills acquired in education and on the job and those required in the labour market is essential to make the most of investments in human capital and promote strong and inclusive growth. Unfortunately, in the OECD on average, about one in four workers are over-qualified – i.e. they possess higher qualifications than those required by their job – and just over one in five are under- qualified – i.e. they possess lower qualifications than those required by their
job. In addition, some socio- demographic groups are more likely than others to be over-qualified – notably, immigrants and new labour market entrants who take some time to sort themselves into appropriate jobs – or under-qualified – notably,
experienced workers lacking a formal qualification for the skills acquired on the labour market.
The primary factors that shape the health of cal treatments or the conditions they experience. Th conditions have come to be known as the social determinants of health.The importance to health of living conditions was established in the mid-1800s and has been enshrined in Canadian government policy documents since the mid-1970s. In fact, Canadian contributions to the social determinants of health concept have been so extensive as to make Canada a “health promotion powerhouse” in the eyes of the international health community. Recent reports from Canada’s Chief Public Health Officer, the Canadian Senate, and the Public Health Agency of Canada continue to document the importance of the social determinants of health.
Last fallDonald Trump theorized that the computer hacker who stole emails from the Democratic National Committee could have been “someone sitting on their bed that weighs 400 pounds.” But the stereotypical rogue nerd isn’t the threat that most concerns information-security officers on college campuses.
Medical schools have been engaged in curricular reform for over 20 years, although the 2010 release of the Carnegie Foundation’s Educating Physicians: A Call for Reform of Medical School and Residency1 galvanized the effort across the United States and
Canada. The report’s authors suggested four key elements, which we describe below along with some examples of how they can be implemented.
Leadership means different things to different people at different times, depending on the situation. But at its core, leadership really is just one single thing.
Leadership, Style, Theory, Quotes
The world has more graduates than ever before. In an era of mass expansion, the proportion of the population with
degrees is at a historical high across many nations, both developed and developing. The world also has more
newspaper and magazine articles, thinktank reports and academic papers than ever before questioning the value of
that expansion.
In recent years, policymakers have been driven by a human capital theory approach to higher education expansion:
their belief has been that as graduate numbers are grown, individual graduates with higher skill levels will boost
national productivity and be rewarded with an “earnings premium”. And universities have been happy to expand to
meet the demand for places on the basis that governments foot the bill, either through grants or student loans.
Universities have a major role to play in closing Canada’s Indigenous education gap and supporting the reconciliation process. The Indigenous community in Canada is young, full of potential and growing fast – but still underrepresented at universities across the country. Our shared challenge is to ensure that all First Nations, Métis and Inuit students can achieve their potential through education, which will bring meaningful change to their communities and to Canada as a whole.
This article brings together empirical academic research on public sector innovation. Via a systematic literature review we investigate 181 articles and books on public sector innovation, published between 1990 and 2014. These studies are analysed based on the following themes: (1) the definitions of innovation, (2) innovation types, (3) goals of innovation, (4) antecedents of innovation and (5) outcomes of innovation. Based upon this analysis, we develop an empirically-based framework of potentially important antecedents and effects of public sector innovation. We propose three future research suggestions: (1) more variety in methods: moving from a qualitative dominance to using other methods, such as surveys, experiments and multi-method approaches; (2) emphasize theory development and testing as studies are often theory-poor; and (3) conduct more cross-national and cross-sectoral studies, linking for instance different governance and state traditions to the development and effects of public sector innovation.
Career colleges and private training institutions, known in some provinces as private vocational or occupational providers, make a significant contribution to education and learning in Canada, with thousands of Canadians graduating each year from hundres of these institutions.
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Attraction and retention of apprentices and completion of apprenticeships are issues of concern to all stakeholders involved in training, economic development and workforce planning. The Canadian Apprenticeship Forum (CAF) has forecast that by 2017 there will be a need to train 316,000 workers to replace the retiring workforce in the construction industry alone (CAF, 2011a). In the automotive sector, shortages are expected to reach between 43,700 and 77,150 by 2021. However, shortages are already widespread across the sector, and CAF survey data show that almost half (48.1%) of employers reported that there was a limited number of qualified staff in 2011 (CAF, 2011a). Given this, retention of qualified individuals in apprenticeship training and supporting them through to completion is a serious issue. There is some indication that registration in apprenticeship programs has been increasing steadily over the past few years, but the number of apprentices completing their program has not kept pace (Kallio, 2013; Laporte & Mueller, 2011). Increasing the number of completions would result in a net benefit to both apprentices and employers, minimizing joblessness and skills shortages.
cientists who attain a PhD are rightly proud — they have gained entry to an academic elite. But it is not as elite as it once was. The number of science doctorates earned each year grew by nearly 40% between 1998 and 2008, to some 34,000, in countries that are members of the Organisation for Economic Co-opera-tion and Development (OECD). The growth shows no sign of slowing: most countries are building up their higher-education systems because they see educated workers as a key to economic growth (see ‘The rise of doctor-ates’). But in much of the world, science PhD graduates may never get a chance to take full advantage of their qualifications.
SIX YEARS AGO, Georgia State University (GSU) gathered a decade’s worth of its historical data with the help of a third-party vendor — some 15,000 student records and 2.5 million grades — and applied advanced analytics. Officials hoped to use this information to uncover early-warning signs for students in danger of dropping out of school.
A growing number of education and social science researchers design and conduct online research. In this review, the Internet Research Ethics (IRE) policy gap in Canada is identified along with the range of stakeholders and groups that either have a role or have attempted to play a role in forming bet- ter ethics policy. Ethical issues that current policy and guidelines fail to ad- dress are interrogated and discussed. Complexities around applying the hu- man subject model to internet research are explored, such as issues of privacy, anonymity, and informed consent. The authors call for immediate action on the Canadian ethics policy gap and urge the research community to consider the situational, contextual, and temporal aspects of IRE in the development of flexible and responsive policies that address the complexity and diversity of internet research spaces.
This pilot study examines alternative entrance pathways into York University undergraduate degree programs for students who apply from outside the formal education system. These alternative pathways are designed to facilitate university access for students from under-represented populations (for example, low-income, first-generation, Aboriginal, racialized minorities, differently abled, newcomers to Canada, sole-support caregivers, students with incomplete high school education, or some combination of the preceding).
As a trusted partner to more than 725 college campuses nationwide, our mission at Barnes & Noble College is to work
closely with our campus partners to enhance the academic and social experience for those we serve – students, faculty,
staff, alumni and communities. Given that student career readiness is a core goal for colleges/universities and their students,
we partnered with Gen Y consulting company Why Millennials Matter to conduct this initial nationwide study. Our goal is to
gather insight, share strategies and build programs to help the students we serve succeed in and out of the classroom, and
to help our campus partners’ achieve their retention, recruitment and career placement outcomes.