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.
Ontarians are most likely to identify the province’s financial situation as the most important issue currently facing the Ontario
government.
According to data released by Statistics Canada in 2014, the years of 2000 - 2010 have seen significant increases in large and private debt among graduating students, and skyrocketing private debt among graduates with doctoral degrees. Although the
percentage of graduates in debt appears to be decreasing overall in this decade, this is both because of the introduction of the Canada Student Grants Program (which turns a portion of student loans into non-repayable grants) and because enrollment growth has outpaced increases in student loan borrowing. Even so, those who are borrowing are taking on much higher debts,
and increasingly from private sources.
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.
Nous cherchons à mesurer l’effi cience d’approches inductive ou déductive à court et à long terme sur l’apprentissage par des élèves de 1re secondaire de savoirs relatifs au complément du nom. Dans le cadre de cette expérimentation, les résultats montrent que l’approche déductive permet une appropriation signifi cativement plus grande, mais uniquement pour des aspects morphologiques. Par ailleurs, il semble que l’approche pédagogique ait moins d’incidence sur l’apprentissage que l’effet-enseignant, peu importe l’approche préconisée par l’enseignant. La discussion des résultats portera sur l’importance
de différentes variables de l’intervention éducative autre que l’approche pédagogique. Mots clés : approche déductive, approche inductive, approches pédagogiques, complément du nom, effet-enseignant, grammaire.
We attempt to measure the ef ficiency of inductive or deductive approaches to short and long-term learning of knowledge about the “complément du nom” by French as a fi rst language secondary 1 students. Our results show that, in the context of our experiment, the deductive approach allows greater appropriation of morphological aspects. Moreover, it seems that the
pedagogical approach has less impact on the learning than the teacher effect, regardless of the approach used. We will discuss our results in putting forward the importance of some conditions of the educative intervention. Keywords: complément du nom, deductive approach, grammar, inductive approach, pedagogical approaches, learning, teacher effect.
Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document the resources expended on their development and delivery. However, there is little publicly available information on MOOC costs that is based on rigorous analysis. In this article, we first address what institutional resources are required for the development and delivery of MOOCs, based on interviews conducted with 83 administrators, faculty members, researchers, and other actors in the MOOC space. Subsequently, we use the ingredients method to present cost analyses of MOOC production and delivery at four institutions. We find costs ranging from $38,980 to $325,330 per MOOC, and costs per completer of $74-$272, substantially lower than costs per completer of regular online courses, by merit of scalability. Based on this metric, MOOCs appear more cost-effective than online courses, but we recommend judging MOOCs by impact on learning and caution that they may only be cost-effective for the most self-motivated learners. By demonstrating the methods of cost analysis as applied to MOOCs, we hope that future assessments of the value of MOOCs will combine both cost information and effectiveness data to yield cost-effectiveness ratios that can be compared with the cost-effectiveness of alternative modes of education delivery. Such information will help decision-makers in higher education make rational decisions regarding the most productive use of limited educational resources, to the benefit of both learners and taxpayers.
This article presents findings from a case study related to the risks associated with the choice of traditional,tenure track faculty to teach online. Education offered at a distance via the World Wide Web is on the rise; so too is the demand for university faculty members who will teach those courses. While traditional academic and professional expectations remain unchanged, the new medium presents a new context in which these faculty members live, work, and balance personal and professional decisions. This study provided a multi-dimensional perspective on one college of education’s faculty and administrators as they seek to negotiate this emerging environment. Interviews with faculty, administrators, and faculty peer reviewers were conducted to provide amore complete, triangulated picture of the case.
Many international comparisons of education over the past 50 years have included some measure of students’ opportunity to learn (OTL) in their schooling. Results have typically confirmed the common sense notion that a student’s exposure in school to the assessed concepts, operationalized in some sort of time metric, is related to what the student has learned as measured by the assessment. What has not been demonstrated is a connection between the specifics of what students have encountered through schooling and their performance on any sort of applied knowledge assessment such as PISA. This paper explores this issue in 2012 PISA which, for the first time, included several OTL items on the student survey. OTL demonstrated a significant relationship with student performance on both the main paper-and-pencil literacy assessment as well as the optional computer-based assessment at all three levels – country, school and student. In every country at least one if not all three of the constructed OTL indices – exposure to word problems, formal mathematics topics, and applied mathematics problems – demonstrated a significant relationship to the overall PISA measure of mathematics literacy as well as the four sub areas of change and relationships, shapes and space, quantity, and uncertainty and data. Additionally, results indicated that variability in OTL was related to student performance having implications for equality of opportunity.
This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been
influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have
not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.
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.
The purpose of this paper is to examine the factors affecting the success of First Nations learners in education in Canada and the types of initiatives required to support the successful transition of First Nations learners to post-secondary. A description of First Nations peoples and a brief overview of the historical context of education for First Nations in Canada will assist the
reader in understanding the reality of First Nations communities and schools, and the impacts on First Nation learners. It is these experiences that prompt the design, development and delivery of specialized programs and services required to assist First Nations students with their transitions to post-
secondary education.
For more than six years, HEQCO has conducted research on the differentiation of Ontario’s public postsecondary system, where institutions build on and are accountable for their specific strengths, mandates and missions. This report identifies clear distinctions between universities in terms of their research and teaching missions. The data point to critical pathways to achieve the benefits of greater differentiation. The goal is a system that is more cohesive, more sustainable and of higher quality.
With what confidence can we guarantee that graduates are ready for the challenges of 21st-century life, work, and citizenship? For years I have worked with district leaders to help principals, teacher coaches, and so many other educators build credibility, coherence, and community around their education transformation efforts. District leaders must manage a myriad of priorities, and I often tell them that the best first step they can take to ensure our students’ success in life, work, and citizenship is to develop and adopt a graduate profile.
Postsecondary education has reached a critical impasse. Structurally speaking, the Canadian system does not look much different than it did 50 years ago. But the system’s dynamics have changed considerably: reduced government funding and the tough economic climate make efficient financial models a necessity for healthy institutions; student debt loads are increasing; underemployment is a reality for many undergraduate degree-holders; and the student body is increasingly diverse, with
growing numbers of international students, students from historically underrepresented groups, mature students returning to PSE to improve career prospects, and students having to work at least part-time to manage the cost of education. To ensure that our system is accountable, accessible and of the highest quality, we need to define and assess educational outcomes at both the institutional and student levels.
This guide contains practical steps that will help public sector agencies and departments develop a social media strategy and policy to gain maximum value from social media efforts. It also outlines some smart records retention practices—so you’ll be better prepared to respond to open records requests or other e-discovery needs when they arise.
This article examines the approach to teaching social skills in two kinds of colleges: community colleges, and private for-profit and nonprofit ‘‘occupational’’ colleges, with a focus on college credit programs that lead to applied associate’s degrees in a variety of business, health, computer, and technical occupational programs. Nearly all occupational faculty at both types of colleges believe that employers in these fields require certain social skills relevant to professional support occupations. Community college staff—with the exception of health programs—provide three reasons that they neither demand nor teach these social skills. In contrast, the ways in which private occupational colleges make these skills an explicit part of their curriculum is discussed. This study suggests that schools differ in whether they teach and cultivate social skills, which suggests a potentially important way that schools may shape students’ opportunities in the labor market and their social mobility. Contrary to Bowles and Gintis, these findings raise the disturbing possibility that community colleges may be actively contributing to the social reproduction of inequality by avoiding instruction in the cultural competencies and social skills required in today’s workplace
Abstract: The paper presents the results of the second stage of training academia in designing e-learning courses in a foreign language. An action research conducted during such staff development project showed high appreciation of continuous mutual support, need for established channels for sharing, and raised confidence in designing own electronic courses by young specialists.
Key words: Staff Development, e-Learning, Higher Education, Language Teaching.
GLOBE is a research program focusing on culture and leadership in 61 nations.
Today's students increasingly expect ubiquitous lecture capture so they can review lectures to improve their understanding
of the material or catch up on a class they missed. "Lecture capture in general is becoming very quickly an
expectation of students," said Chris Edwards, assistant vice president at the University of Cincinnati in Ohio.
Included in this addendum are the fi ndings for the Noel-Levitz 2014 National Freshman Attitudes Report by race/ethnicity for incoming students. These data show the percentage of students within each group that agreed with each item.