Most teachers enter the profession with strong ideals regarding the work they are about to undertake, and the impact this work will have on the students they teach. A good number of those who apply to faculties of education will report that teaching is something they have dreamed of doing since they were, themselves, young children. Others will tell stories of teachers encountered throughout their own schooling – teachers who, through effective teaching strate- gies, personal encouragement and modeling, influenced their decision to pursue a teaching career. Conversations with teacher candidates entering their first years of professional life are, in many cases, full of hope, passion and the expectation that, through their work as teachers, they will be able to inspire, excite, and make a similar impact on the lives of the young people with whom they work.
One of the important questions to consider in a review of policy for postsecondary education is what kind of system do we need. To provide a reasonably complete answer to that question would require addressing many different dimensions of ostsecondary education including structures, processes, and relationships. In this paper, I will concentrate on two important and closely
related subsidiary questions within the broader question of what kind of system we need. Those subsidiary questions are what is the most appropriate mix of different types of postsecondary institutions, and what should be their relat ionships with one nother?1 As those are pretty large questions, within them my principal focus will be even narrower, on the balance and relationship
between
universities and community colleges.
"The current economic crisis is a structural one. Emerging industries require that young people possess new knowledge and entrepreneurial skills. Furthermore, tax and regulatory systems often inhibit business formation by young people. Systemic change is needed to help the new generation of young entrepreneurs to succeed in the innovative economy of the 21st century.”
The essay explores how the dynamics of competition and collaboration among Ontario’s higher education institutions contribute to the system’s differentiation strategy. The essay implements a content analysis approach to the Strategic Mandate Agreement submissions signed between the Ontario Government and the Ontario Colleges and Universities in 2014. The study finds that the dynamics of competition for students, resources, and prestige are influenced by government policies and decisions, which have created a uniform environment where all institutions respond similarly to challenges and opportunities. As a result, system homogeneity prevails. Moreover, Ontario institutions are very internally diversified; yet, their future directions have a limited impact on the entire system differentiation.
The Ontario Undergraduate Student Alliance is pleased to be presenting our first issue of “Habitats,” a series of case studies researched and written by Ontario university students. Municipal affairs are an important part of the student experience, affecting everything from how students live during their time at school, to how they get to class, to how they interact with their broader community environment. Such topics are always of great interest to students, and OUSA’s members have been eager to explore them in-depth. However, their very nature as local issues can make them difficult to examine in a broader context.
Bridging programs are designed for internationally educated immigrant professionals who have completed formal training in another country but who may not have the educational, professional or language requirements necessary to become licensed to practice in Canada. As Ontario’s population ages, the successful integration of internationally educated health professionals (IEHPs) into the health care workforce has been identified as a strategy to address the challenges created by the shrinking labour pool and growing demands on the health care system (Finley & Hancock, 2010; Stuckey & Munro, 2013). To better understand the role of Ontario’s postsecondary system in facilitating the entry of IEHPs into the health care workforce, this study analyzed seven Canadian bridging programs and obtained input from 15 key informants. The goal of the evaluation was to identify the characteristics and practices of effective IEHP bridging programs. The specific research questions addressed by the evaluation were:
1. What are the expected outcomes of effective bridging programs and how should they be measured?
2. What are the key features that contribute to bridging program effectiveness?
3. What challenges do bridging programs face in achieving their goals?
4. What is the appropriate role of regulatory colleges, government, employers and professional associations in ensuring bridging program effectiveness?
Based on princiiples that look to improve overall wellbeing amongst student populations, this policy on student health
and wellness takes a broad look at a range of health concerns felt by Ontario’s post-secondary students, as identified by the student membership of OUSA. These policy recommendations seek to bring greater attention to the current mental and physical health care needs amongst our students regardless of their current health or socio- economic standing, or physical and mental ability. With this policy, OUSA hopes that students will be provided with the resources and service their overall wellbeing and success.
Vocational education and training is changing rapidly, but there is no coherence to these changes or shared understandings about what VET should be like. The danger is that the current changes will lead to the development of a new tertiary education sector that includes the upper levels of VET, but leaves the remainder as a rump. VET needs its own review, similar to the 2008 Review of Australian Higher Education led by Denise Bradley. There needs to be a vision for VET and a shared public purpose and some explicit understanding about its relationship with schools and higher education.
Education spending on public schools
in Canada increased by $19.1 billion (45.9 percent) between 2003/04 and 2012/13, from $41.6 billion to $60.7 billion.
After putting in the time, money and energy to complete a degree, it can be extremely discouraging to realize you no longer want to work in that industry. If you spent the better part of four years in a classroom only to learn you don’t want to pursue the field you’re now qualified for, what do you do? Most people don’t have the time or money to go back to school and start over again — but don’t fret. There are steps to take when trying to change career paths to something not directly associated with your degree. While making the switch may be difficult, it’s not impossible. The following steps will help push you in the direction you want to go.
Globalisation and Higher Education
APA referrences
Canada's post-secondary institutions are not producing enough graduates with the right skills to drive future economic growth, warns the head of one of the country's largest banks.
CIBC chief executive Victor Dodig told The Canadian Press in an interview Tuesday that much of the country's eventual economic success will be generated by entrepreneurs who commercialize new ideas and technologies.
The comparative performance of education systems is attracting more attention than ever before. In Canada, questions have been raised about whether we are keeping pace with the world’s leading education systems, and whether our performance has been eroding over time. There are also concerns about whether too many students from less advantaged backgrounds are being left behind. This report reviews the latest international evidence regarding achievement and equity in education. It shows that, in terms of achievement, Canada consistently places among an elite group of high performing countries and economies.
Moreover, Canada continues to be a leader in terms of equity: public schools in Canada are among the best in the world at helping to level the playing field between rich and poor children, and Canada is one of only a very few high-immigration countries that show no significant achievement gap between immigrants and non-immigrants. In fact, Canada distinguishes itself by its ability to combine high levels of achievement and high degrees of equity in education.
At the same time, Canada is not without its challenges. There has been a modest decline in Canada’s performance over time, and Canada’s relative advantage is diminishing as a number of other rapidly modernizing countries are catching up. And while the education attainment of Aboriginal peoples in Canada is increasing, the achievement gap between Aboriginal and non-Aboriginal peoples at the higher end of the education attainment spectrum is still getting wider. No matter how well Canada may have performed to date in any given international study, there is will always be a need to strive for improvement.
MORE DIRECT FORMS OF READING ASSESSMENT Bibliograph
Powerful things happen when leaders from diverse backgrounds gather and commit time to dialogue on a single issue. The results of the dialogue are even more powerful when those leaders are well informed and committed to action. When the issue at hand is central to a whole country’s future, the results of this dialogue must be shared so that others can join in.
The National Working Summit on Aboriginal Postsecondary Education produced important commitments for action from its participants and substantive policy recommendations for the federal government. The summit was held at Six Nations Polytechnic on October 5, 2010. Over 50 participants from universities, colleges, Aboriginal institutes, charities, Aboriginal organizations and the private sector took part.
The 2016 Ontario Budget made headlines for its changes to student financial aid in Ontario. By repackaging and re-focusing existing financial aid programs, the Government of Ontario has made a bold promise: that for certain low-income students in Ontario, tuition will now be “free.”
While improving access to postsecondary education is a welcome policy goal, it is important to recognize that the 2016 Budget makes no additional real public investment in university operating budgets. Our universities are already the lowest funded in Canada on a per-student basis, and this situation will continue to worsen. This will have predictable effects on the quality of education at Ontario universities. Class sizes will continue to rise without new funds to support full-time faculty hiring. The number of precariously employed professors will also grow, trapping many in insecure, unsupported positions. While the government has moved to increase access for low- income students, the worsening financial environment begs the question, “access to what?”
It’s been a decade since Bob Rae issued his “Leader in Learning” report on higher education in Ontario. His diagnosis of the post-secondary landscape in 2005 was blunt, even discouraging.
“We have a large, mature system without a sufficiently clear sense of purpose and without enough money to do the job,” he wrote. He went on to observe that the system’s efforts were diffuse, even inefficient in the way it used funding.
This morning I will speak to what we must do next to more effectively address the continuing problem of student attrition in higher education. To do so I will briefly look back on what is now a thirty-year history of research & practice on student retention and reflect on the lessons we have learned over that time. I will argue that we have yet to attend to the deeper
educational issues that ultimately shape student success in higher education. Until we do so, our efforts will always be less effective than we desire.
• Review what is happening & lessons learned
• Establish a common understanding of FG student success
• Collaborate - World Cafe
o Share best practices & lessons learned
o Discuss FG student success
o Look at assessment of FG student success
o Plan for next steps
A leader is assumed to be someone entrusted by his/her followers to lead, behave responsibly and be accountable for his actions. He/she would be someone righteous, with a high level of moral judgement and a good reputation, and thus, be held to a higher moral standard.
Keywords
leadership, performance, responsible, framework