One of the most maddening things about contemporary book publishing is the niche that a new book is supposed to occupy. This niche is not an abstraction: it corresponds to the actual place where a book will land in the bookstore. Consider, then, an analytical book about contemporary parents: is it a parenting book, which will then end up next to the how-to book on toilet training? Maybe. But if the book doesn’t offer advice, some would say it doesn’t belong there. Then does it belong on the “sociology” shelf, where no parent will find it?
Lesson planning is important for three reasons:
Thoughtful planning creates more purposeful instruction. Lesson planning is what links the curriculum to the particulars of instruction (Clark & Dunn, 1991). Thoughtful planning also helps you understand the content of the lesson, creates a logical sequence of instructional events (Freiberg & Driscoll, 1992), and links activities to instructional objectives.
There is currently no shortage of debate about post-secondary education policy in Canada. This reflects widespread agreement regarding the importance of skills, knowledge and innovation in a modern economy and society. As the
respective heads of two of the country’s leading academic and business organizations have put it: “Ensuring our country’s long-term economic growth and continued prosperity—and realizing this country’s promise—will depend heavily on the education and skill levels of Canadians and their success in creating and applying ideas and knowledge” (Beatty and Morris,2008)
Working with, not on behalf of students with disabilities.
It’s been said that no one dreams of becoming an academic leader when they grow up. It’s a tough job that’s only gotten more challenging as budgets shrink, public scrutiny rises, and responsibilities continue to grow. It requires a unique skill set – part field general, part mediator, part visionary, and part circus barker – to name just a few. But what does it really take to be an
effective leader?
When Ontario began to expand its higher education system in the mid-1960s, it made an important choice: to provide public funding to universities on the basis of a formula. Many jurisdictions, in Canada and beyond, do not use such formulae in their higher education systems. But there are clear advantages to such an arrangement. A funding formula supports the distribution of funding in a predictable, equitable way, that can be easily understood by those who study and work within our
universities.
Nevertheless, no formula can remain functional forever, especially as the world changes and our expectations of universities shift. For this reason, OCUFA welcomes the University Funding Formula Review, initiated by the Government of Ontario in early 2015. We particularly welcome the opportunity to provide feedback into this process on behalf of the province’s professors and
academic librarians.
The university funding formula is deeply important to the success and vitality of Ontario’s universities. It cannot therefore be treated as a laboratory to play with the latest fads in university finance. A measured and responsible approach to reforming the university funding formula should retain its greatest strengths, while correcting its flaws. The Government of Ontario, as the
steward of the university sector, has the important task of working with the sector to identify these weaknesses and strengths, and rejecting harmful policy proposals masquerading as innovations.
For many years the blessings of the auto and industrial economy in Michigan – where one could earn a good living without a postsecondary education degree, or other credential —created an environment where higher education was desirable, but not essential. All that has changed, with huge implications for the education, skills, and preparation most relevant for individuals to succeed in the labor market.
Technology moves at lightning speed, Facebook’s algorithm has new rules daily and marketing strategies are ever evolving as the audiences we all seek to reach become increasingly fragmented. And yet, some of us find ourselves
in workplaces where the prevailing sentiment is don’t rock the boat—if it worked in the past, let’s not make any
major changes.
If the culture at your college is all about not fixing what’s not broken, you may have a challenge ahead of you as you
try to suggest and implement some needed change. Turn that challenge into an opportunity with these tips for
shaking things up in a change-averse environment:
IQ tests and achievement tests do not capture non-cognitive skills — personality traits, goals, character and motivations that are valued in the labour market, in school and elsewhere. For many outcomes, their predictive power rivals or exceeds that of cognitive skills. Skills are stable across situations with different incentives. Skills are not immutable over the life cycle. While they have a genetic basis they are also shaped by environments, including families, schools and peers. Skill development is a dynamic process. The early years are important in shaping all skills and in laying the foundations for successful investment and intervention in the later years. During the early years, both cognitive and non-cognitive skills are highly malleable. During the adolescent years, non-cognitive skills are more malleable than cognitive skills. The differential
plasticity of different skills by age has important implications for the design of effective policies.
The Ontario Undergraduate Student Alliance (OUSA) recognizes the importance of attracting more international students to study in Ontario, as articulated by the Ontario government in its Open Ontario Plan. In a competitive global environment, international students enable the province to train and retain highly skilled individuals, provide access to a greater pool of talent, diversity and ideas, and contribute to the economy. This paper provides an overview of six areas of significant importance to undergraduate domestic and international students alike
are in need of sgreater attention by institutions and the provincial government.
When there are debates about the world's top performing education systems, the names that usually get mentioned are the Asian powerhouses such as Singapore and South Korea or the Nordic know-alls, such as Finland or Norway.
But with much less recognition, Canada has climbed into the top tier of international rankings.
In the most recent round of international Pisa tests, Canada was one of a handful of countries to appear in the top 10 for maths, science and reading.
How does income inequality impact educational attainment? Despite Canada's efforts to promote equal access to education, the experiences and outcomes of students differe grealy depending on their family incomes. Here, we explore the educational opportunities of the top and bottom 10 percent within the early childhood, primary, secondary and postsecondar sectiors. We illustrate how, in Canada, these unequal groups are differentiated by much more than just income.
This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate communityengaged learning as the strategy most likely to effect change in the field.
The Ontario Ministry of Community and Social Services estimates that one in seven people in Ontario have a disability.1 A disability can affect a person's ability to achieve post-secondary education, and can also greatly influence their experience within a post-secondary institution. Due to overall rise in enrollment we believe that living with disabilities are an emerging issue in the post- secondary sector. Why is this population growing? In Ontario, 34 percent of people between the ages of 15 and 64 with
disabilities have a college or university degree.2 Past governments have reflected this concern within two ground-breaking bodies of legislation: the Ontarians with Disabilities Act (ODA; 2001), and within the Accessibility for Ontarians with Disabilities Act (AODA; 2005). Collectively, these laws mandate that persons living with disabilities in Ontario be sufficiently accommodated.
Whether the separation is voluntary or not, losing a tenure-line or otherwise full-time faculty member is always a costly to an institution. The departing professor will take any external research grants with him or her, not to mention the sunk costs of hiring and training. Then there are additional costs that are harder to quantify, such as those to morale, mentorship, service and leadership in a department.
Online education has the potential to make higher education more accessible, and it has the ability to overcome the financial, social and geographic barriers faced by some students via their pursuit of a post- secondary education. It also has the potential to enhance student learning, both inside the classroom and within distance education context. However, if implemented in the wrong way, it has the potential to be disengaging, impersonal, and costly. Broken down into sections based on OUSA’s mandate of seeking accessible, affordable, accountable, and quality post-secondary education for all willing students, this paper addresses some of the major concerns that surround fully-online learning, and provides possible solutions for these issues. There is currently a lot of potential for growth in this area, but a lot of questions remain as
well. The following summary presents some of the topics discussed in this paper.
Claiming that talking about race causes more racism is akin to suggesting that it would not rain if people would just stop carrying umbrellas. Conversely, just as umbrellas protect against the rain, talking about race can serve as a defense against racial microaggressions and onslaughts. Researching Race in Education: Policy, Practice, and Qualitative Research provides a 'storm
olars can gather under as we ride out another racial storm.
The community college is one of many providers of postsecondary and adult education in Canada. In making decisions about how the community college should allocate its efforts among various possible programs and activities, it is important to understand its relationship to other providers of postsecondary and adult education. This article describes and analyzes the relationship between Canada's community colleges and other providers of postsecondary and adult education in Canada. It attempts to identify the comparative strengths and weaknesses of community colleges relative to other providers with respect to particular types of activity, and from that analysis it offers suggestions regarding the emphases that colleges might place on certain of their activities.
Le collège communautaire est un des nombreux fournisseurs d’enseignement supérieur et d’éducation aux adultes au Canada. En prenant des décisions concernant la manière dont les collèges communautaires devraient allouer leurs efforts parmi différents programmes et activités, il est important de comprendre leurs relations avec d’autres fournisseurs d’enseignement supérieur et d’éducation aux adultes. Cet article décrit et analyse la relation entre les collèges communautaires du Canada et les autres fournisseurs d’enseignement supérieur et d’éducation aux adultes au Canada. Il tente d’identifier les forces et faiblesses des collèges communautaires comparativement à d’autres fournisseurs relativement à certains types d’activités, et à partir de cette analyse, il offre des suggestions concernant l’importance que les collèges peuvent accorder à certaines de leurs activités.
That was the theme of third annual reconciliation forum, held at University of Manitoba.
More than 350 leaders from universities, colleges and Indigenous communities gathered at the University of
Manitoba for the third annual Building Reconciliation Forum. The theme for this year’s event, held on November 8
and 9, was “The Journey Toward a Reconciled Education System.”
In response to the 94 calls to action issued by the Truth and Reconciliation Commission of Canada in 2015,
educational leaders, academics, students and Indigenous people from across the country came together to share
what is currently being done at postsecondary institutions to make reconciliation a reality, and to discuss what still
needs to happen at the institutional level.
The primary objectives of the Pan-Canadian Education Indicators Program (PCEIP) are to develop and maintain a set of statistics that provide information about education and learning in Canada and to support evidence-based policy making. PCEIP has been doing this since publishing its first set of education indicators for Canada and its jurisdictions in 1996. In September 2009, a set of international indicators was introduced in the first edition of Education Indicators in Canada: An International Perspective. Each year, this PCEIP series presents indicators for Canada and its provinces/territories, placing them in a broader international context. The report has been designed to complement and expand upon the information for Canada that is provided annually to the Organisation for Economic Co-operation and Development (OECD) for publication in its Education at a Glance (EAG) report. The international context provided by the report supports the mission of the Canadian Education Statistics Council (CESC) to “create and commit to comprehensive and long-term strategies, plans, and programs to collect, analyze, and disseminate nationally and internationally policy-relevant and comparable statistical information.”