Why competency-based education?
Although competency-based education (CBEd) may seem relatively new to postsecondary education, the concept has been widely discussed throughout American education since the 1990s (Jones & Voorhees, 2002; Mulder, Gulikers, Biemans, & Wesselink, 2009). In fact, colleges including Western Governors University, Sinclair Community College, and Kings College were pioneering CBEd initiatives over a decade ago (2002). Several factors have focused current attention on CBEd in higher education in recent years, including the demand for expanded access to education, the need to reduce the cost of postsecondary education, and a shift from traditional models for learning. Online learning technology, for example, which supports the notion of learning anytime, anyplace, anywhere, also requires higher education to adjust and rethink the traditional educational system.
Just as goods, services, products, and daily news gradually become widespread going beyond borders due to mass media, and global free movement, so do scientific publications, books, and academic work. As a result of the mind-blowing developments in publishing industry and communication, a piece of information, comments, or inventions belonging to a nation, country,
university, or an academic ach the furthest country immediately and be shared with other societies and scientists.
An important consequence of intensification of economic, political, and cultural relations among countries is that scientific and educational cooperation has increased. Only 30-40 years ago, there was only a handful of books and articles published abroad
by Turkish scientists, yet today, hundreds of articles are published in magazines, and many books are printed by foreign publishing houses, which gives various nations information on science, arts, sports, politics, education, and inventions in Turkey.
This article contributes to the literature on how teachers learn on the job anbd how schools and istricts can support teacher learning to improve student learning and incorpiorate changing standards and curricular materials into instructional practices.
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 report assesses the University of Ottawa’s economic, social, and community impact.
As a leading research-intensive institution with a unique bilingual education mandate in Ontario, the university is currently, and is positioned to continue to be, an important generator of ideas, an innovation leader, a national top-10 research facility, a magnet for domestic and international talent, a collaborative learning network for graduates and faculty, an expert advisor to companies and governments, and a force in provincial and national innovation.
The skills you need to enter, stay in, and progress in the world of work—whether you work on your own or as part of a team
Employability Skills 2000+ are the employability skills, attitudes, and behaviours you need to participate and progress in today’s
dynamic world of work.
Employability Skills Toolkit for the self-managing learner. Graphic presentation.
Without more efficient management, some colleges may not survive.
More colleages are facing a do-or-die-moment: become more appealing to students and parents or face closure or merger, scholars at a college conference warned.
This article contributes to the leterature on how teachers learn on the job and how schools and districts can support teaching learning to improve student learn ing and incorpirate changing standards and curricular materials into instructional practices.
Teaching is a science, an art, and a craft.
Abstract
This chapter discusses the importance of understanding, theorising and incorporating the local in language teacher education programs. Based partly on biographical reflections, the chapter looks at how my college experiences in Pakistan led me into questioning the exo-normative approaches to language and language teaching. The chapter identifies some key influences on my thinking about the ‘local’ and then outlines my understanding of language teacher identity. The chapter ends with some suggestions for future research on the topic.
Why does art matter? To make art is a liminal act—it creates an active threshold between risk and reward, between waste and resource, between personal trauma and social redemption. Human beings tend to do far more than is needed to main-tain a natural equilibrium between our selves, our relations, and the environments we live in. We are catalysts. For better or worse, we make change, and that change requires something extra from us. Humans generate an excess of energy that must be expended and consumed one way or the other—either for personal or private gain, or toward the profi tless exercise of helping one another become more human (Rolling, 2015). It is risky business to make something from nothing, without the overt goal of adding to personal wealth or prior-itizing one’s national interests. Each aesthetic response, either to one another or to the materials at hand, is fraught with such risk because so much is invested. Who is the artist working for? Is it solely for his or her career? Or, with each intervention undertaken toward the enhancement of our better selves, is much more at stake than the present-day culture acknowledges or values?
A new, market-based vision for higher education has taken shape in recent years, and the direction and priorities of higher education policy in Canada have shifted alongside it.
The role of copyright within the Canadian education system was once an issue of interest to a relatively small number of scholars, librarians, authors, and publishers. With limited means to copy and distribute educational materials, the primary battle was over payments for photocopies of works that were distributed...
Graduates themselves are often unsure of where to look for opportunities outside academe.
...I have detailed the evidence for the current college student mental heal crisis. As reported, college students are showing greater levels of stress, anxiety, depression, e3ating disorders, and poor sleep patterns than any time in our nation's history and the current trned lines suggest that it will continue to get worse.
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 idea of “productivity” in higher education is becoming a concern for some policymakers and observers of Ontario’s universities. This interest is fuelled by the province’s challenging deficit situation, which has put a premium on “doing more
with less”. Productivity is featured in the Government of Ontario’s recent discussion paper, Strengthening Ontario’s Centres of Creativity, Innovation, and Knowledge, and was a prominent focus of the Ministry of Training, Colleges, and Universities
strategic mandate agreement process.
When a person enrolled in university in 1967, he or she entered a world barely recognizable to most students today. Today’s students can only gaze back at it with envy.
Tuition was $2,750 a year (in current dollars), less than half today’s. Unlike many students today, few students then had to work during the school year to pay for their education, so they could devote as much time as they wanted to their studies.
During this latest recession the enormous losses being incurred by university endowment funds received extensive media attention. Ontario university administrators were sounding the alarm, warning that their institutions would have to cut expenses and take a hard line at thebargaining table as a result of endowment fund losses.