A string of recent stranger sexual assaults at Vancouver's University of British Columbia can be an opportunity for the university to educate students and address the larger issue of campus rape culture, say experts and alumni.
The University of Ottawa will put in new training programs for administration, students and full-time coaches, launch a bystander intervention program and fund new courses on rape culture after the release today of a task force report into sexual violence.
The task force on respect and equality’s report, which school president Allan Rock said he received Thursday morning, gives 11 recommendations after nine months of work.
The signatory institutions to this protocol recognize and affirm their responsibility and obligation to Indigenous education.
Colleges and institutes respect and recognize that Indigenous people include First Nation, Métis and Inuit people, having distinct cultures, languages, histories and contemporary perspectives.
Indigenous education emanates from the intellectual and cultural traditions of Indigenous peoples in Canada.
Indigenous education will strengthen colleges’ and institutes’ contribution to improving the lives of learners and communities.
Canada progress report for the UNESCO Global Report on Adult Learning and Education (GRALE) and the end of the United Nations Literacy Decade
On the basis of national surveys conducted in 1998, 2004 and 2010, about half of Canadian adults were found to participate in further education courses annually. The vast majority of adults were participating in informal learning related to paid employment, housework and general interests. About 20 percent express unmet demand for further education. Older and working class people may have somewhat lower rates of participation in further education courses but not in informal learning. There are also suggestions of a trend toward increasing underutilization of educational qualifications and continuing underuse of computer skills in paid workplaces.
In this case the Union alleges that the College has violated the collective agreement by failing to staff teaching positions for English courses in its School of Business in Continuing Education, with full time teachers rather part time ones. The Union alleges that this constitutes a violation of Article 2 of the collective agreement between the parties.
Colleges and Institutes Canada’s (CICan) priorities for the Federal Election and Budget 2016 on behalf of publicly-funded
colleges and institutes are as follows:
Increase funding for college and institute applied research
Key to improving productivity and innovation for companies and communities
Invest in college and institute infrastructure and equipment
Strategic investments to meet the needs of employers and communities
Increase access to post-secondary education and upskilling for Aboriginal peoples
Essential to support reconciliation and improve education and employment outcomes
Invest in improved labour market information, apprenticeship completion and employability of youth
Key to expanding employment opportunities for Canadians
The signatory institutions to this protocol agree to maximize their contribution to a sustainable future and are committed to their role as leaders to their internal and external communities.
In the context of this protocol, sustainability is institutionally defined and may include environmental, economic and social dimensions.
Training packages are based on the divorce of learning outcomes from processes of learning and curriculum. Policy insists that training packages are not curriculum, and that this ‘frees’ teachers to develop creative and innovative ‘delivery strategies’ that meet the needs of ‘clients’. This paper argues that training packages deny students access to the theoretical knowledge that underpins vocational practice, and that they result in unitary and unproblematic conceptions of work because students are not provided with the means to participate in theoretical debates shaping their field of practice. Tying knowledge to specific workplace tasks and roles means that students are only provided with access to contextually specific applications of theoretical knowledge, and not the disciplinary framework in which it is embedded and which gives it meaning. The paper illustrates this argument by comparing the current Diploma of Community Services (Community Development) with a previous
qualification that preceded training packages in the same field.
This press release from the Council of Ontario Universities shows that students NOT coming direct from high school now constitute 24% of all new admissions, and enrollments from this sector are increasing faster than those from students coming direct from high schools.
This trend is likely to continue and grow, given the demographics of Canada. Birth rates are low (the City of Vancouver has 60,000 less k12 students than it did 10 years ago, although some of this is due to families migrating to Surrey and other cities/suburbs, where house prices are more affordable), whereas the demands of the workplace and in particular the growth of knowledge-based industries is requiring continuous and lifelong learning.
In 2008-09, Lakehead University undertook a study to examine the effectiveness of its Gateway program, an academic intervention program offered to a select population of incoming students. The Gateway program at Lakehead is designed for students who exhibit academic potential but who do not meet the traditional entrance requirements of the university at the time of application. The program not only provides access to a university education but also provides support for success. The intentional and holistic programming provided to students admitted through the Gateway program includes special academic support programming and mandatory academic advising.
The reading and math skills of 15-year-old immigrant students, as measured by the Programme for International Student Assessment (PISA) between 2000 and 2012, vary across regions of Canada.
Regional variations were also observed in the high school and university completion rates of youth who immigrated in Canada before the age of 15, as measured in 2011.
Can Test of Workplace Essential Skills (TOWES) assessments and Essential Skills (ES) training interventions be used to help internationally educated professionals to be more effective at work? Through three worker groups, Bow Valley College (BVC) sought to test, train and re-test IEPs to determine if Essential Skills training could increase workplace success. The worker groups included: WorleyParsons with Targeted training for a specific workplace; Corporate Readiness Training Program (CRTP) which was, in-class training followed by a work experience; Success in the Workplace (SWP) /City of Calgary blended delivery Continuing Education training. In all three worker groups, 142 learners were tested. Of that group 48 tested in at Level 2 in Document Use and completed the training and both TOWES assessments. Results indicated that all workers moved positively within Level 2 and some workers moved from Level 2 to Level 3 and Level 4.
Listening: An Introduction
There seems to be a growing realization of the importance of solid listening and communication skills. After all, lack of attention and respectful listening can be costly ‐ leading to mistakes, poor service, misaligned goals, wasted time and lack of teamwork.
According to Statistics Canada, 25% of Canadian college students drop out of post-secondary training. Many instructors comment that college students are increasingly hard-pressed to keep up with assignments and readings. Would improving student performance through Essential Skills (ES) training enable students to become more effective, and therefore less likely to drop out? In January 2012, Douglas College recruited students into the National Framework for Essential Skills Research Project. In total, 143 students were tested using the Test of Workplace Essential Skills (TOWES) and Canadian Literacy Evaluation (CLE). Of these, almost two-thirds tested below the minimum Level 3 recommended for success in work, learning, and life. Since only those that scored a Level 2 in Document Use were eligible to participate in the project, 66 students were invited to take part in weekly study sessions. Of these, 37 students chose to participate. Following 10 weeks of study sessions, students were tested again. The results indicate that almost all the students moved positively within Level 2 and 75% moved from Level 2 to Level 3 or Level 2(3).
The goal of the ESI (Essential Skills for Immigrants), Pre-Arrival Pilot Project is to develop and test a model for assessing and developing the essential skills (ES) of trained professionals before they arrive in Canada.
Ontario is reviewing its university funding model, an enrolment-based formula through which the Ministry of Training, Colleges and Universities distributes a $3.5B annual provincial operating grant to the province’s 20 publicly assisted universities.
We examined the existing model in our June 2015 paper The Ontario University Funding Model in Context. We observed that the model is a relatively small (27 %) component of total university system revenues. We concluded that this small slice of funding must be managed in a focussed and strategic way if it is to be effective in shaping behaviour towards desired provincial objectives (HEQCO, 2015).
An important goal of Ontario’s postsecondary education system is to provide the appropriate level of educational attainment to meet the current and future human capital needs of the province (HEQCO, 2009: 19). This purpose reflects the recognition that education and training contribute to the human capital of individuals and make them more productive workers and better informed citizens. Attainment of further education not only provides for individual returns such as higher earnings and lower levels of unemployment , improved health and longevity, and greater satisfaction with life, but it is also strongly linked to social returns such as safer communities, healthy citizens, greater civic participation, stronger social cohesion and improved equity and social justice (Riddell, 2006). In order for the province to maintain and enhance its economic standing in the changing global economy, and to provide its citizens with the social benefits that higher education affords, it must ensure that the human capital needs of its society are met.
Canadians invest considerable energy, resources, and personal and societal aspiration postsecondary education. It is good public policy to assess how we are doing and outcomes we are achieving with that investment. One of HEQCO’s core mandates evaluate the postsecondary sector and to report the results of that assessment. To this end, in this report, we have assembled data that assess the performance of Canada’s 10 provincial public postsecondary education systems.
This report provides parliamentarians with an assessment of the state of the Canadian labour market by examining indicators relative to their trend estimates, that is, the level that is estimated to occur if temporary shocks are removed.
To provide additional information on labour utilization that may not be captured by typical indicators for younger workers, PBO also examines how the educational credentials of younger university graduates match their occupational requirements.