DOCSLIB.ORG

From Education to Grassroots Learning: Towards a Civil Society Through Community Colleges in Taiwan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
From Education to Grassroots Learning: Towards a Civil Society Through Community Colleges in Taiwan Community College Models Rosalind Latiner Raby • Edward J. Valeau Editors Community College Models Globalization and Higher Education Reform Editors Rosalind Latiner Raby Edward J. Valeau California State University Senior Partner, Education Leadership Search Northridge, CA President Emeritus, Hartnell Community College USA President Emeritus, California Colleges for International Education Hayward, California USA ISBN 978-1-4020-9476-7 e-ISBN 978-1-4020-9477-4 Library of Congress Control Number: 2009920579 © 2009 Springer Science + Business Media B.V. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper springer.com This book is dedicated to our families for their continued strength and conviction to believe in a project of this magnitude. In particular, we want to thank our spouses, Ronald S. Raby and Vera C. Valeau for their patience and support during this long process. They have given so much and we love them dearly. We also want to dedicate this book to a pioneer in the field of community colleges, David Wilson. His inspiration and vision is seen throughout this book. Foreword George R. Boggs and Judith Irwin Although community colleges in the United States are increasingly seen as a model that other countries can emulate to train a more skilled work force, Americans are aware of the need to seek knowledge and expertise from other higher education institution models – community college, technical and further education – around the world. All systems are struggling with the complexities involved to successfully educate students to be globally competent citizens in today’s world economies. Globalization, a challenging theme for many commu- nity colleges in America, is now seen as essential to a nation’s competitiveness and its societal standard of living. Readers of this book are exposed to a variety of themes that are relevant both in the United States and abroad. Chapters focus on economic models to help local and national economies develop strong workforce training and preparation, humanitarian models to bring about social mobility, peace transformative models to help institu- tions expand and keep up with societal needs, and newly created models that respond to the educational and training needs of a constantly changing world. Forward-thinking leaders committed to higher education reform, recognize how commonplace it is to have problems that never seem to be fully resolved. Through studying different models and focusing on the functions and tactics applied by other systems, individual practices can be improved and enhanced. This sharing of infor- mation will help broaden partnerships and networks between the United States and higher education institutions in other countries as well as with the private sector and foundations; highlight and expand emerging and innovative approaches to teaching, training, technology transfer, and human development; and develop strategies to establish innovative and lasting higher education relationships for international development in areas that support innovation and economic growth. For many decades, the United States has been the most competitive force in the world and the leader in higher education developments based on its investments in technology and innovation, our capital structure, and democratic institutions. Throughout the past decade, other countries have been following the United States, while at the same time becoming more innovative to solve their own crises. This has led to broader understanding, recognition, and respect of each others’ accomplishments. vii viii Foreword This publication does not feature every country with a 2-year system. However, providing an overview of several diverse models, theories, and solutions enables policymakers and educators in several countries to determine what works for them based on their own political and government structure. There is no one universal solution, thus each country is aware of what works for their society and creatively adapts its model based on individual needs and realistic possibilities. As the world becomes flatter, the similarities and connections will parallel each other and like- nesses will outweigh differences. The book editors and chapter writers hope their contributions will inspire educational leaders, practitioners, and innovators around the world to engage and learn from each other – leading to improved and enhanced training and education programs to ensure that all graduates can work and compete in the twenty-first century identified by a “flat world”. This book appears at a time of great signifi- cance to the community colleges. Domestically, changing philosophies are support- ing dynamic programs and policies that internationalize the college and the local communities in which they are located. Internationally, the process of globalization continues to propel this institution to its present status as a leading postsecondary institutional type. Cross-nationally, organizations, such as the World Federation of Colleges and Polytechnics and the International Association of Community and Further Education Colleges, are recognizing the need for continued dialogue and advocacy. This book sends a clear message to the American and indeed to the inter- national educated community that illuminates the reality of community college models and their role in contemporary society. George R, Boggs is the President and CEO of the American Association of Community Colleges (AACC), an organization which is the Voice of America’s Community Colleges. Judith Irwin is the Director of International Programs and Services of the American Association of Community Colleges (AACC). Preface Rosalind Latiner Raby and Edward J. Valeau, Coeditors Increasingly, students worldwide are seeking postsecondary education to acquire new skill sets and credentials. The strain on traditional 4-year universities is being addressed by an explosion of community college models that provide educational opportunities and alternative pathways for students who do not fit the traditional higher educational profile and are often excluded from getting such education. In 1993, Kintzer noted that there were over 180 nonuniversities, many of which were modeled on US community colleges (Kintzer, 1993, p. 4). Today, nearly every country has or is envisioning a community college model. Flexibility of curriculum and a mission to serve local populations define community college models and yet, it is the direct connection to individuality that complicates cross-national compari- sons. Even the names given to these institutions vary. To advance communication, the term community college model represents all the key elements, and therefore is used throughout this text. Publications on community college models are few (Raby and Tarrow, 1996; Romano, 2002; Levin, 2001; Elsner, 2008), and as such, a comprehensive examina- tion is timely and relevant. This book presents empirical case studies that are cross- disciplinary and that provide defined strategies for effective and pragmatic policy planning and reform at local, regional, and national levels. Five themes circumvent the book which defines community college models as a purveyor of academic, philosophical, economic, institutional, and community reforms. Academic reforms influence what is taught, how it is taught, and who provides accreditation. Curriculum match local needs as evidenced through adult instruction (Bagley and Rust), short-term programs (Punthumasen and Maki), experiential learning (Chen and Wang), vocational studies (Silva; Postiglione), reverse-transfer (Wilson), entrepreneurial education (DoBell and Ingle), SpLD (Edwards), and social action programs (DeBard and Rice). Changing pedagogy includes student- centered emphasis as seen in Senegal CUR (Gueye and Sene), Russian NPPT (Zamani-Gallaher and Gorlova), Tajikistan Aga Khan Project (Hamon), and China Migrant Centers (Li and Levin). Finally, administrative and governance reforms are detailed in staff and faculty leadership development (Frost; Hoare and Dellow), international student needs (Kusch et al.), national certification (Oliver et al.; Alphonse and Valeau), credentials (Tormala-Nita and Cijntje; Kamyab; Woodham ix x Preface and Morris), and shared curriculum and accreditation through international partner- ships (Hatton and Schroeder). Philosophical reforms link community college models to sociocultural and political reform. The concept of the “College for the People” is defined by Cohen and placed into a comparative focus by Raby, with specific examples in Vietnam (Lam and Vi), Scandinavia (Bagley and Rust), Thailand (Punthumasen and Maki), and Taiwan (Chen and Wang). Some chapters illustrate that even curriculum has a set goal to reduce conflict (Zamani-Gallaher and Gorlova), secure peace (DeBard and Rice), or advance Gross Domestic Happiness (Gandhi). Most importantly, chapters illustrate how philosophical goals are actually being met by equalizing access for specific student groups, such as giving access to those previously denied (Kamyab; Mpondi), lower income (Hoare and Dellow), special education (Edwards), second opportunities (Wilson), migrants (Li and Levin),
Load more

Recommended publications
  • Bibliography of Education, 1911-11
    I UNITEDSTATESBUREAU ,OFEDUCATION 657 BULLETIN, 1915, NO. 30 - - - WHOLE NUMBER BIBLIOGRAPHYOFEDUCATION FOR 19,1 1-1 2 a at, Ab. WASHINGTON GOVERNMENT PRINTINGOFFICE 1915 ADDITIONAL COPIES PIMLICATION MAT DR PROCUREDFROM THE '1:PERIN-TENDERT OrDOCUMENTS GOVERNMENT PRINTING OPTICS WASHINGTON, D. C. AT 2O CENTS PER COPY 205570 .A AUG 28 1918 athl 3 a -3g CONTENTS. i9IS 30 -3 8 Generalities: Bibliography Page. New periodicals 7 9 Pulaications of associations, sociefies, conferences,etc. National State and local 9 14(i' Foreign 23 International Documents 23 Encyclopedias 23 24 History and description: General Ancient 24 25 Medieval 25 odena 25 United States . Ge.neral 25 Public-school system 28 Secondary education 28 Higher or university education 29 National education association 30 Canada s 30 South AmericaWest Indies 31 Great Britain 31 Secondary education 32 Higher or university education 32 Austria 32 France 33 Germany 33 Higher or university education 34 Italy Belgium 35 Denmark 35 Sweden 35 Iceland 35 Switzerland 35 Asia 35 .China 35 India Japan 38 Now Zealand 38 Philippine Islands 38' Biography 37 Theory of education 38 Principles and practice of teaching: General 42 Special methods of instruction 44 Moving pictures, phonographs, etc 44 Methods of study.. 45 Educational psychology 45 Child study 48 Child psychology 49 Plays, games, etc 49 4 CONTENTS. Principles and practice of teachingContinued. Pais. Kindergarten and primary education 50 Montessori method 52 Elementary or common-school education 54 Rural schools. 54 Curriculum. 57 Reading . 58 Penmanship 58 . Spelling 58 Composition and language study 59 Languages 59 History 59 Geography 59 Nature study and science 60 Arithmetic .
    [Show full text]
  • Hwang, Yin (2014) Victory Pictures in a Time of Defeat: Depicting War in the Print and Visual Culture of Late Qing China 1884 ‐ 1901
    Hwang, Yin (2014) Victory pictures in a time of defeat: depicting war in the print and visual culture of late Qing China 1884 ‐ 1901. PhD Thesis. SOAS, University of London http://eprints.soas.ac.uk/18449 Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non‐commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this thesis, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", name of the School or Department, PhD Thesis, pagination. VICTORY PICTURES IN A TIME OF DEFEAT Depicting War in the Print and Visual Culture of Late Qing China 1884-1901 Yin Hwang Thesis submitted for the degree of Doctor of Philosophy in the History of Art 2014 Department of the History of Art and Archaeology School of Oriental and African Studies, University of London 2 Declaration for PhD thesis I have read and understood regulation 17.9 of the Regulations for students of the School of Oriental and African Studies concerning plagiarism. I undertake that all the material presented for examination is my own work and has not been written for me, in whole or in part, by any other person.
    [Show full text]
  • Conceptualizing the Blue Frontier: the Great Qing and the Maritime World
    Conceptualizing the Blue Frontier: The Great Qing and the Maritime World in the Long Eighteenth Century Inauguraldissertation zur Erlangung der Doktorwürde der Philosophischen Fakultüt der Ruprecht-Karls-Universität Heidelberg Vorgelegt von Chung-yam PO Erstgutachter: Prof. Dr. Harald Fuess Zweitgutachter: Prof. Dr. Joachim Kurtz Datum: 28 June 2013 Table of Contents Abstract 2 Acknowledgments 3 Emperors of the Qing Dynasty 5 Map of China Coast 6 Introduction 7 Chapter 1 Setting the Scene 43 Chapter 2 Modeling the Sea Space 62 Chapter 3 The Dragon Navy 109 Chapter 4 Maritime Customs Office 160 Chapter 5 Writing the Waves 210 Conclusion 247 Glossary 255 Bibliography 257 1 Abstract Most previous scholarship has asserted that the Qing Empire neglected the sea and underestimated the worldwide rise of Western powers in the long eighteenth century. By the time the British crushed the Chinese navy in the so-called Opium Wars, the country and its government were in a state of shock and incapable of quickly catching-up with Western Europe. In contrast with such a narrative, this dissertation shows that the Great Qing was in fact far more aware of global trends than has been commonly assumed. Against the backdrop of the long eighteenth century, the author explores the fundamental historical notions of the Chinese maritime world as a conceptual divide between an inner and an outer sea, whereby administrators, merchants, and intellectuals paid close and intense attention to coastal seawaters. Drawing on archival sources from China, Japan, Korea, Vietnam, and the West, the author argues that the connection between the Great Qing and the maritime world was complex and sophisticated.
    [Show full text]
  • The Quebec Education Program (QEP) Makes up the Core Curriculum for Elementary and Secondary School Students
    The Quebec History and Citizenship Education Curriculum and the Benchmarks of Historical Thinking (BHT): Convergence and Divergence David Lefrancois and Stephanie Demers The Quebec Education Program (QEP) makes up the core curriculum for elementary and secondary school students. It is divided according to levels (elementary and secondary), then according to cycles. Consequently, there is one elementary curriculum and two secondary curricula (one for the first cycle – grades seven and eight, known as secondary one and two, and another for the second cycle, grades nine through eleven, known as secondary three to five). In terms of structure and prescriptions, differences between the two secondary school curricula are minor. The only significant differences relate to content: the social phenomena which are studied change from one cycle to the next. The QEP structures the aims, objects and content of the Quebec history program. The Benchmarks of Historical Thinking (BHT), on the other hand, are not part of a curriculum, but rather make up a series of key reference points for evaluating what students should be able to accomplish in learning history. Collectively, they represent structural, cognitive concepts of historical thinking. Examples of tasks centred on the Benchmarks concepts illustrate what to expect of students putting them into practice. 1. Conceptions of history and the purpose of teaching history There exists some convergence in the aims put forth by the QEP and that of the BHT, particularly in regards to students building their identity and worldview, as well as in the development of skills or intellectual and critical competencies. Where these two programs diverge is in the origins of their theoretical foundations.
    [Show full text]
  • Quebec Education: the Unfinished Revolution
    Norman Henchty Quebec Education: The Unfinished Revolution Profound changes have taken place in the Province of Quebec since 1960. The period is described as the Quiet Revo­ lution and like all genuine revolutions change penetrated deeply into every aspect of the society - the identity, the culture, the institutions, and the people. The French-speaking Quebecer was once defined by his attachment to tradition, his allegiance to the Church, his elitist view of society, his distrust of change, and his detachment from the economic life of the continent. But a new definition has been emerging over the last decade: concern for the present, adherence to a secular and political ethic, an egalitarian view of society, a commit­ ment to change, an engagement in the technology and econ­ omics of the post-industrial state. As the identity of the French Quebecer alters, the tradi­ tional assumptions on which the English Quebecer has oper­ ated no longer hold. His economic and social cocoon has been broken open and he finds himself a member of a minority group, a stranger in a strange land. His identity is trans­ formed and in an ironic way he exchanges places with the French: it is now the English Quebecer who worries about the survival of his culture and language, who seeks his security in tradition, who stands on his constitutional rights. As identities change, so do cultures and institutions. Churches and convents, once the citadels of power, become shrines of a history turned aside; the theology and history of the classical college become the sociology and informatique of the Cegeps; the triumvirate of doctor-lawyer-priest becomes that of bureaucrat-accountant-animateur .
    [Show full text]
  • Can the Reggio Emilia Approach Help with the Implementation of the New Quebec Curriculum?
    ADAPTING TO CHANGE: CAN THE REGGIO EMILIA APPROACH HELP WITH THE IMPLEMENTATION OF THE NEW QUEBEC CURRICULUM? PAULINE MESHER & HELEN AMORIGGI McGiII University ABSTRACT. Educators in Quebec are faced with implementation of a curricu­ lum reform, which places particular emphasis on young children's learning. One of the most highly regarded approaches to early childhood education is the Reggio Emilia approach, which began in Italy after the Second World War. Documentation of the success of this approach reveals imaginative and creative work produced by three-, four- and five-year-old children. The Reggio Emilia approach has significant similarities to the new Quebec curriculum. These include building on children's previous experiences; allowing children to set goals for themselves and decide on choice of projects; and drawing on a variety of 'languages' to represent children's ideas (e.g. artistic, verbal, or symbolic). In this article, we explore three relevant components of the Reggio Emilia approach which could assist in the impIe­ mentation of the new Quebec curriculum: 1) the environment, 2) project­ based learning, and 3) documentation. AJUSTEMENT AU CHANGEMENT: LA DÉMARCHE DE REGGIO EMILIA PEUT-ELLE CONTRIBUER À LA MISE EN ŒUVRE DU NOUVEAU CURSUS DU QUÉBEC? RÉSUMÉ. Les éducateurs du Québec sont tenus de mettre en œuvre une réforme du programme scolaire qui attache plus d'importance à l'apprentissage des jeunes enfants. L'une des méthodes d'enseignement préscolaire particulièrement prisées est la méthode de Reggio Emilia, qui a débuté en Italie après la Deuxième guerre mondiale. Le succès de cette méthode est attesté par des œuvres imaginatives et créatives conçues par des enfants de trois, quatre et cinq ans.
    [Show full text]
  • Learning Aprendizaje
    Twenty-fifth International Conference on Learning Education in a Time of Austerity and Social Turbulence 21–23 JUNE 2018 | UNIVERSITY OF ATHENS | ATHENS, GREECE | THELEARNER.COM XXV Congreso Internacional de Aprendizaje La educación en un tiempo de austeridad y tumulto social 21–23 DE JUNIO DE 2018 | UNIVERSIDAD DE ATENAS | ATENAS, GRECIA | SOBREAPRENDIZAJE.COM Twenty-fifth International Conference on Learning “Education in a Time of Austerity and Social Turbulence” 21–23 June 2018 | University of Athens | Athens, Greece www.thelearner.com www.facebook.com/TheLearnerResearchNetwork @onthelearner | #ICL18 Twenty-fifth International Conference on Learning www.thelearner.com First published in 2018 in Champaign, Illinois, USA by Common Ground Research Networks, NFP www.cgnetworks.org © 2018 Common Ground Research Networks All rights reserved. Apart from fair dealing for the purpose of study, research, criticism, or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact [email protected]. Common Ground Research Networks may at times take pictures of plenary sessions, presentation rooms, and conference activities which may be used on Common Ground’s various social media sites or websites. By attending this conference, you consent and hereby grant permission to Common Ground to use pictures which may contain your appearance at this event. Designed by Ebony Jackson and Brittani
    [Show full text]
  • Policy on Educational Success a Love of Learning, a Chance to Succeed
    POLICY ON EDUCATIONAL SUCCESS A LOVE OF LEARNING, A CHANCE TO SUCCEED POLICY ON EDUCATIONAL SUCCESS A LOVE OF LEARNING, A CHANCE TO SUCCEED This document is available on the Ministère’s website at education.gouv.qc.ca. © Gouvernement du Québec Ministère de l’Éducation et de l’Enseignement supérieur ISBN 978-2-550-78835-5 (version imprimée) ISBN 978-2-550-78836-2 (PDF) (English edition: ISBN 978-2-550-78838-6) Legal deposit – Bibliothèque et Archives nationales du Québec, 2017 MESSAGE FROM THE PREMIER In Québec, education is a priority. Indeed, it is the key required to build a more prosperous and innovative society. In a changing world, it is a quintessential asset needed to meet challenges associated with all sectors of activity, to ensure the well-being of the population and to increase prosperity both individually and as a society. However, our education system, like our society, must adapt to the changes that each new generation brings. To provide Québec with an educational model for the 21st century, our government has toiled daily to more effectively manage our public finances and develop our economy. This has given us much greater latitude to make substantial new investments in school renovations and to offer the best possible services to our young people, both today and in the future. We have also embarked on a major review process centred on the idea of educational success. What must we do, we asked, to ensure that each young person has the means to develop his or her full potential in school and, subsequently, to contribute fully to our society? During the public consultations held in the fall of 2016, everyone had an opportunity to express their views on the matter.
    [Show full text]
  • Theory, History, and Practice of Education: Fin De Siècle and a New Beginning
    Reginald Edwards McGill University Theory, History, and Practice of Education: Fin de siècle and a new beginning Abstract The history and development of normal schools is traced through a summary of events that transpired in France, the United States, Britain, and Canada. The author examines the roots of several systems ofteacher training and identifies specifie institutions (normal schools) that played an important role in bringing to McGill University key persons interested in the training of teachers. Much of the article is devoted to linking the diverse influences that culminated in the establishment of the McGill Normal School, the Macdonald CollegeforTeachers, and the Macdonald Chair ofEducation. Whilethearticle outlines the history of McGill's role in teacher education in Quebec and Canada, it also gives a broad perspective on the history of normal schools in Europe and North America, and their influences on teacher education today. Résumé L'histoire et le développement des écoles normales est retracée par un résumé des événements qui se sont produits en France, aux États-Unis, en Grande-Bretagne et au Canada. L'auteur analyse les racines de plusieurs systèmes de formation des maîtres et se penche sur certains établissements (écoles normales) qui ont contribué àfaire venir à l'Université McGill des personnes clés s'intéressant à la formation des maîtres. Une bonne part de l'article est consacré aux diverses influences qui ont abouti à la création de la McGill Normal School, du Macdonald Collegefor Teachers et de la Chaire Macdonald des sciences de l'éducation. Si l'auteur dresse l'historique du rôle joué par McGill dans laformation des maîtres au Québec et au Canada, il propose une vue d'ensemble plus étendue de l'historique des écoles normales en Europe et en Amérique du Nord et de leurs incidences sur laformation des maîtres telle qu'elle est dispensée aujourd'hui.
    [Show full text]
  • Historical Background of the English-Language Cegeps of Quebec
    Reginald Edwards McGili University Historical Background of the English-Language CEGEPs of Quebec Abstract This article presents a detailed background of the political and social changes that existed before and during the time that Quebec' s CEGEP system came into existence. The objective of the article is ta proville both a general history of the educational changes in Quebec in the 1960s (and the subse­ quent opening ofthe French-language CEGEPs) and the eventual opening of Dawson College, the first English-language CEGEP, in September 1969. Commentary on political, social, and economic conditions add additional insights into Quebec' s present college and university education. Résumé Cet article décrit de façon détaillée le contexte tks modifications politiques et sociales survenues qvant et pendant la mise en place du réseau tk cégeps au Québec. L'article vise à retracer tk façon générale les change­ ments survenus dans le domaine tk l'éducation au Québec au cour~ tks années 60 (qui ont mené à la création tks cégepsfrancophones) ainsi que la création du Coll~ge Dawson, premier cégep anglophone, en september 1969. L'examen tk la conjoncture politique, sociale et économique tk cette périotk nous permet tk mieux comprendre l'enseignement collégial et universitaire actuellement dispensé au Québec. "Great Oaks from Little Acorns Grow" is a statement redolent of Horatio Alger or Samuel Smiles, a phrase once beloved of entrepreneurs, business sehools, and commercial intere8ts; it was seldom applied to educa­ tional matters, nor to changes within educational systems. Nevertheless two Orders in Council, devices used by governments to proceed without public McGill Journal of Education, Vol.
    [Show full text]
  • Le Paris De 1'Extreme-Orient
    DEPARTEMENT D'HISTOERE Faculte des lettres et sciences humaines Universite de Sherbrooke Le Paris de 1'Extreme-Orient: La 'frangite' de la Concession frangaise de Shanghai, 1900-1912 The Paris of the East: Putting the 'French' in French Concession in Shanghai, 1900-1912 HST 850 Memoire de Maitrise Supervisor: Dr. Patrick Drame Readers: Dr. Tristan Landry Dr. Harold Berube Author: Alexander Major 28 December 2011 Library and Archives Bibliothdque et Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'6dition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-83730-6 Our file Notre reference ISBN: 978-0-494-83730-6 NOTICE: AVIS: The author has granted a non­ L'auteur a accords une licence non exclusive exclusive license allowing Library and permettant d la Biblioth&que et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, pr§ter, telecommunication or on the Internet, distribuer et vendre des thdses partout dans le loan, distrbute and sell theses monde, d des fins commercials ou autres, sur worldwide, for commercial or non­ support microforme, papier, 6lectronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriety du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette th6se. Ni thesis. Neither the thesis nor la thdse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprim&s ou autrement printed or otherwise reproduced reproduits sans son autorisation.
    [Show full text]
  • Eligibility for English-Language Education Bill 115
    Eligibility for English-Language Education Bill 115 Marsha Warmuth Admissions Officer, Selwyn House School Michel Lafrance Headmaster, West Island College You would like your child to receive an English education in Quebec? Do you qualify? What is a Certificate of Eligibility (Déclaration d’admissibilité)? • A Quebec government-issued document allowing a child to attend a subsidized English elementary or secondary school Who Needs a Certificate of Eligibility? • All students who attend a government-subsidized English school in Quebec - public or private (independent) Who can Receive a Certificate of Eligibility? • A child who has at least one Canadian parent who attended an English elementary school in Canada • A child who is in Canada on a temporary stay (who has his or her own study permit) or is the dependent child of someone on a study or work permit • A child with at least one Canadian parent, who qualifies under Bill 115 A child of parents who are Canadian permanent residents is not eligible About Bill 115 • Bill 115 permits the Quebec Ministry of Education to determine a student’s eligibility using a point system, whereby an applicant accumulates or loses points based on several factors 15 points = Certificate of Eligibility Bill 115 - The Point System Obtaining a Certificate of Eligibility based on the Bill 115 point system depends upon: • When a child starts attending English private (independent) school • Whether his or her siblings attend an English private school • What type of English private school the child attends It’s important to understand the benefits and limitations of Bill 115 Bill 115 Point System Points Accumulated/Deducted by Student • A student who attends a non-government subsidized English school in Quebec will accumulate points for each year of attendance.
    [Show full text]