Challenges of Canada's Decentralized Education System
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Digital Learning in Canadian Higher Education in 2020
Digital Learning in Canadian Higher Education in 2020 Ontario Report Report Author: Dr. Nicole Johnson Research Director, Canadian Digital Learning Research Association Research Team: Dr. Nicole Johnson Research Director, Canadian Digital Learning Research Association Dr. Jeff Seaman Director, Bay View Analytics and Director of Analytics, Canadian Digital Learning Research Association Dr. George Veletsianos Professor & Canada Research Chair in Innovative Learning and Technology, Royal Roads University Canadian Digital Learning Research Association Association canadienne de recherche sur la formation en ligne ACKNOWLEDGEMENTS The National Survey of Online and Digital Learning is made possible with the support of our sponsors. The primary funding agencies for the 2020 CDLRA research initiatives were: eCampusOntario, BCcampus, Campus Manitoba, Contact North, OCAS, Pearson Canada, and D2L. We thank Dr. George Veletsianos for his work on the Canadian Pulse Project surveys, which contributed to the findings presented in this report. We also thank the following organizations for their support: Colleges and Institutes Canada (CICAN) and Universities Canada. In addition, we thank Carole Freynet-Gagné and her team for their translation services that enabled the bilingual production of the 2020 CDLRA reports and presentations. We also thank Rachel Sumner, the eCampusOntario/CDLRA Liaison for her support in arranging interviews with senior administrators in Ontario and for her feedback on the Ontario report. Most importantly, we thank our survey -
Cestar College (PDF)
Lambton College in Toronto at Cestar College T +1-416-485-2098 400-265 Yorkland Blvd E [email protected] Toronto ON, M2J 1S5 lambtoncollege.ca/Toronto Information for Prospective International Students Lambton College of Applied Arts and Technology (Lambton College) is a public college located in Sarnia, Ontario Canada. Lamb ton College has established a licensing agreement in Toronto, Ontario, Canada referred with Cestar College of Business, Health and Technology (Cestar College); a registered private career college. We refer to this licensing agreement as Lambton in Toronto. Students that are registered at Lambton in Toronto shall be deemed students of a public college and as such, shall receive full credit from Lambton College for all Lambton College courses completed at the Cestar College campus. Students who meet program graduation requirements will graduate with a credential from a public institution (Lambton College) in the Province of Ontario and operating under the Ministry of Training, Colleges and Universities. Cestar College is located at 265 Yorkland Boulevard, Toronto, Ontario, Canada. All services and classes at this location are delivered by Cestar College employees in accordance with our licensing agreement. The advantages of studying at Lambton in Toronto include: • Possible access to a great number of off-campus employment opportunities. • Public transportation options are more frequent and accessible. • Possibility of living closer to friends and family in the Greater Toronto Area. The main disadvantages of studying at Lambton in Toronto include: • Living costs may be higher in Toronto than Sarnia. • Classes are composed of only international students. • Due to the small size of the Cestar College campus in Toronto, the breadth of student services, computer and science labs, and recreational facilities will be much less than those offered at Lambton College’s main campus in Sarnia. -
Academic Transformation: the Forces Reshaping Higher Education in Ontario
An agency of the Government of Ontario Ian D. Clark, Greg Moran, Michael L. Skolnik, and David Trick. Academic Transformation: The Forces Reshaping Higher Education in Ontario. Montreal and Kingston: Queen’s Policy Studies Series, McGill-Queen’s University Press, 2009. The book is available for purchase at http://mqup.mcgill.ca/book.php?bookid=2363 (English only). The thesis of this book is that the present approach to the provision of baccalaureate education in Ontario is not sustainable and is in need of significant modification. The stage for the present approach was set by two higher education policy decisions that were made in the 1960s: (1) that the colleges would have no role in the provision of baccalaureate credit activity; and (2) that the publicly supported universities would have complete autonomy in deciding on their purpose, mission, and objectives. While the universities had been primarily teaching institutions until the 1960s, since then a single idea of the mission of the university—the research university—has been adopted by all. A key element of the research university model to which the university community in Ontario has subscribed is that of the teacher-researcher ideal: that undergraduate students should be taught only by professors who are active researchers. Not only have all the universities embraced the research university model, but in the past two decades there has been a growing expectation from the public and the government for universities to produce knowledge that will enhance Canada’s economic well-being and international economic competitiveness. This new model has fostered substantial growth in university research, brought changes to the traditional research paradigm, and introduced new costs—both human and financial. -
Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten Zuhra Abawi
JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten Zuhra Abawi Dr. Zuhra Abawi is an assistant professor of education at Niagara University, Ontario. Her work focuses on the ways that discourses of race and identity are negotiated, mediated, and socialized in education. Her research seeks to recenter the voices of racialized and Indigenous children, families, and educators by problematizing whiteness and Eurocentric developmentalist discourses and curricula embedded in educational institutions. Email: [email protected] While there has been extensive research pertaining This paper critically unpacks the racialized and toward the importance of diversifying the teacher gendered hierarchies between the co-teaching model of workforce in order to represent student diversity early childhood educators (ECEs) and Ontario certified and provide equitable and inclusive education teachers (OCTs) in full-day kindergarten (FDK), and (e.g., Abawi, 2018; Abawi & Eizadirad, 2020; how such positionalities speak to racial socialization James & Turner, 2017; Ryan, Pollock, & Antonelli, in early learning spaces. While young children and 2009; Turner Consulting Group, 2015), there is early learning spaces are often portrayed as raceless, limited study on the racialized power relations ahistorical, and apolitical, extant literature suggests informing the relationship between the co- that children as young as two years of age are aware teaching team of early -
Market Forces Or International Institutions? the Under-Emphasized Role of Ifis in Domestic Bank Regulatory Adoption
Market Forces or International Institutions? The Under-Emphasized Role of IFIs in Domestic Bank Regulatory Adoption Meredith Wilf∗ January 10, 2017 For discussion at The Political Economy of International Organizations (PEIO) 2017 conference January 12-14, 2017 Abstract The 1988 Basel Capital Accord coordinated an increase in twelve signatory countries’ bank regulatory stringency. By 2001, in the absence of legal obligation to do so, more than 100 non-signatories also adopted the accord’s terms. Why? While existing explanations argue that countries adopted to prevent a reputation as weakly regulated, this is inconsistent with limited public information about adoption status. I argue instead that international organizations played a systematic role in broad adoption. Using an original dataset that codes Basel I status for 167 countries over the period 1988 to 2015, I analyze those factors that correlate with country adoption of Basel I. I find that International Monetary Fund (IMF) programs are robustly correlated and market forces hold little explanatory power. Further, IMF program effects are strongest immediately following 1997, the year that Basel I was embedded in new international best practices that entailed pub- lic reporting by the IMF. For an important bank regulation where adoption can be meaningfully compared across countries, this paper shows that the conventional understanding overstates the role of market forces and understates the role of international organizations. Further, this case illustrates how, even without a strong hegemonic preference for worldwide adoption, international agreements may evolve in unintended ways. ∗Meredith Wilf ([email protected]) is Assistant Professor in the Graduate School of Public and International Affairs (GSPIA) at University of Pittsburgh ([email protected]). -
Education in Canada
Education in Canada © 2008 Council of Ministers of Education, Canada Permission is granted for non‐commercial reproduction related to educational purposes, provided there is a clear acknowledgement of the source. Otherwise, no part of this publication may be reproduced or transmitted in any form without prior permission from the Council of Ministers of Education, Canada, 95 St. Clair Ave. West, Suite 1106, Toronto, Ontario, M4V 1N6 July 2008 Également offert en français sous le titre : L’Éducation au Canada. Education in Canada Canada is the second largest country in the world — almost 10 million square kilometres (3.8 million square miles) — with a population of 33.1 million as of October 2007, a population density of 3.5 people per square kilometre, and a median income in 2005 of C$41,401. However, Canada’s population is not spread evenly over the territory as two out of three Canadians live within 100 kilometres of the southern border with the United States. In addition, more than 80 per cent of the population lives in urban centres; 45 per cent of the population lives in just six metropolitan areas. Responsibility for Education Responsibility: In Canada, there is no federal department of education and no integrated national system of education. Within the federal system of shared powers, Canada’s Constitution Act of 1867 provides that “[I]n and for each province, the legislature may exclusively make Laws in relation to Education.” In the 13 jurisdictions — 10 provinces and 3 territories, departments or ministries of education are responsible for the organization, delivery, and assessment of education at the elementary and secondary levels, for technical and vocational education, and for postsecondary education. -
Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges
Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Tet S. Lopez-Rabson, Seneca College, and Ursula McCloy, HEQCO, on behalf of the GTA Colleges Institutional Research (IR) Network Published by The Higher Education Quality Council of Ontario 1, Yonge Street, Suite 2402 Toronto, ON Canada, M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Lopez-Rabson, T. S. and McCloy, U. (2013). Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges . Toronto: Higher Education Quality Council of Ontario. The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official polices of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queen’s Printer for Ontario, 2013 Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Acknowledgements The authors would like to extend their gratitude to the following senior leaders of the Institutional Research Office for their insights from the conceptualization of this collaborative work to the preparation of the preliminary report. Centennial College: Philip Alalibo – Faculty (former Manager of the Institutional Research Office) Durham College: Debbie McKee-Demczyk – Director George Brown College: Nancy Miyagi – Manager, Special Research & Evaluation Projects (former Manager of the Institutional Research Office) Humber College: Ruth MacKay – Director Sheridan College: Don Curzon – Faculty, George Brown College (former Director of the Institutional Research Office, Sheridan College) Special thanks are also due to the following: • R.A. -
The Economic Impact of International Students in Atlantic Canada
The Economic Impact of International Students in Atlantic Canada STUDY LIVE WORK Prepared for Prepared by FEBRUARY 2018 Table of Contents Executive Summary 4 1. Introduction 6 1.1 Background. 6 1.2 Study Purpose and Objectives . 7 1.3 Approach and Methodology. 7 2. Internationalization 8 2.1 Canadian Challenges. 8 2.2 International Student Trends . 9 2.3 Education Policy. .10 3. Atlantic Canada 13 3.1 Enrolments. .13 3.2 Family Members of International Students . 16 4. Economic Impacts 18 4.1 Scope of Economic Impacts. .18 4.2 International Student Spending. 18 4.3 Economic Impact Results . 21 4.4 Export Value . 22 5. Attraction and Retention Initiatives 26 5.1 Student Pathways . 26 5.2 High School Origin. 26 5.3 Attraction. 28 5.4 Post-Secondary Completion. 31 5.5 Retention. 33 5.6 Retention Success Factors. 35 6. Experiential Learning 38 6.1 Experiential Learning and Work Integrated Learning . 38 6.2 Co-op Participation in Canada . 39 6.3 International Student Experiences in Atlantic Canada. 39 References 41 APPENDICES Appendix A Focus Group Findings. .A2 Appendix B Methodology . A5 Appendix C Confidence Levels for Spending . A10 Appendix D Additional Results. A11 Appendix E Survey Questions. A23 GARDNER PINFOLD ECONOMIC IMPACT OF INTERNATIONAL STUDENTS IN ATLANTIC CANADA | 1 List of Tables Table 3 1 Enrolments at Atlantic Canada universities and colleges (2016/17) ...........................................13 Table 3 2 College and university international student field of study, 2017 .............................................15 -
University Basic Needs Insecurity: a National #Realcollege Survey Report
APRIL 2019 College and University Basic Needs Insecurity: A National #RealCollege Survey Report AUTHORS: Sara Goldrick-Rab, Christine Baker-Smith, Vanessa Coca, Elizabeth Looker and Tiffani Williams Executive Summary NEARLY 86,000 STUDENTS PARTICIPATED. THE RESULTS The #RealCollege survey is the nation’s largest annual INDICATE: assessment of basic needs security among college students. The survey, created by the Hope Center • 45% of respondents were food for College, Community, and Justice (Hope Center), insecure in the prior 30 days specifically evaluates access to affordable food and housing. This report describes the results of the • 56% of respondents were #RealCollege survey administered in the fall of 2018 at housing insecure in the previous year 123 two- and four-year institutions across the United States. • 17% of respondents were homeless in the previous year Rates of basic needs insecurity are higher for students attending two-year colleges compared to those attending four-year colleges. Rates of basic needs insecurity are higher for marginalized students, including African Americans, students identifying as LGBTQ, and students who are independent from The Hope Center thanks the their parents or guardians for financial aid purposes. Lumina Foundation, the Jewish Students who have served in the military, former foster Foundation for Education of youth, and students who were formerly convicted of a crime are all at greater risk of basic needs insecurity. Women, the City University Working during college is not associated with a lower of New York, the Chicago risk of basic needs insecurity, and neither is receiving City Colleges, the Institute for the federal Pell Grant; the latter is in fact associated with higher rates of basic needs insecurity. -
Education Handbook for School Administrators Page I Professional Learning
2013 Table of Contents Forward ....................................................................................................................................................... 1 Minister’s Office .......................................................................................................................................... 2 Corporate Services and General Contacts ................................................................................................ 3 Instructional Development and Achievement .......................................................................................... 4 English Curriculum .................................................................................................................................... 5 French Curriculum ..................................................................................................................................... 6 Early Childhood Development ................................................................................................................... 7 Provincial Learning Materials Distribution Centre (PLMDC) .............................................................. 8 English Language School Board ................................................................................................................ 9 La Commission scolaire de langue française .......................................................................................... 17 Alternative Education Sites ..................................................................................................................... -
Annual Report 2018
ANNUAL REPORT 2018 CARNEGIE COUNCIL ANNUAL REPORT 2018 TABLE OF CONTENTS Mission 2 President’s Message 3 Activities Summary 4 Program Highlights 5 Special Initiatives by Senior Fellows 16 Additional Special Events and Activities 18 Ethics & International Affairs Quarterly Journal 22 Calendar of Events and Podcasts 25 Financial Summary 35 Thank You to our Supporters 36 Supporters 37 Officers, Trustees, and Committees 38 Staff and Fellows 39 C2G2 Advisory Group 39 Ethics & International Affairs Editorial Board 40 Pacific Delegates 40 Carnegie New Leaders 40 MISSION Carnegie Council for Ethics in International Affairs works to foster a global conversation on major ethical challenges in international politics and in communities around the world. Broadcasting across multiple formats and media channels, Carnegie Council enriches this conversation with informative lectures, interviews, articles, and programs—all available worldwide to anyone, anywhere. We convene: The world’s leading thinkers in the discussion of global issues We communicate: Ethical perspectives to a worldwide audience We connect: Communities through the exploration of shared values CARNEGIE COUNCIL: MAKING ETHICS MATTER PRESIDENT’S MESSAGE Dear Friends, We are living in a time of accelerating climate change, yet the United States’ response is to withdraw from the Paris Climate Agreement and roll back environmental regulations; a time of growing distrust of governments, global organizations, and the very concept of liberal democracy; a time of fake news and misinformation, while professional journalists are persecuted in many countries and labeled “the enemy of the people” here in the United States. This is a time of nuclear threat; a time of increasing inequality, populism, nationalism, and authoritarianism; a time when a record number of people—over 68 million in 2017—have been driven from their homes; a time when artificial intelligence is on the cusp of changing our world forever. -
Towards a New Paradigm in Open Strategic Autonomy?
Towards a new paradigm in open strategic autonomy? Éric Van den Abeele 3Working Paper 2021.03 Towards a new paradigm in open strategic autonomy? Éric Van den Abeele european trade union institute trade european 3Working Paper 2021.03 ETUI publications are published to elicit comment and to encourage debate. The views expressed are those of the author(s) alone and do not necessarily represent the views of the ETUI nor those of the members of its general assembly. Brussels, 2021 © Publisher: ETUI aisbl, Brussels All rights reserved Print: ETUI Printshop, Brussels D/2021/10.574/16 ISSN 1994-4446 (print version) ISSN 1994-4454 (electronic version) The ETUI receives financial support from the European Union. The European Union is not responsible for any use made of the information contained in this publication. Table of contents Executive summary ........................................................................................................................5 Introduction .....................................................................................................................................6 Part One The EU’s dependence on the great powers ..............................................................................7 1. The United States: a love-hate relationship ...................................................................7 2. China: the systemic rival .....................................................................................................9 3. Russia: an inescapable geopolitical power .................................................................11