DOCSLIB.ORG

Partnering for Canada's Networked Future

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Partnering for Canada's Networked Future Partnering for Canada’s Networked Future A sustained economic recovery requires a skilled and well-trained workforce. Graduates who have acquired problem-solving and critical-thinking skills, in addition to specific job-related expertise, will be a crucial human resource for Canada in the years ahead. As organizations become increasingly reliant on knowledge workers and intelligent networks, Cisco® Networking Academy® is helping Canada prepare for sustainable, high-paying jobs by teaching the skills that employers need. A Leader in Education Innovation Cisco Networking Academy is a transformative, public-private education Cisco Networking Academy has initiative, preparing today’s students for 21st century opportunities via enrolled more than 3 million curricula that build knowledge and skills in information communications students since its inception in technology (ICT). 1997. After successfully completing the coursework, Networking Academy Each year, Networking Academy students are prepared to earn ICT certifications that are valued by delivers 14 courses to more than 810,000 students, in over 9,600 employers in diverse industries as well as public sector organizations. academies worldwide. Courses also prepare students to pursue further education or apply these skills in their own businesses. Networking Academy partners with a broad range of education, Networking Academy is recognized worldwide as a leader in education government, and nongovernment innovation and e-learning. The curricula include instructor-led course organizations, offering courses content, online learning and skills assessments, hands-on labs, and in high schools, community col- innovative simulation technology. leges, universities, and non- traditional settings. ® Core courses include IT Essentials, Cisco CCNA Discovery, CCNA Cisco is the largest networking Exploration, and CCNA Security. Students may then enroll in the more company in the world, delivering ® advanced Cisco CCNP courses. innovations that transform how people work, live, play, and learn. As of October 31, 2009, approximately 155,571 students were enrolled in 2,425 academies in the United States and Canada. Rapid growth over the past decade has demonstrated the program’s versatility in geographic reach, diversity of students, number and variety of partners, breadth and relevance of curricula, and ability to keep pace with technical and pedagogical advances. Course content is consistent, providing students everywhere with the same knowledge and skill development. The 21st Century Workforce Strengthening instruction for science, technology, engineering, and mathematics (also recognized internationally as STEM) is a prerequisite to developing a well-trained, 21st century workforce. Canada’s government is investing over $7 billion in its commitment to science and technology through 2011, with more than $3 billion dedicated to science and technology education to support the nation’s capacity for future innovation. www.cisco.com/go/netacad/canada Copyright © 1997–2010 Cisco Systems, Inc. All rights reserved. Cisco Public Information. Page 1 of 31 Educators have placed considerable emphasis on science and math curricula. But technology and engineering are equally vital. In particular, ICT investments are expected to play a major role in generating stable, high-paying jobs and boosting the nation’s GDP. In addition, a workforce that is well-schooled in ICT and engineering can help spur innovation across many industries, which in turn opens up additional business opportunities to fuel productivity and economic growth. According to Prime Minister Harper, a key to building a stronger economy for Canada is to create high quality jobs in the science and technology sectors. The foundation for those jobs, and for many ICT-related positions in other sectors, can be gained at Cisco Networking Academy. Networking Academy puts an emphasis on understanding what skills will be required in future job markets. Networking knowledge will be especially important in critical areas such as green technologies, healthcare, smart energy grids, and the push toward universal broadband deployment. Networking Academy utilizes an education infrastructure that ensures curricula will evolve to meet STEM and future learning requirements. State-of-the-Art Learning Environment The instructional approach at Networking Academy encourages student engagement, enhancing the student’s ability to synthesize learning and apply it in other contexts. Four skill areas identified by education researchers as critical for 21st century workers have been integrated into the course content: • Problem solving and decision making: Students practice and test their knowledge by configuring and troubleshooting networks using hands-on labs and simulation software. • Creative and critical thinking: Students understand the how and why of networking by combining hands-on learning with conceptual and analytical exercises. • Collaboration, communication, and negotiation: Students acquire teamwork and career-ready skills as they perform lab exercises and engage in business scenarios. • Intellectual curiosity and information handling: Coursework helps students develop the ability to find, select, structure, and evaluate information. Real-world case studies give students the opportunity to develop cutting-edge problem-solving techniques. Spotlight on Community Colleges A unique feature of these institutions is their linkage with business and industry, and hence their integration into economic development. Community colleges are working to align their curricula, certificates and diplomas with new ICT jobs through Networking Academy implementations. According to researchers, students today are faced with high tuition costs, a weak economy, and increased competition for admission to college. They are more likely than at any other point in history to attend community college. As a result, these colleges have experienced a spike in enrollment. www.cisco.com/go/netacad/canada Copyright © 1997–2010 Cisco Systems, Inc. All rights reserved. Cisco Public Information. Page 2 of 31 The Data Behind the Demand Table 1. Projection of Select ICT Occupations in Canada1 Employment Estimated Total Hiring Occupation 2008 2015 Requirements, 2008–2015 Computer Network Technicians 48,782 50,876 8,548 Computer and Information Systems Managers 45,822 50,734 12,819 Information Systems Analysts and Consultants 144,686 160,533 39,059 User Support Technicians 64,896 80,428 22,750 Telecommunication Carrier Managers 10,433 11,482 2,984 1 Source: ICTC, www.ictc-ctic.ca/uploadedFiles/Labour_Market_Intelligence/The_Outlook_2012_-_2015/ICTC_Outlook_2008-2015_final_accurate(1).pdf The Impact in Canada The partnership between Cisco Networking Academy and Canada has touched the lives of 62,537 students and generated an estimated contribution valued at $31,166,606 to education in Canada. Table 2. Cisco Networking Academy in Canada1 Students 18,034 Female students 9% Distinct cumulative students (having successfully completed at least one course) 62,537 Academies 244 Instructors 508 Education Level Secondary Community 2 (students/academies at more than one ed level Universities Other Schools Colleges are distributed proportionately) Students 28% 51% 19% 2% Academies 53% 35% 9% 2% Curricula3 Advanced (students/academies that take/teach multiple ITE CCNA 1, 2 CCNA 3, 4 Technologies/ curricula are counted more than once) Other4 Students 25% 69% 21% 7% Academies 53% 69% 48% 19% Contribution value5 (estimated cumulative value to academies, including donations and discounts, in $US) $31,166,606 1 Source: MRE FULL Package of Quarterly Metrics_10.31.09_v1.xls 2 Includes community-based organizations, middle schools, military, nontraditional educational settings, and post-graduate institutions 3 Source: MRE reports 4075_MASTER P51_v2_with Country Totals.xlsx 4 Includes CCNA Security, CCNP, Security, Wireless, IP Telephony, Java, UNIX and Panduit Network Infrastructure Essentials (PNIE) 5 Source: MRE report MASTER IN-KIND CONTRIBUTION for USCAN as of 10.31.09_v1.xlsx www.cisco.com/go/netacad/canada Copyright © 1997–2010 Cisco Systems, Inc. All rights reserved. Cisco Public Information. Page 3 of 31 Table 3. Active Academies in Canada1 by Western, Central and Eastern Regions Active academies are defined as those that have taught a class with at least 3 distinct student assessments, or adopted a new curriculum, within the last 12 months. Number of Western Canada Academies Number of Central Canada Academies Number of Eastern Canada Academies (BC, AB, MB, SK, NT) (ON) (QC, NB, NS, PE, NL) 67 79 98 1 Source: MRE/Academy Connection, U.S. Congressional District Database Date: Oct 31, 2009 Learn More For additional information, impact stories, and Cisco Networking Academy contacts in your area, visit our website: www.cisco.com/go/netacad/canada www.cisco.com/go/netacad/canada Copyright © 1997–2010 Cisco Systems, Inc. All rights reserved. Cisco Public Information. Page 4 of 31 Western Canada British Columbia, Alberta, Manitoba, Saskatchewan, Northwest Territories British Columbia Table 4. Projection of Select ICT Occupations in British Columbia1 Estimated Total Hiring Requirements Occupation 2008–2015 Computer Network Technicians 957 Computer and Information Systems Managers 1,421 Information Systems Analysts and Consultants 4,054 User Support Technicians 2,485 Telecommunication Carrier Managers 307 1 Source: ICTC, www.ictc-ctic.ca/uploadedFiles/Labour_Market_Intelligence/The_Outlook_2012_-_2015/ICTC_Outlook_2008-2015_final_accurate(1).pdf
Load more

Recommended publications
  • Skills Development Flagship
    6.3 Skills Development Flagship Prepared by: Judy Travis Co-chair, Skills Development Flagship The Skills Development Flagship (SDF) was convened in 2005 as a response to recommendations in the City of Hamilton’s document A Social Vision for the New City of Hamilton released in September 2002. It identified three priority action areas for Hamilton: Children & Families, Housing and Skills Development. These three became the Flagships. Goal of the Skills Development Flagship: To assist individuals who have been marginalized from the labour market gain access to opportunities for meaningful employment by ensuring that the knowledge and skills of workers match the needs of Hamilton’s economy. A key objective was to identify key issues and to develop a prioritized work plan targeted to achieve flagship goals. Skills Development Flagship Key Stakeholders: SDF members are drawn from the following areas: • Education and Training • Francophone Community • Government representatives(MCSS, MTCU, Service Canada, City of Hamilton) • Diversity and accessibility (visible minorities, aboriginals, persons with disabilities, women, newcomers) • Planning/Research (SPRC, HTAB) Our First Focus: There was some discussion of the role the SDF might play in support of the development of “Essential Skills” in Hamilton’s workforce. A preliminary review of existing research with a focus on a number of population groups suggested that there was a limited availability of programs and services to support employment for youth at risk. A suggestion was to enhance existing
    [Show full text]
  • Enhanced Student Information System (ESIS) ESIS Data Dictionary
    Enhanced Student Information System (ESIS) ESIS Data Dictionary First Edition How to obtain more information Specific inquiries about this product and related statistics or services should be directed to: Client Services, Culture, Tourism and the Centre for Education Statistics, Statistics Canada, Ottawa, Ontario, K1A 0T6 (telephone: (613) 951-7608; toll free at 1 800 307-3382; by fax at (613) 951-9040; or e-mail: [email protected]). For information on the wide range of data available from Statistics Canada, you can contact us by calling one of our toll-free numbers. You can also contact us by e-mail or by visiting our Web site. National inquiries line 1 800 263-1136 National telecommunications device for the hearing impaired 1 800 363-7629 E-mail inquiries [email protected] Web site www.statcan.ca Ordering information This product, is available on the Internet for free. Users can obtain single issues at: http://www.statcan.ca/english/sdds/5017.htm Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner and in the official language of their choice. To this end, the Agency has developed standards of service which its employees observe in serving its clients. To obtain a copy of these service standards, please contact Statistics Canada toll free at 1 800 263-1136. Enhanced Student Information System (ESIS) ESIS Data Dictionary Note of appreciation Canada owes the success of its statistical system to a long-standing partnership between Statistics Canada, the citizens of Canada, its businesses, governments and other institutions.
    [Show full text]
  • Prevspectives
    December 2010 PREVspectives Networks of Centres of Excellence - New Initiative Volume 4, Issue 2 Inside this issue: A Message from the Scientific Co-Directors A warm thanks to all those who are involved in or 2010 in Review - 1 support PREVNet. We have had an outstanding year A Message of of progress in promoting safe and healthy relation- Thanks from ships and want to update you on how we have been PREVNet’s Scien- working with researchers and partners across the country. tific Co-Directors We have just come through Bullying Awareness Week in Canada. This year, Bullying Awareness PREVNet’s 5th 2 Week was particularly relevant in light of the numer- Annual Conference ous suicides linked to homophobic bullying. PREV- Highlights Net’s partnership with Family Channel has opened so many opportunities to share PREVNet messages and our scientific perspective. This year, we consulted on HRSDC Grant 3 an episode of Wingin’ It, which you can watch on the Awarded - Family Channel website (http://www.family.ca/video/ #video=2386). Family Channel reaches into 6 mil- Community of lion homes in Canada with positive messages about Practice healthy relationships and “Standing Up” to prevent From left: PREVNet Scientific Co-Director, Dr. Wendy Craig, bullying. Chair of PREVNet’s Board of Directors, Mr. David Sculthorpe, Our funding as a Networks of Centres of Excellence – PREVNet’s Partnership Director, Dr. Joanne Cummings, and Featured NGO - 4 PREVNet Scientific Co-Director, Dr. Debra Pepler, attend New Initiative is coming to an end. When a door Canadian Coalition PREVNet’s 5th annual conference in Hamilton, Ontario.
    [Show full text]
  • 1969/70 5 /'/' Date= OA# 848 Dri? ’ \,’ Y,,,Mber 1, 1969
    / I’ A= UW T= UW - Student Statistical Informatio n 1969/70 5 /'/' Date= OA# 848 drI? ’ \,’ Y,,,mber 1, 1969 UNIVERSITY OF WATERLOO REPORT OF THE REGISTRAR TO THE SENATE AND BOARD OF GOVERNORS I am pleased to submit statistical information for the University of Waterloo and its Federated and Affiliated Institutions. The forms used are as follows: TABLE NO. 1 - DISTRIBUTION OF TOTAL ENROLMENT TABLE NO. 2 - UNDERGRADUATE ENROLMENT IN REGULAR HONOURS AND GENERAL PROGRAMMES TABLE NO. 3 - BASIS FOR ADMISSION TO YEAR I TABLE NO. 4 - DISTRIBUTION OF FIRST YEAR ENROLMENT BY SCHOOLS TABLE NO. 5 - RELIGIOUS DENOMINATIONS OF STUDENTS TABLE NO. 6 - DISTRIBUTION OF STUDENT BY YEAR OF BIRTH TABLE NO. 7 - MARRIED STUDENT INFORMATION (ON & OFF CAMPUS) TABLE NO. 8 - GEOGRAPHICAL DISTRIBUTION OF STUDENTS TABLENO. - STUDENT AID TABLE NO.10 - DEGREES GRANTED 1960-69 C.T. Boyes, ' REGISTRAR. i , ~PERATIONQ ANALYSIS 1_ __-.-- December 1, 1969. Table No. 1 Page 1 of 6 UNIVERSITY OF WATERLOO DISTRIBUTION OF TOTAL ENROLMENT UNDERGRADUATE STUDENTS FACULTY AND PROGRAMME FULL-TIME STUDENTS PT. TIME OTHERS ALL FAC. STUDENTS STUDENTS TOTAL I II III IV ALL M. F. M. F. M. F. M. F. M. F. M. F. M. F. M. F. FACULTY OF ARTS University - General 475 380 168 145 132 78 775 603 94 132 869 735 Honours 113 104 85 43 60 24 258 171 6 8 264 179 Special Prog. 52 50 21 9 73 59 St. Jerome's - General 71 42 33 15 31 23 135 80 25 39 160 119 Honours 24 13 18 11 12 6 54 30 1 55 30 Special Prog.
    [Show full text]
  • Students Taking Action Nicole Hancock, Executive Director, Safe Drinking Water Foundation
    Students Taking Action Nicole Hancock, Executive Director, Safe Drinking Water Foundation www.safewater.org Safe Drinking Water Foundation has sent educational kits to over 2,400 different schools and other educational institutions since 2001. Students use the hands-on educational kits in order to analyze their own, local drinking water. Students are then encouraged and supported in sharing what they learned with others and in alleviating drinking water quality issues. The following are some stories of students taking action in their local communities to share what they learned about drinking water quality issues and solutions and to alleviate drinking water quality issues. Shannon Smith and Her Students at St. Catharines Collegiate in St. Catharines, Ontario Last year, Shannon Smith was teaching at St. Catharines Collegiate in St. Catharines, Ontario when she used a High School Operation Water Drop kit with her grade 11 students. Her students were excited about the Operation Water Drop kit because it gave them an opportunity to do more hands-on learning and experimentation while learning about an issue that was important to their everyday lives. After using the Operation Water Drop kit in their classroom her students wrote a letter to the regional council and had a class debate. The students wanted to inform their regional council about their findings. There were no alarming discoveries, but students wanted to demonstrate that they cared about the quality of their drinking water. They used the water drop kit as a launching point from which to start researching water treatment. They tested samples from a number of different areas of the city, and also some samples from other municipalities in the region.
    [Show full text]
  • Policy, Experience and Change: Cross Cultural Reflections on Inclusive Education
    INCLUSIVE EDUCATION: CROSS CULTURAL PERSPECTIVES 4 Len Barton Felicity Armstrong Editors Policy, Experience and Change: Cross Cultural Reflections on Inclusive Education POLICY, EXPERIENCE AND CHANGE: CROSS-CULTURAL REFLECTIONS ON INCLUSIVE EDUCATION Inclusive Education: Cross Cultural Perspectives VOLUME 4 Series Editors Len Barton, Institute of Education, University of London, United Kingdom Marcia Rioux, School of Health, Policy & Management, Atkinson Faculty of Liberal & Professional Studies, York University, Toronto, Ontario, Canada Editorial Board Mithu Alur, National Resource Centre for Inclusion, Bandra(West), Mumbai, India Susan Peters, College of Education, Michigan State University, East Lansing, MI, U.S.A. Roger Slee, Faculty of Education McGill University, Montreal, Canada Ronald G. Sultana, Euro-Mediterranean Centre for Educational Research, University of Malta Msida, Malta SCOPE OF THE SERIES This series is concerned with exploring the meaning and function of inclusive education in a world characterised by rapid social, economic and political change. The question of inclusion and exclusion will be viewed as a human rights issue, in which concerns over issues of equity, social justice and participation will be of central significance. The series will provide an inter-disciplinary approach and draw on research and ideas that will contribute to an awareness and understanding of cross-cultural insights and questions. Dominant assumptions and practices will be critically analysed thereby encouraging debate and dialogue over such fundamentally important values and concerns. For other titles published in this series, go to www.springer.com/series/6123 Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education Edited by L. BARTON Institute of Education, University of London, UK and F.
    [Show full text]