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A study identified students' perspectives on quality and nature of learning achieved in a vocational program using a cooperative learning approach. The theoretical framework for analysis of the implementation of a vocational program included Lave and Wenger's (1991) concept of situated learning and the Guile and Griffiths' (2001) model of work experience. A 1997-2001 action research study focused on dynamics as collaborations between schools and businesses were implemented, including how collaboration evolves; the nature and type of collaboration in relationship to the size of organizations; and implementation of partnerships in a vocational training program. The context was a new, high-school-level vocational program to train specialized workers for the pulp and paper sector. Questionnaire and interview data indicated first experiences of cooperative education in the sector were filled with challenges that vocational centers and mills overcame; large majorities of students were satisfied with training and confident of finding a job; and the practicum was not a good example of successful integration in the pulp and paper community of practice. Mills appeared to play the role of a demonstration environment. Many students reported limited access to job operations; mills engaged in training with a focus on productivity; work supervisors saw their role mainly as adapting to the vocational centers' demands rather than being more active; and degree of work autonomy conferred on students was very variable. (YLB)

Faced with job loss, displaced workers may choose to return to school to help them reintegrate into the labour force. Job losses in a given local labour market may also induce workers who have not yet been laid off to pre-emptively enrol in postsecondary (PS) institutions, as a precautionary measure. Combining microdata and grouped data, this study examines these two dimensions of the relationship between layoffs and PS enrolment over the 2001-to-2011 period. Using individual-level longitudinal microdata and controlling for the unobserved heterogeneity of workers in a flexible way, the study finds that laid-off male and female workers are 2 to 4 percentage points more likely than other men and women to transition to PS education in the year of the layoff or the following year (from a baseline rate of about 3%). For both sexes, fulltime PS enrolment accounts for most of the increase in enrolment. Statistically significant correlations between layoffs and full-time PS attendance are detected between two years before job loss and two years after job loss. The study also takes advantage of the fact that the 2008-2009 recession increased layoff rates in a differentiated way across Canada and, thus, generated exogenous variation in layoff rates at the regional level. Using grouped data models that allow economic regions to display distinct trends in their rates of transition to PS institutions, the study finds that for every additional 100 adult men laid off in an economic region in a given year, there is an additional 2 to 6 men who enrol in PS education institutions on a full-time basis in the following year. The study also detects a positive relationship between regional layoff rates and regional PS transitions for unmarried women. In line with the notion that some non-laid-off workers may pre-emptively enrol in PS institutions, the study finds evidence that movements in regional layoff rates are positively correlated with short-term transitions to PS institutions for adult male workers aged 35 to 44 who have not been laid off yet.

It has been well documented that the children of immigrants in Canada outperform their peers with Canadian-born parents in educational attainment, and that the two groups have similar labour market outcomes. However, large variations by ethnicity or source country exist among the children of immigrants. This study examines the extent to which admission class (e.g., skilled workers, business immigrants, live-in caregivers, the family class and refugees) also matters in the socioeconomic outcomes of childhood immigrants who arrived in Canada before the age of 18. Using the 2011 National Household Survey, linked with the Immigrant Landing File, this study finds large differences by admission class in university completion rates and earnings for childhood immigrants aged 25 to 44. Children of skilled workers and business immigrants had the highest university completion rates and earnings. Children of live-in caregivers and in the family class had the lowest university completion rates, and children of live-in caregivers and refugees landed in Canada had the lowest earnings. The analysis shows that the admission class of immigrant parents matters to their children's outcomes partly through group differences in the education and official language ability of parents and partly through the unique pre- and post-migration circumstances experienced by each admission class.

Through a historical and comparative analysis of international education policy development in Canada and the U.S., this paper will map the similarities and differences in the two countries. It will highlight the contributions and challenges of the government's involvement in international education (IE) in the two federal states and in particular, explore the implications of the changing contexts, rationales and approaches for international education to the federal role in higher education. It will conclude with observations on the differential impact of the federal government's role in international/higher education on the higher education systems of the two countries and thus contribute to our understanding of how national specificities and characteristics outweigh the commonly stated policy rationales, approaches and outcomes for international education. [A bibliography is included.]

In 2011, the Council for Advancement and Support of Education (CASE) founded the Center for Community College Advancement to provide training and resources to help community colleges build and sustain effective fundraising, alumni relations, and communications and marketing programs. A goal for the center is to collect data on best practices at community colleges. This white paper summarizes the results of a survey on foundation operations at community colleges across the United States and Canada. The purpose of the survey was to help community college staff benchmark their foundation experiences and programs with their peers. Participation in the survey was strong, with representatives from 122 foundations in the United States and Canada having contributed data (approximately 10 percent of the universe of institutions). Their responses revealed that foundations have evolved into significant contributors at community colleges through consistent positive results, service to a variety of stakeholders and leveraging of political capital--all while maintaining a low staff count and limited expenditures. Two appendices provide data tables and the survey questions.

Students often express surprise at their grades on papers. This gap between expectation and achievement may stem in part from lack of facility with revision strategies. How, then, can teachers work with their students to foster more effective revisions? This question in teaching and learning has inspired an interdisciplinary collaboration: one of us is a management and leadership professor (Sharen), and the other is an English/communication professor (Feltham). In this essay, we describe a research study from winter 2013 in which we explored how a series of interventions improved students' mindsets about the process of drafting and revising reports for a second-year-university course entitled "Women and Leadership." After outlining key aspects of this study that we feel are of general interest, we then present a series of reflective suggestions about how to teach revision derived from both our experiences and a selective survey of the literature on both revision and self-regulation.

Information from the BC Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey can be used to look at the impact of increasing post-secondary education costs on student borrowing and the use of other funding sources. For many years, the DACSO Survey has been asking former students about how they paid for their studies: what sources of funding they used, whether they borrowed, and how much they borrowed. The information for this paper came from the DACSO Survey, from the years 2003, 2006, 2009, 2012, and 2015. Some financial information was collected every year; however, every third year a more extensive set of questions was asked. Respondents were asked what sources of funding they used and if they borrowed for the program they just finished. There are a number of sources of funding that help students pay for their education, and the former students surveyed chose the two sources most important to them. The most important sources of funding have been consistent, with the exception of government student loans. They have declined as an important source, although remain among the top four sources reported. Personal savings, employment while studying, and support from family and friends were also among the most important sources of funding. In spite of some slight indication that more support is needed, it appears that most respondents were able to finance their education without borrowing at all or by borrowing moderate amounts. Over the last dozen years, those who borrowed relied less on the government student loan program as loans from other sources became more readily available. Regardless of the source, the amounts have increased, allowing borrowers to cover increased costs due to inflation. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, the participating British Columbia post-secondary institutions, and the Industry Training Authority.]

Research suggests which study strategies are effective but little descriptive research focuses on how undergraduate students study in real-world settings. Thus, the mechanisms of students' actual learning remain a black box for the field of higher education, with far more attention paid to inputs and outputs of the learning process. Using a situative theory of cognition and learning, we analyzed data from 22 focus groups (N = 60 students). Results indicate studying is a multi-faceted process that is initiated by instructor or self-generated cues, followed by marshaling resources and managing distractions (or not), and then study behaviors that include selecting time, setting, and specific strategies. Underlying these behaviors are contextual factors including course material and students' personal lives. The results highlight the importance of self-regulation skills, particularly managing digital distractions, and we suggest that the development of these skills should be more frequently incorporated into instructional design and student support services.

This study examines the roles played by student characteristics, school resources and practices, peer effects, and province fixed effects in accounting for differences in the academic outcomes of private and public high school students. Private high school students score significantly higher than public high school students on reading, mathematics, and science assessments at age 15, and have higher levels of educational attainment by age 23. Two factors consistently account for these differences. Students who attended private high schools were more likely to have socio-economic characteristics positively associated with academic success and to have school peers with university-educated parents. Province of school attendance accounted for a substantial portion of the differences in academic outcomes measured in high school (i.e., test scores and high school graduation rates), but generally not at the postsecondary level. School resources and practices accounted for little of the differences in academic outcomes.

A defining characteristic of current U.S. educational policy is the use of data to inform decisions about resource allocation, teacher hiring, and curriculum and instruction. Perhaps the biggest challenge to data-driven decision making (DDDM) is that data use alone does not automatically result in improved teaching and learning. Research indicates that translating raw data into useable information and actionable knowledge for teachers requires not only adequate technical and social supports, but also an awareness of how educators in real-world settings actually use information to make decisions. Yet, little is known about DDDM in higher education, in general, and how postsecondary faculty make sense of and use data in their instructional decision-making processes, in particular. In this paper, we use naturalistic decision-making theory to generate practice-based descriptions of how 59 STEM faculty at three large public research universities used data as part of their course planning. Interview transcripts and notes taken while observing planning meetings were analyzed using an inductive approach to content analysis. In practice, respondents used different types of data and other information obtained from, for example, student assessments, end-of-semester evaluations, and conversations with colleagues. Results indicate that faculty generally collect and analyze data in informal, ad hoc scenarios ungoverned by institutional policy. Exceptions include disciplines with accreditation pressures and team-taught courses where structured (and supported) opportunities exist for faculty to collect, analyze, and reflect upon data about student learning. Thus, while numeric data are clearly viewed by this population of faculty as the most rigorous, in practice, even those that use quantitative data also use other sources of information. These results suggest an opportunity for educational leaders to design policies and professional development initiatives that facilitate a more formal collection of and reflection on data by faculty. In pursuing such technical solutions, however, policymakers and educational leaders must carefully negotiate the tension between rigor and relevance, and learn from the challenges experienced in the K-12 sector regarding DDDM.

In 2011, CASE founded the Center for Community College Advancement to provide training and resources to help community colleges build and sustain effective fundraising, alumni relations and communications and marketing programs. This white paper summarizes the results of a groundbreaking survey on alumni relations programs at community colleges across the United States and Canada. The purpose of the survey was to help community college staff members benchmark their experiences and programs in alumni relations with their peers. The survey was conducted by the CASE research office in conjunction with CASE's Center for Community College Advancement. Survey questions are appended. [For the follow up White Paper, "Benchmarking Alumni Relations in Community Colleges: Findings from a 2015 CASE Survey. CASE White Paper," see ED571307.]

Every year, former post-secondary students who left diploma, associate degree, or certificate programs in B.C. are asked to participate in a province-wide survey. Respondents are asked a number of questions about their employment outcomes, and those who are employed are asked to describe their occupations. The information they provide is used to code their jobs using the National Occupational Classification (NOC) system, which is used to describe occupations and to aggregate them into occupational categories and to assign a skill level. Data for this paper came from the Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) surveys, 2009 to 2013. Throughout these years, 76 percent of respondents had graduated from their programs, and of these graduates, 80 percent were employed at the time of the survey, 9 to 20 months after they left their programs. Of the employed graduates, 98 percent (45,760) gave enough information on their jobs to allow them to be coded using the NOC system. In 2013, 15,853 former students responded to the survey; there were 9,850 employed graduates. Unless otherwise noted, the percentages in this paper are based on employed graduates who submitted occupational information. The survey revealed the following: (1) Graduates were skilled in occupations; (2) There were differences by age, gender, and credential; (3) Education graduates were in high-skilled positions; (4) Labour market conditions influenced results; (5) There were trends for older respondents and Education graduates; and (6) Differences in occupation skill level were related to program and labour market.

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.

Foundation programs give students the key skills and knowledge needed for entry into a trade. A traditional apprenticeship requires four or five levels of training. Progressive apprenticeship programs make it possible for an apprentice to obtain a certificate of qualification after each "progression." Foundation programs can link to traditional or progressive apprenticeships. Some foundation programs are available to high school students. Former students who have taken trades foundation programs are surveyed by the Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey. Using data from the 2014 DASCO Survey, with some additional data from the 2010 to 2013 surveys, this report explores who took trades foundation programs, whether these former students go on to apprenticeships, and what their employment outcomes were. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, the participating British Columbia post-secondary institutions, and the Industry Training Authority.]

This is the third paper published by The Centre for Literacy in its Working Papers in Literacy series, which presents fresh perspectives on literacy-related issues. The topics are relevant both to other researchers, to practitioners in the field, and to policy-makers. This paper examines the behaviours and beliefs of a group of volunteer tutors to discover why they did not maintain close contact with their literacy organization. This study began with the assertion that tutors are important actors in the tutor-learner relationship, and that their beliefs and behaviour will affect the tutoring relationship. A better understanding of how and why tutors act in certain ways will help the volunteer programs improve training and support for their volunteers and could ultimately improve the quality of tutoring. After describing the tutors' behaviour in the matches with learners, the study draws a link from an apparent contradiction--that tutors desire to help their learners but are complacent about their learners' progress--to a belief system shared by these tutors. This shared belief system underlies their disinclination to receive support from the organization. The research was conducted using case-study methodology. Data were gathered during semi-structured interviews with eighteen tutors who were entering the program and being trained (4 individuals), those who had tutored for several months (10 individuals), and those who were learner-tutor coordinators (generally with a years' tutoring experience) (4 individuals). Participants in the first two groups were randomly selected, while in the last group all four learner-tutor coordinators agreed to participate. The four beliefs outlined in this paper are: (1) Tutors believe that a learner who does not succeed in a classroom learning format will be helped by one-on-one tutoring; (2) Tutors, while recognizing the wide variety of learner needs, rely on individual attention rather than specific training to function in the match; (3) Tutors value good will over good training; and (4) Tutors defend their volunteer activities based on perceived needs rather than demonstrable progress and results. The combination of these four beliefs creates tutors who feel inadequate yet who function independently because they are motivated and because they believe there is no one better volunteering for the job. These beliefs are traced back to the nature of the program: the volunteers have been told that they are essential to literacy provision, and they are not aware of other educational opportunities for their learners. Interview questions are appended.

In 2006 the Educational Policy Institute released the first edition of "Beyond the Sticker Price: A Closer Look at Canadian University Tuition Fees." The report presented a new way by which to look at the prices and costs associated with university tuition, an alternative to the annual tuition fee report produced by Statistics Canada which more accurately reflects what students and their families actually pay in tuition fees once all various subsidies are taken into account. The purpose of this paper is to build upon the research and analysis conducted for this paper's original release. This paper presents available data from a ten year period, from 1997-98 to 2007-08 and look at real changes in tuition fees, educational tax credits and tax rebate programs over that period. Of particular importance in this paper is the effect of the introduction of new tax rebate programs in four provinces since the last report. These programs have reduced the net cost of education substantially, particularly in Manitoba and New Brunswick. This new data will permit the authors to generate some alternative calculations of net tuition which are substantially more accurate as measures of cost than the simple tuition fee data. These measures, in turn, will permit them to see precisely how changing government policies on education tax credits and programs are affecting the people who receive them. The authors' brief excursion into calculating real costs for students revealed the following: (1) Education tax credits, which act as a kind of tuition rebate, have expanded by over 45 percent nationally over the past decade on a per-student basis; (2) Taking both inflation and tax credits into account, real "net tuition" is up by just 19 percent since 1997-98; (3) Since 1999-2000, the growth in tax credits has more than offset the growth in real tuition. Nationally, once tax credits are taken into account, "net tuition" has only increased 8 percent in the last 8 years; and (4) Very generous tax rebate programs recently introduced in four provinces have seen the "net tuition" figures, once adjusted for these rebates, decrease by as much as 102 percent. At the national level, taking these into account, tuition has actually fallen over the last eight years. One of the key concepts in this paper is that there is more than one way to measure "net tuition". Governments wishing to pay attention to affordability and accessibility need to pay more attention to these differences. It is possible--by ignoring tax credits and rebates completely--to make a case that net tuition costs in Canada are increasing. A more reasonable interpretation of the data presented here is that tuition is anything but out of control, and that tax credits in most of the country are more than offsetting tuition. (Contains 8 tables and 3 footnotes.) [For the first edition of this report, "Beyond the Sticker Price: A Closer Look at Canadian University Tuition Fees," see ED499854.]

The purpose of this research paper is to look at the definition of academic freedom and how it has evolved over time. Canada's definition of academic freedom grew out of the influences of Britain, Germany, and the United States. The paper begins with a historic look at these three sources. It then focuses on the Canadian definition of academic freedom in relation to Canadian history. Important academic freedom cases are described, and their influences on the definition of academic freedom are discussed. An overview of current trends, including tenure, unions, political correctness, private funding, and accountability mandates, threatening academic freedom are discussed. History has revealed that the concept of academic freedom has been modified and refined as it journeyed through each generation. Each generation has fought for different pieces of the academic freedom puzzle, from religious freedom, to political freedom, to cultural freedom, and it is only by looking back over history one can finally understand what academic freedom truly defends. The fight for academic freedom has been waged so that all academics could enjoy freedom to pursue their research and teaching free from public sanctions. (Contains 34 references.) (Author/SLD)

This discussion paper is part of a larger Movement for Canadian Literacy (MCL) project entitled "Linkages: Connecting Literacy and English as a Second Language" (ESL). The goal of the overall project is for MCL to work with national organizations that support the ESL/Settlement and literacy fields to identify common issues and concerns and to document areas for mutual cooperation in the future. The purpose of the discussion paper is to highlight and summarize current Canadian research over the last five to seven years in terms of key themes, issues, gaps and needed strategies on connections between literacy and ESL. The paper will also reflect the perspectives of a small number of key informants from the literacy, ESL, and settlement fields on key themes. Appendices include: (1) Key Informants; and (2) Interview Questions. (Contains 2 tables and 41 footnotes.)

Accountability, "the extent to which one must answer to higher authority for one's actions" (Shafritz & Russell, 2000, p. 343), is a critical part of corporate and democratic life. In public institutions, sound accountability processes assure those in executive, governance, audit and "elected official" roles that public resources are being honestly and effectively used for the purpose for which they were intended. Additionally, information available to a broader audience should demonstrate that public institutions are effectively and efficiently managed and successfully perform their mandated roles. Because it is central to the public's trust in their institutions, accountability continues to be a media, political and public policy issue. The Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) commissioned this study of the policies and mechanisms through member colleges are answerable to government and to the public. This study summarizes 7 principles of effective accountability practice drawn from a review of the relevant literature. These are: (1) clear lines of answerability; (2) a clear definition of the "responsibilities" for which an organization's leaders will be held accountable; (3) provisions for the reporting of performance; (4) defining and measuring "outcomes" and widely-recognized "core indicators" which relate "results" to "purpose", recognize the limits of unavoidable costs and available resources and which can be used systematically in decision making; (5) carefully balanced incentives; (6) relevant legal and financial rules and reporting to monitor compliance; and (7) a balance between the processes that hold organizations accountable and the authority needed to respond quickly to a dynamic marketplace. This paper assesses the current accountability policies governing the operation of Ontario's Colleges of Applied Arts and Technology (CAATs) against the above "effective practice" criteria. It concludes that the colleges a held to rigid and comprehensive controls over their financial and legal affairs, real estate dealings and entrepreneurial activity. Prior approval, audit, public financial reporting and Board governance practices ensure transparency. A bibliography is included.

This discussion paper outlines processes, as well as opportunities and constraints, for "enabling" BC Transfer System institutions to enhance transfer credit information in the BC Transfer Guide, making it more reflective of institutional practices and student mobility. BCCAT's focus is increasing the availability of transfer credit information for students so they may better plan their pathways across institutions, where appropriate to their educational needs and goals. Currently 40 institutions comprise the BC Transfer System. Seven perform receiving functions only, 18 perform sending functions only, and 13 perform both sending and receiving functions. Two institutions with distinctive curriculum and program design do not articulate on a course-by-course basis. BCCAT is proposing that all institutions be enabled to enhance the scope of their role in the BC Transfer Guide by lifting the sending/receiving restrictions and revising the language of the bctransferguide.ca site and appropriate BCCAT documents in a manner commensurate with these changes. BCCAT is aware that any expansion of transfer credit information within the BC Transfer Guide should proceed cautiously with due consideration of the implications to the system as a whole. Therefore, BCCAT is operating under two assumptions in making this proposal: (1) Institutions want articulation agreements to reflect credit transfer and student mobility patterns; and (2) Institutions do not want a significant increase in articulation work. This proposal provides several potential opportunities for students and institutions alike. The key benefit would be an increase in the available transfer information at the BC Transfer Guide website. This would assist students in making more informed choices about their transfer pathways. A further outcome would be increased transparency and accountability of transfer arrangements among participating institutions. Implications arise for all institutions when one expands the scope of its articulation activity. An issue that would require consideration in moving forward under the proposed scenario is the maintenance of articulation agreements, which is a shared responsibility between institutions. In order to consider this proposal and inform development of a possible implementation strategy, BCCAT is seeking feedback from transfer system member institutions: students, faculty, and staff. (Contains 1 footnote.)

This paper is concerned with the strategies being adopted for vocational education and training (VET) in Australia and the lessons that could be learned for them from policies in other countries. Six issues are considered in the paper, each relates to or more of the objectives and particular strategies in the Australia's National Strategy for Vocational Education and Training 2004-2010: (1) Workforce/adult training and retraining in the light of ageing and shifting occupational structures; (2) Equity issues for indigenous and other groups; (3) Managing demand and funding so that priorities are met; (4) Developments in qualification structures and quality assurance; (5) Enhancing provider capacity to ensure quality and responsiveness; and (6) Regional and community capacity building. The approach taken was to analyse national strategies, policies, objectives and priorities of government agencies to provide a point of comparison with Australia's National Strategy for VET. Analysis was most focused on the United Kingdom and New Zealand, and limited for Canada, due to the decentralised nature of that system. Implications for Australia are set out by strategy. (Contains 6 footnotes and 2 boxes.)

This project on national standards and accreditation of career practitioners is set against a background of unprecedented interest by governments nationally and internationally in the provision of career guidance services. Currently more is known about the policy and delivery of career guidance than at any other time in history. There is growing interest in the relationship between career guidance and public policy because the benefits of career guidance to individuals, society and the economy have been recognised. In this regard, strategic alliances are being formed between career guidance practitioners and policy makers in order that policy commitments relating to the provision of quality career services are enhanced. Such an alliance is evidenced in the collaboration between the Department of Education, Science and Training and the Career Industry Council of Australia on this project. This project constitutes a very necessary step in a move towards a quality industry. The purpose of this scoping paper is to: (1) identify current standards guiding career practitioners in Australia; (2) review international work on standards including examples of best practice and advise on how this work might be relevant to the development of national standards and accreditation in the Australian context; (3) be informed by outcomes of national workshops, forums, and conferences 2000-2004; (4) identify the current membership requirements of professional career associations and bodies both nationally and internationally; (5) assess how prior learning or qualifications might be recognised and developed to fit within and meet the requirements of the quality standards; and (6) identify the issues that need to be addressed in the development of national standards. To achieve this purpose, this paper is structured around four main sections--international quality standards, national quality standards, standards guiding Australian professions, and the Australian career industry. Following this a number of themes related to the development and implementation of quality standards will be elaborated. A number of issues relating to the development and implementation of quality standards and accreditation in the Australian career industry will then be raised. Appended are: (1) Glossary of terms; (2) Table of Comparative Competencies; (3) Entry-level Qualifications of Australian Career Practitioner Associations; (4) Standards of Australian Career Practitioner Associations; and (5) Comparison of Quality Standards Across Career Case Studies.

Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]

Youth represent one of the most culturally diverse groups in Canada. It has been shown that labour market participation among immigrant youth, especially those who are members of a visible minority, has been lower than the Canadian-born. Using the 1996 Census, this paper provides an overview of labour market attachment of immigrant and visible minority youth in Canada. Specifically, we examine the patterns of labour force participation among youth aged 15-29. Comparisons are made between youth who are foreign-born and Canadian-born, as well as between visible minority and non-visible minority youth. In general, immigrant youth are less likely to have work experience than Canadian-born youth. Recent immigrant youth are less likely to participate in the labour market than the Canadian-born as well as immigrant youth who have been in the country longer. Employment outlooks for immigrants who came as children are better than that for those who came as teens or young adults, especially among women. Visible minority immigrant youth are more likely to be unemployed than those who do not belong to a visible minority group. These findings are interpreted in light of the policy implications with respect to youth employment strategies. (Contains 1 footnote, 4 figures, and 5 tables.) [This paper is available in French under the title: "Jeunes et visibles: Acces des jeunes immigrants et membres de minorites visibles au marche du travail."]

In this paper, the author would like to put forward a number of issues to think about and discuss. At the same time, she argues for a better articulated system that more closely matches the needs and goals of various subgroups of English language learners. Adult ESL programs serve diverse immigrant populations with different needs and goals. A One-Size-Fits-All approach limits the effectiveness of services and "cheats" groups at either end of the educational spectrum--those without literacy in their native language at one end, and those with higher levels of education in their native country at the other. If education adapts and varies adult ESL services to differentiate instructional programs according to literacy needs and previous schooling experience, they will have a more educationally sound system. Efforts to change the system and create separate pathways for different groups of immigrants will not happen without investment and planning on all levels--program, state or province and federal--and without focused attention to the specific needs and goals of each subgroup. Creating a better articulated and more focused system will require more resources, but much time and effort is currently wasted in an undifferentiated system that purports to be all things to all people, yet does not serve any given group as well as it could. A bibliography is included.

This paper examines the ways in which colleagues who have traditionally not worked together, or even met each other, can share experience-based knowledge. It discusses electronic information networks in Canadian colleges, and examines how these networks do and do not develop into communities of learning or communities of practice through sharing conceptualized knowledge, and common values and goals. The study aims to assess the 3-year experiment of creating numerous affinity groups, or national networks of college administrators, staff, faculty, and students who administer, teach, or study in the same domain or discipline. The author sent out an e-mail questionnaire to 134 randomly selected participants in 34 Association of Canadian Community Colleges (ACCC) affinity groups which had been in existence for at least 6 months. The author conducted in-depth interviews with nine of the 51 respondents. The author also reviewed case studies and used his own experience in meetings and projects. The findings cover motivation for joining affinity groups, development of trust and common values in face to face meetings, the need for ongoing dialogue, the role of technology in achieving group objectives, and working productively with sectoral councils and initiatives. (Contains 28 references.) (NB)

This paper describes the early care and educational services for children in Quebec since reforms of 1997 intended to place the interests and well-being of children and families at the center of its family policy. Chapter 1 describes early childhood care and education (ECCE) system prior to and since the reforms. The chapter describes the components of this system as including: (1) center-based child care for children birth to 4 years and family child care for children birth to 12 years, both overseen by early childhood agencies (CPEs); (2) school-age child care programs; and (3) full-day kindergarten for 5-year-olds. Funding for restructuring the ECCE system is detailed, including the gradual introduction of a universal regulated $5-a-day child care program and a massive increase in public funding. Specific measures related to the educational program and child care staff training are described. Chapter 2 focuses on the center-based component of the system and presents issues raised by directors in a 1998 study of child care centers, including financial stability of centers, clientele with special needs, staff compensation and working conditions, complying with regulations, facility-related concerns, and staff morale. Chapter 3 considers the family child care component, examining the reasons behind the government decision to make it the cornerstone of the ECCE system, identifying some pitfalls related to this policy, and discussing ways to ensure that family care services are given a prominent role. Chapter 4 describes school-age child care programs, focusing on their evolution since the introduction of reform and examining their strengths and weakness. Chapter 5 explores additional questions, including issues related to family care provider training, standards for CPEs and commercial child care centers, the lack of males in the ECCE system, the status of family child care providers, and the CPE as a business enterprise. The paper's three appendices discuss parents' expressed preference for family child care, the link between the size of the child care group and the providers' income, and the definition of "family environment." (Contains 41 references.) (KB)

This paper is part of a research paper series that the Applied Research Branch of Human Resources Development Canada commissioned in 2001 to contribute to the development of a research strategy for young Canadians completing their education and starting their careers. The series focuses on various elements of the school-work transitions of Canadian youth. The purpose of this paper is to provide a comprehensive review of the literature on the transitional experiences of young women. Research has documented that gender differences exist in educational and occupational choices, experiences, and attainments and that these differences have special characteristics. The additional dimensions of marriage and family can also generate differences in transition pathways between women and men. Two key impressions emerge from this review: how much we know and how little has changed. Female inequality, whether in reference to participation in mathematics and science, different fields of study at post-secondary institutions, employment status, family responsibilities in relation to work, or the income earnings gap, has been remarkably stable over time in the research literature. However, the accounts of persistent stability mask the educational and occupational, and earnings outcomes for certain groups. The least advantaged continue to be female lone parents and low income families. Several recommendations for further research emerge from the studies reviewed in this paper. Further research is needed, especially using longitudinal research designs, to document changes in attitudes, course selection, post-secondary field chosen and eventual occupational attainment. In addition, policies for access to and participation in education and labour market require monitoring. (Contains 17 figures and 5 footnotes.)

With the North American Free Trade Agreement and today's knowledge-based economy, there is a premium placed on post-secondary education and the need to retain graduates in Canada. The share of graduates in the Canadian and the United States labour pools are key to competitiveness. This paper examines Canada's performance relative to the U.S. in terms of post-secondary education (PSE) attainment in the population in the latter half of the 1990s. In particular, it responds to two questions: (1) Does Canada have a higher rate of overall PSE attainment compared to the United States? and (2) Does the United States have a higher rate of university attainment compared to Canada? Findings show that as of 1999, Canada did have a higher rate of PSE attainment compared to the United States. Yet, the gap in attainment between the two countries was not as large as it appeared to be prior to 1997 when a different system of classifying international educational program data was used. Additionally, findings show that by the end of the decade the U.S. had a higher rate of university attainment in the population compared to Canada. However, the difference between the two countries in university attainment is smaller for younger individuals than older. Thus, while a larger percentage of the U.S. population had obtained a university degree, the gap between the two countries may be narrowing. (Contains 1 footnote, 2 tables, and 3 figures.) [This paper is available in French under the title: "Niveau d'etudes postsecondaires au Canada et aux Etats-Unis dans les annees 90."]

This paper explores links between teachers' learning, the politics and practices of education reform, and teacher identity, examining how teachers learn to negotiate the spaces between promises of improvement, effectiveness, and accountability made in heterogeneous discourses of education reform and their experiences with deteriorating material conditions and social relations of schooling. The paper asserts that learning how to work with or against education reform is a complex process of identity making for teachers, where they encounter and utilize contradictory ideas about good teachers and teaching as well as about children, curriculum, pedagogy, and learning. Researchers designed a small study to examine how Ontario teachers were being positioned and how they understood themselves within the milieu of reform. Twelve teachers completed interviews, commenting on contemporary school reform, particularly issues of curriculum, assessment, and reporting (as well as several other topics). In different ways, all respondents expressed strong disagreement with the provincial government and distrust of their initiatives. However, their teaching and assessment methods showed that they could not avoid reform altogether, and reform shaped their work and identities, even when they strongly disagreed with its goals and methods. Several teachers suggested that democratic and open discussion in their schools was very rare. (Contains 88 references.) (SM)

This paper describes a study that examined the demand for tutoring within a context of heightened credential competition and a growing private-education sector consisting of private schools, charter schools, homeschoolers, and a burgeoning entrepreneurial education industry. The number of private-tutoring businesses is rapidly growing in Canada, even though the Canadian educational system lacks the characteristics that normally fuel the demand for such businesses. Which kinds of parents hire and desire private tutors, and how is the demand linked to other educational preferences? Using data from a national survey, the study found that parents who desire affordable tutoring do not differ greatly from other parents in their demographic or political ideology. However, tutoring parents are less satisfied with public education, are more involved in their children's schools, and are greatly more desiring of private schooling and other educational alternatives. The paper concludes that for many parents, private tutoring represents a school choice by default, and is an affordable educational option in lieu of the ability to pay for private schools. (Contains 16 references.) (Author)