Search

Two briefs presented to the Interdepartmental Committee on Copyright by the Educational Media Association of Canada are summarized in this position paper. The paper briefly re-defines the special interests that have distinctive roles in the social and cultural influences affecting education. It considers the legal framework within which these roles should be afforded copyright protection commensurate with the new technologies. (MC)

THIS BOOK COMPRISES THE MAJOR PAPERS DELIVERED AT A CONFERENCE ON MARCH 20-22, 1967, SPONSORED BY THE POLICY AND DEVELOPMENT COUNCIL, AN ADVISORY UNIT OF THE DEPARTMENT OF EDUCATION IN ONTARIO. THE CONFERENCE WAS ATTENDED BY REPRESENTATIVE PERSONS FROM DEPARTMENTS OF GOVERNMENT, UNIVERSITIES, AND MAJOR SCHOOL SYSTEMS ACROSS CANADA. THE CONFERENCE HAD TWO OBJECTIVES--(1) TO GATHER PLANNERS AND STUDENTS OF PLANNING TO DISCUSS THE STATE OF THE ART, ITS TECHNICAL PROBLEMS, AND ITS FUTURE, AND (2) TO EXPLAIN TO CANADIAN EDUCATORS WHAT IS MEANT BY "PLANNING." FOUR OF THE PAPERS DEALT WITH NATIONAL OR INTERNATIONAL EXPERIENCE AND EMPHASIZED ONE PARTICULAR ASPECT OF PLANNING EXPERIENCE--THE ORGANIZATIONAL PROBLEMS, THE COMPLICATIONS OF A FEDERAL SYSTEM, OR THE DATA PROBLEMS. FOUR PAPERS WERE TECHNICAL, DEALING WITH ECONOMIC ASPECTS OF PLANNING AND WITH SOCIAL GOALS. SCHEMES FOR TRAINING PLANNERS WERE THE SUBJECT OF TWO PAPERS. (HW)

This paper proposes that a more flexible approach to the development of teaching groups, accompanied by the necessary changes in staff and facility utilization, would help solve problems arising from declining enrollments in elementary schools. Such problems presently occur in many elementary schools in Western Canada. The problems of educational planners in dealing with declining enrollments are examined in terms of school organization, staff utilization, and the utilization of facilities. Proposals especially appropriate for elementary schools with less than 150 students in eight grades are illustrated in four models for classroom grouping. Two models assume that teachers can develop teachable groups and a variety of activities; that students can benefit from extensive individualization of curriculums and changeable groupings; and that school facilities can be modified to allow for a variety of groupings. Two other models are more traditional, suitable for schools whose physical structures are not easily changed. Implementation of these proposals could improve the quality of education in areas of declining enrollment, while keeping costs down. (Author)

The United Nations Educational, Scientific and Cultural Organization (UNESCO) entrusted to the International Film and Television Council (IFTC) the task of collecting documentation on world cinematographic organizations, in order to provide developing nations with information useful to the establishment of similar services adopted to their particular needs. The IFTC's study focuses upon institutions of a public nature whose objective is to promote the cinema and its applications to education, science and culture. The nature and function of the cinema are discussed, along with the kinds of audiences aimed at, the stages of operations involved in making films, and the types of institutions which carry on these operations. Information is provided on particular institutions which are responsible for specific categories of films--such as educational, scientific, and children's films--and for different stages of film production. The final major section explores examples--drawn from India, Canada, Sweden, Britain, France and Poland--of centralized national cinematographic institutions with inclusive functions. Seventeen appendixes provide additional details about aspects of cinema. (PB)

A survey of 58 senior school administrators was conducted to test opinions commonly held in Manitoba regarding teacher turnover. Among the opinions tested were a) that teacher turnover is presently declining rapidly, b) that few tenured teachers are released, and c) that it is becoming increasingly difficult for newly qualified teachers to obtain positions. Results indicated that turnover was minimal and that nontenured teachers were released at a 7 to 1 ratio to tenured teachers. Conclusions were drawn that indicated a) that although the province is reaching an oversupply of teachers, turnover is not dropping sharply; b) that tenure is serving to ensure a less competent teaching force; and c) that new graduates will be less and less needed in the future. (Three tables of data and three appendixes describing the questionnaire forms are included.) (JB)

The 3 research topics examined in this report are identified as crucially important by the 1970 Man in the North Inuvik Conference. Eskimo, Indian, and Metis residents of the North comprise 2/3 of the conference participants. The first 2 reports are on applied research projects, the first dealing with some practical ways to apply the concept of community-guided education, the second with training northern native teachers. The third report is a study of southern teacher preparation for professional teaching in the North. Three conclusions appear most significant for the present stage of northern education: (1) while official directives concerning northern education seem to be promising, very often they lack comprehension from the administrators, the teaching staffs, and concerned populations; (2) local committees must have well-defined responsibilities in the selection, hiring, transfer, and dismissal of teachers; and (3) efforts to post native teachers to the elementary grades should not exclude new and imaginative formulas that depart from the sempiternal tendency to accommodate northern elementary teacher training to the already existing standards and procedures of the South. (HBC)

This monograph is concerned with the uses to which an individualized student information system could be put for obtaining valuable insights into the progress of a variety of students through the educational system. In chapter 1, the concepts and terminology required for an understanding of transition matrixes are introduced, and a mathematical derivation of the basic flow equations and their matrix formulations is provided. Chapter 2 contains a numerical example of the applications of empirical transition matrix methods to the flows within two Ontario colleges of applied arts and technology, and chapter 3 discusses the benefits, limitations, and possible extensions of the method. (Author/RA)

In the late 1950's and early 1960's an ongoing program in liberal arts was introduced using the study - discussion method, popularly known as Living Room Learning. The purposes of the groups were to draw basic information from specially prepared reading and audio-visual materials and to stimulate participants to think better for themselves through discussion. Discussion leaders were community volunteers trained in special workshops. Meetings were held in private homes in the community for eight to twelve sessions of about two hours. Groups averaged sixteen to eighteen participants. The program grew with funding and other support until it serviced annually over 1,500 participants in 77 British Columbia communities on an annual budget of $25,000. The program was discontinued when the University sponsor ruled that Extension Programs must be self-supporting. An effort to reintroduce the program at a later date was short-lived. An 11-item bibliography is included. (SC)

THE CONCEPT OF COMMUNITY SERVICE AFFECTS THE CHARACTER OF THE WHOLE UNIVERSITY--THE NUMBER AND KIND OF STUDENTS, VARIETY OF FACULTIES, FOCUS OF RESEARCH PROGRAMS, AND THE PACE AND NATURE OF THE UNIVERSITY'S GROWTH. TRADITIONAL GERMAN EMPHASIS ON RESEARCH AND GRADUATE WORK AND BRITISH EMPHASIS ON THE STUDENT AND TEACHING, WHILE STILL EVIDENT IN THE MODERN UNIVERSITY, HAVE BEEN DOMINATED BY A THIRD EMPHASIS, THE AMERICAN CONCERN WITH SERVING THE NEEDS OF A RAPIDLY DEVELOPING DEMOCRATIC SOCIETY, WHICH HAS CULMINATED IN THE MULTIVERSITY. THE PREVAILING ATTITUDE WHICH PUTS COMMUNITY SERVICE AT THE HEAD OF THE UNIVERSITY'S OBJECTIVES IMPLIES THE PARTIAL SURRENDER OF THE COMMITMENT TO DISPASSIONATE OBJECTIVITY, SCHOLARSHIP, AND INTELLECTUAL GROWTH WHICH HAS MADE THE UNIVERSITY A TRULY CREATIVE AGENT IN SOCIETY. ILLUSTRATIVE OF THE KINDS OF SERVICES WHICH THE UNIVERSITY IS UNIQUELY EQUIPPED TO RENDER ARE THEORETICAL STUDIES AND PURE RESEARCH, THE RECRUITMENT OF ABLE STUDENTS, THE EDUCATION OF ADULTS, IMPROVEMENT OF THE EDUCATIONAL SYSTEM, AND EXPANSION OF GRADUATE AND PROFESSIONAL STUDIES. THESE ACTIVITIES ARE INDIGENOUS TO THE UNIVERSITY AND ARE LIKELY TO PROVE OF IMMENSE VALUE TO THE COMMUNITY. (AJ)

This collection of 10 working papers is designed to contribute to analysis of issues and appraisal of recommendations in "Learning and Living: The Report of the Provincial Committee on Aims and Objectives of Education in the Schools of Ontario," the 1968 "Hall-Dennis report" commissioned to develop aims and objectives and to propose means by which they might be achieved. An introduction points up themes and issues in the papers, each by an educator at the Ontario Institute for Studies in Education. The first six, which view the report as a whole, are (1) a comparison of Hall-Dennis with the 1950 Hope Commission report, (2) a critique of the report's style of argument: its use of slogans, (3) a discussion of the need for more explicit objectives more useful in the evaluation of learning, (4) an argument that the Hall-Dennis aims are not stated as ends and thus are not attainable by the process of schooling, (5) a sociologist's exploration of the means of developing and applying Hall-Dennis principles through "participatory education", and (6) an analysis praising the report's vision but criticizing its proposed means. Others concentrate on particular sections or topics discussing (1) implications for education evaluation; (2) evidence that bears on the education of handicapped children; (3) the concept of modeling, learning by imitation, and its application to Hall-Dennis themes, and (4) the financial cost of implementation. (JS)

This paper on Canadian universities and colleges presents information on the historical background, financing of higher education, provincial developments since 1969, national and international aspects, the control and government of institutions, teaching staffs, types of institutions, admission requirements, and student costs. Two systems of higher education have developed in Canada reflecting the two major cultural traditions. One system retains French characteristics; the other system was designed according to English, Scottish, and United States practices. A small third group of institutions offers instruction in both French and English. Each Canadian province is responsible for the establishment and administration of education within its own boundaries, since there is no federal ministry of education. The federal government is responsible only for the education of Indians and Eskimos, inmates, and the military. The federal government does contribute to the costs of higher education. Studies conducted by national organizations concerning higher education are cited. Each province has its curriculum and awards its certificates of completion of secondary-school studies. Canadian universities have individual admission requirements based on certificates awarded in the province, but all treat the certificate of their provinces as approximately equivalent. Appendices include a description of degree-granting universities and colleges in 1973 by province, excluding those granting degrees in theology only; a list of some Canadian higher education student service and academic organizations; and a bibliography of key documents in Canadian higher education. (SW)

This paper describes the method used by Tracz and Burtnyk for the estimation of future salary schedules in the Ontario secondary school system. The application of the algorithm to the Ontario secondary school system predicts a possible breakdown in the fixed step salary schedule at about 1980. This situation results primarily because of the consistent upgrading of teaching experience in the teacher force. Around 1980, the number of teachers at or very near the maximum of their category will be very high, and the number of new inexperienced teachers will be very low (because of decreasing enrollment.) Therefore, the tendency to provide salary increases of from 6-8 percent will necessitate increasing the maxima to approximately the same degree. This system, if applied over a number of years, would undermine the structure of the fixed step salary schedule. Although the algorithm presented here is not entirely satisfactory -- one of the negotiable variables, the number of years to reach the maximum, is used as a variable -- and is currently being modified, one of its merits is the ease with which salary schedules five or ten years from now can be created. Related documents are EA 005 253 and EA 005 255. (Author)

The authors provide a brief description of Teacher Cost Models--a computerized mathematical model that allows educational officials, using a specified set of input information, to forecast the provincial (or regional) teacher wage-bill at the operating level (1-year) and multi-year planning level (five years). The model has been successfully implemented for the province of Ontario. All software systems and technical documentation related to its operation have been completed. The paper discusses the conceptualization and design of the model and lists some of its more significant applications. There follows a brief discussion of the requirements necessary for implementation in other provinces or similar educational jurisdictions. A detailed sample problem simulating various given policy/environment conditions is used for illustration. (Authors)

This is a report of proceedings of the November 1969 conference sponsored by the Graduate Students' Association, OISE. The purpose of the conference was to explore common elements in the educational system at the secondary and postsecondary levels focusing on the changing role of the student in the system. Participants included administrators, teachers, and students, with OISE members serving as leaders and recorders for small group sessions. The proceedings reflect the events of the general sessions including: two papers (by Edgar Z. Friedenberg and Don McCulloch), a review of the film "High School," and a transcript of the panel discussion, as well as the attitudes and opinions expressed in group sssions. (JLB)

An analysis of the unique and shared patterns within Canadian education is offered in these conference proceedings. The major portion of the program is devoted to an examination by various discussants of unique or important characteristics among: The Territories; Prairie Provinces; British Columbia; Ontario; Quebec (in French); The Atlantic Provinces; and Canadian education as a whole. A second section of the program concerns Research in Comparative and International Education. The three presentations are: Foreign Comment on Canadian Education, 1750-1900, by R. Magnuson; La Raison d'Etre de la S.C.E.C.I., by A. Farine; and Educational Aid: A Bibliographic Essay and a Plea for New Lines of Enquiry, by M. Zachariah. (JLB)

This report describes the development of a teacher cost model for the Ontario secondary school system that allows educational officials, using a specified set of input information, to forecast the provincial wage-bill for a period of up to five years. The model is composed of two sub-models -- the teacher manpower sub-model and the teacher salary sub-model. A grid of teacher headcounts by category and experience and a grid of salary entries corresponding to the teacher salary schedule are generated from data obtained from the Ontario Secondary School Teachers' Federation. Methods for the estimation of teacher leaving and hiring rates and the estimation of teacher salary schedules are developed and applied to the model thereby generating estimates of future manpower distributions and salary schedules for the school years 1971-76. The model thus created calculates the teacher wage-bill for a selected set of parameters. Various implications of these projections for decisionmaking and policy analysis are discussed. Related documents are EA 005 254 and EA 005 255. (Author)

To fully develop a teacher cost model, it is essential to be able to forecast the number of teachers that leave the experience category distribution -- not only the total number that leave, but also the number that leave from each category and experience level within the distribution. Similarly, it is essential to be able to forecast, to the same detail, the number of teachers that change from one category to another. The set of algorithms presented here describes the methods that have been used in the estimation of these variables. Attempts are being made to improve these algorithms. For example, it would be desirable to incorporate the availability of summer school courses, and therefore the capacity for upgrading teacher qualifications, in the change of category rates. Also, hiring rates by category and experience should change relative to the supply and demand of teachers of various qualifications and experience. Related documents are EA 005 253 and EA 005 254. (Author)

This booklet evaluates teacher education in Prince Edward Island and recommends some immediate changes. The evaluation was occasioned by the changing role of the teacher in the world today from being "the prime source," a position that causes inadequacies and insecurity, to being the guide of individual children through appropriate material. In addition to evaluations of the system as a whole, the author comments upon the TEPOP report (Teacher Education: Perseverance or Professionalism), also an evaluation of the system, which is reprinted in this report. The booklet recommends changes in the teacher education program so as to make the emphasis on in-service rather than preservice education. A concurrent B.Ed. program of 4 years is also recommended. Included are proposed programs of preservice and in-service teacher education in Prince Edwards Island and a selected bibliography. (JA)

The objective of this applied research project was to evaluate a formula by which young native Canadians would become teachers through in-service training coupled with academic upgrading. The experiment design paired apprentice and cooperating teachers, provided technical help, planned a schedule of activities for the apprentice, and assessed the value of the experiment formula. The MacKenzie Delta, lower MacKenzie, and the Great Bear Lake regions were selected for the project. The report provided an explanation of the following events and activities by site: (1) selection of apprentice and cooperating teachers; (2) the team teaching approach; (3) curriculum and cultural inclusion; (4) the apprentice's personal adjustment; (5) activities involving the apprentice teacher and progress assessments made by Man in the North (MIN) teams; (6) evaluation by the MIN teaching team; and (7) evaluation by technical resource persons. A summary of individual findings and conclusions collected from resource persons' reports, the second Inuvik seminar, school principals, and task force members comprised the overall evaluation of the project. (HBC)

The purpose of this study is to investigate professional teaching preparation in the North of teachers who received their training in latitudes south of 60 degrees. The procedure involved: (1) 2 formal meetings of task force members; (2) the dispatching of 2 questionnaires to northern teachers; (3) a series of meetings of native parents and native students; (4) a questionnaire sent to school administrators of the Northwest Territories, New Quebec, Alaska, and Greenland; and (5) a survey of northern school administrations' and Canadian universities' efforts to train teachers for the North. An explanation of the procedures presently followed, the selection criteria, major gaps in the actual process, and suggested remedies for teacher selection problems are provided. The teacher preparation section consists of an explanation of the problem, objectives of the special orientation sessions, and task force suggestions. Teacher preparation in the South is discussed in terms of providing introductory courses in the total reality of the North and additional courses in peculiarities of the Northern language. Preparation in the North involves an exposition of apprentice teacher activities during the first 5 months and immersion into the Northern culture. Additionally, the posting, transfer, and dismissal of teachers is discussed. (HBC)

The specific objective of this applied research project was to evaluate practical formulas for community-guided education in 5 native communities in the Canadian North. The projects, launched at the Man in the North Inuvik Conference (1970), involved the adults of these communities in the educational process as special education committees and community teachers. The evaluation covered program preparation and organization, planning, content, payment of Eskimo and Indian community teachers, location, and teaching methods. Subjects taught by the community teachers were based on local natural environments. Although the project time was too short for thorough evaluation, the communities responded favorably, interested in having their children initiated to their own culture and history through the school system. (KM)

Contents: (1) Session on Acquisitions, "Acquisitions--Policies, Procedures, and Problems" by Louis Vagianos, with a supplement "Brown University Library Fund Accounting System" by Robert Wedgeworth, "Simon Fraser's Automated Acquisitions System" by T.C. Dobb, and "Automated Acquisition at University of Western Ontario" by John F. Macpherson, (2) Session on Serials, "Serials Systems" by R.W. MacDonald, "Automation of Serials at he Canadian National Railways" by Helene Dechief, and "Progress in the Automation of Serials at the National Science Library" by Eric Clyde, (3) Session on Circulation, "Circulation Control Systems" by J. Emery Kanasy, "Circulation Control Systems" by Jack Billington, and "Circulation Control in the U.B.C. (University of British Columbia) Library" by Robert Harris, (4) Session on Cataloguing, "Information Retrieval and the Library" by Anthony F Hall, "Library Catalogue Production at Laval University" by Guy Forget, and "Implications of Technology on Library processes--the Catalog" by Ralph M. Shoffner, and (5) Session on Management, "Management Implications of Mechanization" by William J. Kurmey, "Automation in a University Library from the Administrator's Viewpoint" by Basil Stuart-Stubbs, and "Library Automation--A Primer on Some of the Implications" by William Watson. (CM)

Written by the Yukon Native Brotherhood. (NQ)

Outlines proposed changes in the certification of vocational education teachers in Ontario, Canada. (Editor)