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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 paper reports on the Canadian college system's collaboration with industry and community services in the development and delivery of non-credit e-commerce courses offered through continuing education departments at community colleges and institutes of technology. The paper argues that, in today's changing economy, the accelerated need for skills training and retraining may be most widely felt among students. The paper details the offerings at Canadian colleges by region: British Columbia and Yukon Region; Alberta and Northwest Territories Region; Saskatchewan, Manitoba, and Nunavut Region; Ontario Region; Quebec Region; and Atlantic Region. Highlights of these offerings are as follows: New Brunswick Community College's Saint John Campus offers a two-year diploma degree in Business Technology, while other programs, such as Marketing and Office Technology, are being permeated with courses related to e-commerce. The Cegep regional de Lanaudiere offers five college programs in the field of electronic commerce. There is a computer science diploma, and four certificates in other areas. The Assiniboine Community College in Manitoba is seeking funding approval for a two-year diploma program in Business Computing. The program will be offered jointly by the Business and Tourism Division and the Information Technologies Division. In addition, colleges are involved in conferences connected to e-commerce, either as hosts, presenters, or participants. (AUTH/NB)

Four papers are featured. The first is a statistical overview and analysis of past, present and future happenings to small communities in the Region; it focuses on two indicators: (1) population growth or declining community class size and, (2) the changing distribution of commercial outlets by community class size. The other three papers report on provincial governmental policy and program intentions and actions having a bearing on the viability of small communities. "Balanced Population and Economic Growth Policy for Alberta" outlines basic foundations respecting economic policies and economic development goals. Elements of the Regional Development Program are discussed along with rural/urban development, rural development projects, regional business and industrial development, and communications strategy. The third paper summarizes public sector initiatives brought to bear upon small Saskatchewan towns; it discusses general and specific policy and program controls with specific reference to intergovernmental components. The final paper describes the agriculture/rural community situation prior to the introduction of the "Stay Option" in Manitoba, including the policy basis for the option, the program components, associated policy thrusts, and the impact upon the people and enterprises of the area. (DS)

This paper presents the business plan of the Ministry of Advanced Education and Technology for 2010 to 2013. Advanced Education and Technology supports the advanced learning system by providing funding for advanced learning providers, coordinating and approving programs of study at public institutions, licensing and approving programs at private providers where required by legislation, and rewarding learner excellence through the provision of scholarships. The ministry also supports community adult learning opportunities, provides student financial assistance to eligible Albertans, facilitates industry's development of training and certification standards, and certifies individuals in designated trades and occupations. In collaboration with Campus Alberta and Alberta Innovates partners, Advanced Education and Technology strives to build a prosperous province through a dynamic and integrated advanced learning and innovation system built on a foundation of highly skilled people in support of a knowledge-based economy and society in Alberta. [For "Advanced Education and Technology Business Plan, 2010-13. Highlights," see ED536988.]

The Ministry of Advanced Education and Technology envisions Alberta's prosperity through innovation and lifelong learning. Advanced Education and Technology's mission is to lead the development of a knowledge-driven future through a dynamic and integrated advanced learning and innovation system. This paper presents the highlights of the business plan of the Ministry of Advanced Education and Technology for 2010-13. [For the full report, "Advanced Education and Technology Business Plan, 2010-13," see ED536987.]

Advanced Education and Technology provides strategic leadership for the development of the next generation economy in Alberta through the provision of accessible, affordable and quality learning opportunities for all Albertans and support for a dynamic and integrated innovation system. This paper provides the highlights of the business plan of the Ministry of Advanced Education and Technology for 2009-12. [For the full report, "Advanced Education and Technology Business Plan, 2009-12," see ED507039.]

In keeping with Alberta Education's goals and responsibilities to develop and evaluate curriculum and to set standards and assess outcomes, the Ministry is reviewing the status and purpose of social sciences courses as part of the high school curriculum. The present social sciences curriculum was revised in 1985. As part of the social sciences review, a study was authorized to research and explore the current status of courses in Alberta and throughout Canada. This report is organized in five sections: (1) A historical review of the Social Sciences Program of Studies in Alberta illustrating, in part, a need for further assessment and potential fundamental revisions to these programs if retained; (2) An overview of existing high school social sciences programs in other provinces that provides a basis for comparison and supports some of the recommendations in this report; (3) A selective annotated bibliography focusing on research literature that provides support for thinking about issues such as student engagement, high school retention and the relationships with curricular experiences and pedagogic approaches offered by high schools; (4) A proposed re-conceptualization of the social sciences courses in relation to the new Alberta social studies program, contemporary views of learning and curriculum, and the aims and purposes of social sciences/humanities courses in the curriculum; and (5) An account of recommendations that may inform further research, deliberation and decision making. [This paper was prepared for Alberta Education, Curriculum Branch.]

This paper discusses Canada's response to international television programming competition, both directly from signals from the United States that are available over the air or by cable, and from foreign programming exhibited by Canadian broadcasters. Major topics discussed are: (1) failure of government regulation to induce significant Canadian drama, variety, or children's programming prior to the establishment of the Canadian Broadcast Program Development Fund (the Fund) in 1983, which is administered by Telefilm Canada; (2) provision and guidelines for the Fund; (3) economic incentive provided by the Fund; (4)justification of Fund subsidies from television production in terms of externalities associated with the cultural significance of the programming; (5) evaluation of the Fund experience; and (6) lessons from the Canadian experience with the Fund. It is concluded that the Canadian experiences with, and responses to, American and other competition, are becoming increasingly relevant to other countries, given the technological developments that are globalizing the market for television programming. (18 references) (CGD)

Presents a bibliography of publications and reports related to the Canadian economy.

An econometric model is suggested for managing continuing education units in Canadian universities. The value of such a model would be to unify the various factors that are often considered in fragments in traditional ways of studying the problems of such units. Many difficulties exist in using such a model to discuss educational management, but it has some virtues. First, it has the advantage of any model: it reduces a mass of information to a manageable size and shape. Second, this type of model gives the possibility of experimenting with changing variables under the control of the researcher. Third, an econometric model has the potential advantage of forcing fuller examination of important factors for managerial planning, decision making, and strategy implementation. Fourth, the model can force the manager to apply and refine decision-making criteria. Fifth, constructing and sharing a model has a powerful influence on those in authority to act in a way that minimizes negative side effects. The suggested model includes seven variables: (1) the social/public policy filters of the continuing education unit manager; (2) the commitment of the university to continuing education; (3) the commitment of the community to continuing education; (4) the organizational culture of the continuing education unit; (5) faculty resources and supports; (6) budgetary resources and supports; and (7) technological resources and supports. It is proposed that such a way of looking at the management of continuing education may result in fresh approaches and more unified efforts to solve the problems facing continuing education. (KC)

This paper reports on an Organisation for Economic Cooperation and Development (OECD) project that studied (1) how young people can be enabled to develop employment initiative and entrepreneurial skills as an important ingredient of their education and training and (2) what changes are needed in educational curricula and school practices designed to strengthen young people's capacity to assume responsibility and initiative when faced with changing labor markets and skill requirements. The report begins with a summary of the project, its main conclusions, and policy implications. The remainder of the report is in two parts. The first presents the different rationales for the recent interest in entrepreneurial skills and culture and the complex problems related to a definition of such concepts. Its main purpose is to clarify the issues and developments at stake and to point toward some principal policy implications if entrepreneurial skills and culture are to have an impact on mainstream education. The second part presents concrete examples from 13 OECD member countries in which different kinds of entrepreneurial skills programs have been launched. (KC)

The article reports on the importance of business research in Canada to build leadership and management capability in business. Topics discussed include the focus of management, business, and finance (MBF) research, the approach and methods in MBF research, and finding the number of Canadian MBF researchers. Also mentioned are the MBF research output bibliometric analysis, the Canadian MBF researchers collaborative output, and the MBF research ranking.

This paper investigates breaks in the variability and co-movement of output, consumption, and investment in the G-7 economies. In contrast with most other papers on co-movement, we test for changes in co-movement allowing for breaks in mean and variance. Despite claims that rising integration among these economies has increased output correlations among them, we find no clear evidence of an increase in correlation of growth rates of output, consumption, or investment. This finding is true even for the United States and Canada, which have seen a tremendous increase in bilateral trade shares, and for the members of the euro area in the G-7. [ABSTRACT FROM AUTHOR]

This study examines the impact of productivity growth on the relationship between inflation and unemployment in Canada. Recently it has been suggested that higher productivity growth is responsible for a shift in the U.S. Phillips curve that occurred in the late 1990s. This paper examines whether the Phillips curve in Canada shifted in a manner similar to that of the United States, and the degree to which higher productivity growth explains this shift. [ABSTRACT FROM AUTHOR]

This paper investigates the response of hours worked to a permanent technology shock. Based on annual data from Canada, we argue that hours worked rise after a positive technology shock. We obtain a similar result using annual data from the United States. These results contradict a large literature that claims that a positive technology shock causes hours worked to fall. We find that the different results are due to the literature making a specification error in the statistical model of per capita hours worked. Finally, we present results suggesting that Canadian monetary policy has accommodated technology shocks. [ABSTRACT FROM AUTHOR]

The article discusses capital sources in Canada. The cost of borrowing in the country went up after adjustments were made by the Bank of Canada. The bank asserted that there are three main factors affecting the Canadian economy, one of which is the crisis in the global financial markets. Six large domestic banks lead the financial services of the country.

Innovation plays a key role in economic progress and lifting living standards. The most critical factor in encouraging innovation is getting the framework conditions right so that businesses can flourish. This chapter concentrates on the more specific aspects of innovation in Canada to identify where policies could be improved. It first reviews Canada's performance on innovation, which is relatively good on product innovation but weaker on processes. The country's innovation strategy focuses on knowledge, skills, the innovation environment and community-based innovation. Public R&D needs to be governed by an integrated strategy, while generous tax credits for business R&D should be re-examined. More attention is being paid to commercialisation of R&D. A skilled and talented workforce helps to diffuse innovation through the economy, but while Canada has enough scientists to meet current demand, it lacks people with management, marketing and other business skills. Diffusion would also be aided by lifting general literacy and life skill levels. Well-designed co-financing arrangements would encourage participation in adult education and training. Lastly, the venture capital market would perform better if the tax advantage provided to Labour-Sponsored Venture Capital corporations were removed. [ABSTRACT FROM AUTHOR]

The article talks about sources of investment capital in Canada. The country has a strong and well-regulated financial-services sector which is dominated by six large domestic banks. Chartered banks can issue equity rights and sell preferred and convertible preferred shares, convertible debentures and foreign-currency securities in order to increase their capital base. Sources of medium-term capital in Canada are also provided.