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Written in English and French, this paper outlines current Canadian intellectual property legislation as it relates to Aboriginal people in Canada, and provides a general review of the implications and limitations of this legislation for protecting the traditional knowledge of Aboriginal people. An initial discussion of Aboriginal perspectives highlights the difference between sacred traditional knowledge, products, and services associated with traditional lifestyles of Aboriginal people, and innovations or new creations of an individual or an Aboriginal company. Not all traditional knowledge is considered to be intellectual property under Canadian law, therefore a web of strategies is suggested to better protect and control traditional Aboriginal knowledge. These strategies include community guidelines for researchers and businesses wanting access to traditional knowledge, codes of conduct, statutory options, and legal agreements and contracts. A section on intellectual property protection of Indigenous knowledge describes ownership, nature of rights, criteria for protection, scope of protection, duration, costs, enforcement, and international protection. A section on intellectual property rules applicable to Aboriginal contexts discusses copyrights, neighboring rights, industrial designs, trademarks, patents, trade secrets, plant breeders' rights, integrated circuit topographies, and licensing intellectual property. The conclusion points out the need for new techniques and laws that are more appropriate for protecting Aboriginal traditional knowledge and recommends educating non-Aboriginals to increase respect and understanding for Aboriginal traditional knowledge. Information sources presented include 17 federal, international, general, and Aboriginal Internet sources; 11 organizations; and 20 references. (TD)

This report provides an overview of child care in rural areas of Ontario. Chapter 1 outlines the paper's purpose, defining "child care" and "rural." It discusses the nature of rural Ontario in the 1990s and the need for child care in rural areas. Also, implications for child care provision in a rural context are highlighted. Chapter 2 reviews child care in Ontario with regard to the roles of different levels of government. Issues of child care availability, affordability, and quality are discussed, along with child care reform initiatives. Chapter 3 looks at rural child care in Ontario in terms of the characteristics of rural communities and characteristics of successful child care programs. Chapters 4 through 6 focus on rural center-based child care, regulated home child care, and the provision of care in the child's own home, including the special challenges and issues related to each setting. Chapter 7 considers resource centers, school-age care, and care for children with special needs. Finally, chapter 8 highlights programs in Alberta, Manitoba, Prince Edward Island, and Quebec that specifically target the needs of rural families. A list of key informants, demographic information, and information on the availability and affordability of child care in Ontario are topics covered in the four Appendices. (Contains a 37-item bibliography and glossary). (AC)

The geographic distribution of college-level technical programs is one of the major elements which has distinguished the development of the system of "colleges d'enseignement general et professionel" (CEGEP's) in Quebec. Spring 1992 efforts to identify inactive or scarcely viable programs afforded the Commission on Professional Education of the Council of Colleges the opportunity to reflect on the development of technical education and the more optimal geographic distribution of programs within the service areas of the CEGEP's. This working paper offers preliminary thoughts on the redistribution of technical programs and invites comments from other interested sectors of the provincial government. Part 1 provides a context for the discussion of the distribution of technical programs, and the educational objectives which inspired the investigation. Part 2 attempts to reconcile different ways of determining program locations; e.g., based on economics, educational supply and demand, and institutional characteristics. Part 3 appeals to different types of educational commitments, presenting calls for leadership, student-centered decision making, change and development, and system coherence. Extensive appendixes provide data on enrollment projections, regional program administration and authorization, college admissions, and student mobility. (AC)

The rapid expansion of charter schools would suggest that there is evidence of their effectiveness, but this is not the case. The lack of objective evidence of their success reinforces the claim that charter school reforms are political and ideological rather than educational reforms. The arguments in favor of charter schools have exploited some myths, and these myths have swayed some people whose goals are to strengthen the quality of public education. The following myths are addressed and countered: (1) there is a crisis in public education; (2) thecharter school movement invented school choice; (3) charter schools make choice equally available to all; (4) the competition of market forces improves the quality of education; (5) charter schools improve curriculum, instruction, and student achievement; (6) charter schools promote equity; (7) results from charter schools have been favorable; (8) charter schools break the "gridlock" of bureaucracy; (9) teachers support charter schools; and (10) charter schools are an innovative educational reform. (Contains 67 references) (SLD)

This report presents the results of a survey of both elementary and secondary level teachers in French-language schools in Ontario which was conducted to determine the usage of educational television in these schools. The 630 responses to the questionnaire yielded information on: (1) educational television usage, both live broadcast and videotaped recordings; (2) the availability of electronic equipment such as television sets and videotape recorders; (3) regional use of live television; (4) access to videocassettes produced or distributed by La Chaine; (5) sources of videocassettes other than those of La Chaine; (6) the primary function of educational television; (7) the relevancy of La Chaine broadcasts; (8) teacher planning processes; (9) teacher training needs; and (10) computer usage. It was concluded that educational television in general--and La Chaine in particular--are used widely and with great success because of the quality of the programs and the efficiency of the medium as an instructional tool in schools. Appendices include a copy of the questionnaire sent to teachers; a discussion of decisions made based on responses to the questionnaires; breakdowns of responses by gender, region, and elementary/secondary level; and a list of television series used at the elementary level together with the percentage of respondents who used the particular series. A summary of the findings in English is included. (DB)

English and French versions of the Canadian Home Economics Association's position paper describe the place of home economics/family studies (HEFS) in education and worldwide trends indicating the need for HEFS. Suggests it is the only subject with the primary focus on preparing students for everyday life in an increasingly complex global society. (SK)

The challenges and opportunities presented by fiscal constraint, new technologies and an information "explosion" require that universities and their libraries develop a system by which scholars and students can access information when it is needed. This discussion paper in English and French, is the first of a series of papers intended to raise awareness of important issues in academic libraries' support of scholarship in Canadian universities, to describe initiatives which address these issues, and to propose strategies for dealing with them. The ability of Canadian academic libraries to provide access to scholarly information is increasingly constrained by the worldwide proliferation and high cost of scholarly publications and the limitations of Canadian copyright legislation and copyright practices. This has a significant impact on the role of research within the academic community and on university promotion and tenure practices. Any new system that seeks to replace the current paper-based scholarly communication system will be expected to: restore scholar centricity; be network-based; be able to support all formats; protect the copyright interests of both scholars and institutions; be responsive to the values of peer review; base prices on actual costs; be timely; and provide the tools to create, convert, and organize the available information. A number of projects are underway among the academic community and by the federal government that address these needs. Appendices provide a list of task force representatives, descriptions of the roles of the National Library of Canada and the Canada Institute for Scientific and Technical Information of the National Research Council of Canada, and a discussion of academic library studies in the United States and the United Kingdom. Suggested readings, Internet and UseNet newsgroups and a listserver are also provided. (AEF)

This document provides the same report in English and French. Part 1 of the document outlines the challenges and opportunities of the Canadian labor force and of government programs, such as Unemployment Insurance (UI). Part 2 describes the labor force development strategy, the Canadian government's plan to respond to the challenges of market changes, occupational shifts, technology changes, unemployment, skilled labor shortages, and lack of formal training by Canadian businesses. Specific planned policy responses include reinforcement of private sector training, initiatives to help the unemployed, new benefit provisions in UI, and benefits access amendments to the UI Act. Part 3 describes the process of implementing the proposed initiatives. Appendix 1 outlines the expenditures and reallocations that would be required by the labor force development strategy. Appendix 2 lists the variable entrance requirements for regional unemployment rate and weeks of insurable employment needed in the qualifying period. Appendix 3 provides a table of the number of weeks UI benefits can be received under the proposed amendment to the UI benefit schedule. (CML)

Selected papers that address theoretical and practical training of the modern language teacher and language teaching experiments in various countries are presented. Some of the articles included are the following: "Les problemes de la formation linguistique et pedagogique des professeurs de francais en Afrique Subsaharienne" (The Problems of the Linguistic and Pedagogic Training of Teachers of French in Sub-Saharan Africa), R. Bastin; "L'enseignant doit-il etre l'objet d'une formation culturelle particuliere?" (Should the Teacher Undergo a Particular Cultural Training?), C. Borga; "Le micro-enseignement dans la formation des enseignants de francais-langue etrangere au Senegal" (Micro-Teaching in the Training of Teachers of French as a Foreign Language in Senegal), G. Dalgalian;"Sulla formazione linguistica degli insegnanti di lingua italiana presso le universita della Repubblica Federale Tedesca" (On the Linguistic Training of Teachers of the Italian Language at the Universities of West Germany), M. De Matteis; "The University and the Training of Language Teachers," L. K. Engels; "Re-training High School Teachers of English in Brazil: The Experience of the Instituto do Idiomas Yazigi," F. Gomes de Matos; "La formation des professeurs de francais a l'universite Bar-Ilan, Ramat Gan, Israel" (The Training of the Professors of French at the University of Bar-Ilan, Ramat Gan, Israel), R. Herzlich; "Linguistics and the Language Teacher," B. Jordan; "La formation et le recyclage des professeurs de langues vivantes au Quebec 1973-1978" (Training and Retraining of Modern Language Teachers in Quebec 1973-1978), J.-Cl. Lavigne; "La formation psycho-pedagogique et methodologique des professeurs de langues vivantes" (Psycho-Pedagogical and Methodological Training of Teachers of Modern Languages), R. Marechal. (SW)

A pilot project was conducted from May 1980 to November 1983 to test the application of iNet--a decentralized, packet-switched telecommunications network--to bibliographic data interchange in Canada. The principal components of the project were participation of the Bibliographic Common Interest Group (BCIP), a group of libraries with stand-alone, operational, and stable online systems, in seven technical subprojects involving the development and testing of value added network interfaces, online iNet directories, bibliographic data derivation, online interlibrary loan facilities, videotex services, file transfer facilities, and access to online database vendors and other information providers; development of computer/communications protocols for bibliographic data interchange; the addressing of network policy issues; the videography subproject which studied the feasibility of utilizing videodisc and computer/communications technology to further library service objectives; the development of network contract guidelines; and the study of Canadian interlibrary loan and document delivery policies and practices. It was found that it is possible to connect diverse stand-alone and incompatible systems through standard interfaces to a packet-switched data communications network and that iNet was a useful prototype of an open network. This publication (in English and French) describes project methodology and results and presents nine recommendations based on project findings. (ESR)

This study examines the hypothesis that the French used by a large number of Franco-Ontarians represents a linguistic system (or several systems) that differs from Standard French. In addition, a review of previous research leads to the inverse hypothesis, that Ontarian French represents a body of different systems or sub-systems that are more or less related to Standard French. It is proposed that Ontarian French is as valuable and efficient a communicative tool as is Standard French, when used among Franco-Ontarians in informal, everyday communication. The implications of this hypothesis are also examined with respect to: (1) interpretation of results on proficiency tests of Standard French, (2) development of further instruments to measure the proficiency of Franco-Ontarian students in French, and (3) development of classroom materials that focus on the particular needs of these students. (Author/AMH)

A ten-member commission on French as a Second Language (FSL) was established by the Canadian Teachers' Federation (CTF) in July 1978, with a three-year mandate. One of the commission's tasks was to review the national scene in the area of FSL education. A process was initiated to survey CTF member organizations, to review education acts and regulations of each province, and to review official reports. This report includes a summary of the findings with comments. The report is presented as follows: (1) provincial/territorial regulations governing FSL education; (2) observations on the regulations in terms of definition of objectives, required grade levels and time allocation, prescribed programs or texts, teacher training, and general observations; (3) federal government support for second language studies, especially assistance for the teaching of the second official language, the special projects program for the development of bilingualism, teachers' bursaries, language training centers, and the second language monitor program; and (4) an outline of relevant policy or position statements by CTE member associations. Appendices include relevant statistical tables and position papers from member associations. A French language version of the body of the report and the statistical tables is included. (AMH)