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In 1990, social science programs in Quebec's colleges in Canada were revised to standardize core courses and objectives across individual courses. Subsequently, the province's Commission on the Evaluation of Collegiate Teaching undertook an evaluation of the revised program to determine its administration and effectiveness, as well as the characteristics of program students. Data were collected from self-evaluations completed by provincial colleges in 1995-96 and site visits conducted by the Commission and external experts. In addition, data were reviewed on students who dropped out of social science programs. The study found that the development of common core courses and procedures had improved the articulation of social science programs across institutions. However, problems were found with respect to imprecise determinations of which programs lead to which degree, and program objectives. The study also found that faculty roles needed to be more clearly identified to avoid problems in implementing the new unified program across social science courses. With respect to student characteristics, the study found that the social science program provided a primary means to attain college education for many students who had not been successful at the secondary level and that improvement was needed in retention programs and services. Appendixes provide a description of study methodology, the evaluation criteria, lists of consultants and external experts, the official social science program description, and a discussion of techniques of effective instruction. (BCY)

This bilingual (English and French) report examines the debate surrounding a Task Force analysis of higher education institutions in Canada. The Task Force reported on a variety of topics regarding Canada's colleges and universities from teaching and learning through curricular design to student retention and institutional performance. In addition, the Task Force identified a number of roles for the Association of Universities and Colleges of Canada (AUCC) to play to ensure that the key thrusts of the Commission's report are addressed and that the appropriate changes are effected in university practices and in government policies. Discussed are the relationships between teaching and research; the long-term health of universities; the accountability and autonomy of higher education institutions; and means to enhance teaching and learning, such as teacher training, assessing teaching performance, and the use of information technologies. In addition, the report examines curriculum development; providing a supportive reward system; issues surrounding student access, retention, and mobility; and performance measures. Appendices include the composition of the AUCC Task Force on the Report of the Commission of Inquiry on Canadian University Education. (GLR)

This report provides statistical information and analysis of educational programs provided during the 1990-91 fiscal year by the Correctional Service of Canada. It reports on these program components--adult basic education (ABE), Grade 10 education, and secondary, vocational, and postsecondary education--at all minimum, medium, and maximum security institutions. A national overview provides figures that illustrate a participation rate of 44 percent; average full-time equivalent enrollment of 3,231 students; student/teacher ratio of 11:1; and national cost per full-time equivalent student of $4,945 constant or $7,776 current dollars. The section on ABE presents statistical information showing 782 Grade 5 level completions and 903 Grade 8 level completions; a national enrollment/completion ratio for Grade 5 of 2.59:1; and increased withdrawal rates at both Grade 5 and Grade 8 levels. The section on Grade 10 level education provides statistical information showing 424 completions surpassing the target by 14.9 percent; withdrawal rate of 13.8 percent; and transfer rate of 12 percent. The section on secondary to university education programs reports a decrease in course registration of 12.5 percent; 55 percent completion rate; and these course completion rates: secondary--51 percent, vocational--56 percent, college--65 percent, and university--57 percent. Thirty-one figures are provided. A French language version is included. (YLB)