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In 2017, the Association for the Advancement of Sustainability in Higher Education (AASHE) and Root Solutions, with funding from the Lisa and Douglas Goldman Fund, created the "Turning the Page on Campus Paper Use" initiative to assist higher education institutions in developing and implementing paper reduction behavior change projects. "Turning the Page: A Behavior Change Toolkit for Reducing Paper Use" draws upon real world experiences from the Turning the Page initiative as well as other paper reduction campaigns. The concepts, concrete examples, and tools in this guide will empower practitioners to more effectively target paper consumption behaviors at their institutions. Although this guide focuses on tackling paper reduction efforts at higher education institutions, the advice and examples provided can be applied by any organization looking to foster more sustainable behaviors. The hope is that this guide gives the reader the background, inspiration, and confidence to ideate and implement the kinds of evidence-based behavior campaigns that can result in transformational impact at their organization. [This report was produced by Root Solutions. Funding was provided by the Lisa and Douglas Goldman Fund.]

This document examines the major issues and implications related to the development of quality guidelines for adult literacy programs in Ontario (Canada) and presents a framework for discussing issues related to quality guidelines and their formulation. Discussed in the first section are the following topics: the place of quality issues/guidelines in the Ontario government's 1986 Plan for Adult Basic Literacy and the Ontario Ministry of Education's Adult Literacy Policy and Evaluation Project; the role of learners, service providers, and funders in the provision of adult literacy programs in Ontario; the purpose and scope of quality guidelines; and trends in the development and use of quality guidelines in the United Kingdom, other Canadian provinces, and the United States. The remaining 60% of the document is a discussion guide for stimulating thought and discussion about quality guidelines in adult literacy programming. It includes a discussion format and seven elements of quality in literacy programs (community focus, access to services, learner-centeredness, appropriate and effective service delivery, equity of outcomes, integration, and accountability). An accountability framework summarizing the elements of the quality guidelines consultation is included. (MN)

Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as "an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years" (Curtis, Mlotkowski & Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For "Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report," see ED533077.]

This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)

This study tested the amount of value added to critical and communication skills by the university experience using a strategy that compared the skills of entering and graduating students at York University (Ontario). The study involved, first, identifying skills that might be improved over the course of a university education; second, developing survey questions that measured skills for entering and graduating students at four faculties; and third, performing covariance analysis of survey results for entering and graduating students. Data were generated by three questionnaires, with response rates ranging from 55 to 58 percent for two surveys in the fall of 1995 to 58 percent one conducted in the summer of 1996. Eight tables detail skill categories and topics; list characteristics of survey respondents; correlate skills and grades for entering students, for graduating students, by gender, by ethnic origin, and by home language; and provide Z-scores to assess value added for entering and graduating students. Overall, graduating students were found to have better-developed skills than entering students. The paper also focuses on the rationale for the relatively cost-effective research design. (Contains 30 references.) (CH)

The extent to which Canadian employers recognize the informally acquired first languages of immigrants and aboriginal persons as prior learning qualifications for formal employment in the business, government, and education sectors was examined through a survey of organizations across Ontario. Personalized questionnaires were mailed to a sample of 140 Ontario organizations, as follows: 32 businesses (half randomly selected and half purposively selected); 71 colleges, universities, and school boards; and 37 municipal, provincial, and federal government agencies and psychiatric hospitals. Of the 140 questionnaires mailed out, 79 (56.4%) were returned. Although 88.6% of the organizations indicated that they would benefit from employing staff fluent in languages in addition to English or French, only 30.4% were actually actively recruiting such multilingual employees. Private organizations were more likely to recruit multilingual individuals and educational institutions were least likely to do so (52.9% and 25.7%, respectively). The methods used to evaluate potential bilingual employees' language proficiency were as follows: interviews (25.8%); employer references (18.6%); and formal qualifications and personal references (13.4%). Educational institutions used formal qualifications to assess language fluency much more often than other types of organizations did (20%, 10%, and 7.6% for academic institutions, private organizations, and public organizations, respectively). (Contains 22 references.) (MN)

This guide is designed as a community-based resource for women who are interested in developing leadership skills in group facilitation, community building, and community action. It provides an integrated feminist anti-oppression learning framework that links social justice issues and the questions of race, gender, class, and all other forms of marginalization to the question of how women learn. The guide includes six workshops that emphasize the connections between learning and action that allow women to develop their consciousness of the actions required to bring about necessary change in their lives as women. Introductory materials discuss the research that lead to this guide and suggestions for conducting the workshops, including useful tools for building group processes. Each session outline consists of some or all of these components: check-in, debriefing, informational materials, warm-up exercise, exercises, and closure. Sessions are (1) women's experiences are the basis of learning; (2) facilitating group processes; (3) learning strategies (4) gender bias in the law; (5) funding; and (6) outreach and organizing. (YLB)

The question of whether inequality in skills explains inequality of earnings across advanced countries was examined through a review of data from the International Adult Literacy Survey (IALS), which examined the prose, document, and quantitative literacy skills of adults in 12 member countries of the Organisation for Economic Cooperation and Development. In all countries, jobless individuals tended to have lower skill levels than workers. The distribution of earnings and the distribution of skills varied widely among advanced countries, with the major English-speaking countries, the United States, the United Kingdom, and Canada, having much greater inequality in both earnings and skills than continental European Union countries. According to data from the IALS, skill inequality explains only approximately 7% of the cross-country difference in earnings inequality. The dispersion of earnings in the United States was found to be larger in narrowly defined skill groups than was the dispersion of earnings for European workers overall. In the United States, IALS test scores rose substantially with movement up the income scale, with the increase in scores averaging 17 points per income quintile. The bulk of cross-country differences in earnings inequality were found to occur within skill groups rather than between them. (The bibliography contains 20 references. Twelve tables/figures are included.) (MN)

A study provided extensive statistics and documentation of Canadian adults' work and learning activities. The study included statistics for household labor and community volunteer activities as well as paid employment. Learning activities included both formal course work and informal learning, as well as on-the-job training. Data sources were the 1998 National Survey of Learning and Work by the Research Network on New Approaches to Lifelong Learning (NALL); estimates of the extent of unpaid household and community work; the Adult Education and Training Survey; the 1996 census; the National Survey of Giving, Volunteering, and Participating; and the General Social Survey. Findings of the study included the following: (1) in contrast to the concerns about Canadians' need to become"lifelong learners," the study found that most Canadians are already extensively engaged in learning but that the needs for higher-level job skills has been greatly exaggerated; (2) in terms of work, Canadian adults are now spending about as much time in unpaid household and community work as they are in paid employment; (3) despite the rhetoric about a "knowledge-based economy," the study found only a gradual upgrading of job skill requirements, and knowledge workers still comprise a small minority of the labor force; (4) as a result of the increased amount of learning by adults and the slower increase of job requirements, many Canadians find themselves underemployed; and (5) instead of focusing efforts on further education and training for Canadians, the society and government should address major paid work reforms in order to prevent underemployment from becoming one of the major social problems of the 21st century. (Contains 160 references.) (KC)

The report summarizes the results of the British Columbia (B.C.) Council on Admissions and Transfer's efforts to define various student flow patterns into and through university colleges and community colleges in British Columbia (Canada). The purpose of this working paper is to provide baseline data to the Council for its use in order to promote transfer effectiveness and access equity. From 1988 to 1990, Grade 12 enrollments grew 1.5 percent; college academic enrollments grew 31.0 percent. In response, students are staying at college longer before transferring and, as a result, transferring more credits into universities. It appears that direct entry admissions are increasingly destined for university science and science-related faculties. By contrast, college transfers are increasingly destined for arts and education. Roughly 25 percent of all college transfers are admitted into spring and summer sessions. Of all leavers from college academic programs in spring 1991, 13 percent were admitted for the first time to a B.C. university in fall 1991. Overall, direct entries continue to earn higher second-year university GPAs than college transfers (2.70 vs. 2.58). Between 1983 and 1991, the number of first undergraduate degrees awarded to direct entries increased roughly 18 percent while the number awarded to college transfers increased 64 percent. (Contains 12 sets of tables and 23 endnotes.) (JA)

This report provides the second year update to the Alberta (Canada) government's 3-year plan to restructure the province's education system. Key strategies for improving teaching are put forth, including: updating teacher preparation and certification requirements to reflect the most current understanding of effective teaching; establishing competencies for beginning and experienced teachers; and developing a coordinated approach to delivery of professional development opportunities for teachers. Principles underlying the report's recommendations are listed and include: the key role of teachers; competency should be the primary criterion for qualifying an individual to teach; teachers professional growth is facilitated through the collaborative action of all stakeholders; and school boards are responsible for having teacher evaluation policies that conform to the Provincial Teacher Evaluation Policy. Memoranda of Agreement are proposed to establish and facilitate partnerships between campus-based and field-based educators. Other major proposals include a shift toward more flexible, competency-based certification guidelines and establishment of more detailed guidelines for use in teacher evaluation practices. Recommendations for changes to the provincial Teacher Evaluation Policy are detailed. The background and implications of each of these proposals is discussed, and a call is made for commentary and input. Appendices include an outline of suggested competencies and a reader opinion survey. (PB)

This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)

This report summarizes the attitudinal portion of a nation-wide survey on the computerization of Canadian universities. Six different questionnaires, each of which contained the same questions on attitudes, were mailed to faculty, deans, admissions, officers, registrars, computer center directors, and other administrators at 63 Canadian universities. The overall return rate for the survey was 28.6%, thus restricting the conclusions that can be drawn from the results. Questions on the 30-item survey were grouped according to instruction, administration, equity, and social impact. Independent variables that were explored included the size of the university, the level of education, and the age of the respondent. Results of the survey showed that, within the university, there were few significant differences in attitudes between variable groups. Overall, there was a positive feeling about computers within the university which cut across all groups. There were differences, however, in the level of positive attitudes among the subjects, with the strongest differences in attitudes occurring between the faculty and the administrative staff. There was a strong tendency for senior administrators to be the most enthusiastic of all, while the faculty were more circumspect about the changes to teaching that the computer will supposedly bring. Data are presented in five tables and four figures as well as a narrative report. The appendices contain a copy of the attitude survey questions, and a table showing the breakdown of the attitude survey data by question. (DB)

The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET [vocational education and training], apprenticeships or private arrangements) and assesses the link between field of study and students' work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.

Over the last decade, Canada has experienced a substantial increase in the number of individuals participating in post-secondary education (PSE). This trend emphasizes the importance of understanding the pathways leading to PSE enrolment and the competencies that are associated with them. This chapter describes a range of possible education and work outcomes at the age of 21, and the pathways that led to them. It describes the wealth of information that is available in the combination of the PISA and YITS databases. This overview provides a useful context in which to consider the complexity and importance of transitioning to postsecondary education and work. (Contains 12 tables, 3 figures, 1 box and 11 footnotes.) [This research paper was prepared for Human Resources and Skills Development Canada by Tomasz Gluszynski Human Resources and Skills Development Canada and Justin Bayard, Human Resources and Skills Development Canada, as a background paper to the PISA Thematic Report--Pathways to Success.]

Using data from the Youth in Transition Survey (YITS), this paper provides an up-to-date description of educational and labour market pathways (or transitions) among Canadian youth. It also estimates the effect of academic abilities, measured by PISA math and reading scores, on such transitions. Descriptive statistics show that educational success is positively related to math and reading achievements as well as family background characteristics. Further, working while in high school reduces educational attainment while participation in school organised activities increases the probability of grade progression. The results also indicate that students with low reading achievements are not only less likely to remain in school; they are also less likely to return to school once they have left school. Finally, the risk of entering unemployment after school is inversely related to the level of completed schooling. (Contains 12 tables and 23 footnotes.) [This research paper was prepared for Human Resources and Skills Development Canada by Tomasz Gluszynski Human Resources and Skills Development Canada and Justin Bayard, Human Resources and Skills Development Canada, as a background paper to the PISA Thematic Report--Pathways to Success.]

The purpose of this paper is to capture and profile postsecondary education dropouts from three different types of postsecondary education--university, college and other types of institutions. It compares them with graduates from these three types of institutions. The analysis for this report is based on data from the Youth in Transition Survey (YITS). The survey was designed by Human Resources and Social Development Canada and Statistics Canada. YITS is a longitudinal survey, which collects information on educational and labour market pathways of a sample of young Canadians in the 18 to 20 age group in 1999. Respondents were asked to provide a range of information on their education and employment experiences as well as information on their personal characteristics. They were interviewed four times since the implementation of the survey, in 2000, 2002, 2004 and 2006. In this report, the data used are from the first four cycles and describe where they stood in their school to work pathway in December 2005 when they were 24 to 26 years of age. This report is a follow-up of a previous study of postsecondary participation (Shaienks and Gluszynski, 2007) which found that the overall postsecondary dropout rate was 15%. That rate however, differs across all types of institution and by demographic, family and school characteristics. This paper explores the impact of those characteristics on participation, graduation and dropping out of different types of postsecondary institution. What Is the Youth in Translation Survey (YITS)? is appended. (Contains 1 figure, 1 chart, 14 tables and 5 endnotes.)

This paper presents the first results of a project initiated in 2004 by the OECD in collaboration with Eurostat and the UNESCO Institute for Statistics, and aimed at developing a regular and internationally comparable production system of indicators on the careers and mobility of doctorate holders. A first data collection was launched in September 2005, from which the results for seven countries are presented here. These data shed light on the main demographic, educational, labour market and mobility patterns of doctoral graduates. They also mark some progress in the understanding of both the measurement issues and patterns of international mobility, notably by the use of qualitative indicators such as the intentions or reasons for mobility. The results show in particular that the share of doctorate holders in the population or labour force is two or three times larger in Germany and Switzerland than in Australia, Canada and the United States. In these five countries, women represent only one-quarter to one-third of doctorate holders. The United States has an older population of doctorate holders than the other countries analysed in the paper and this population is still aging, as is also the case in Canada. Unemployment rates of doctorate holders remain low, but are relatively higher in natural sciences and in engineering. There are important salary differences between men and women and across sectors, especially in the United States. In the United States, as well as in Portugal and Argentina, salary is one of the main reasons why doctoral graduates are dissatisfied with their employment situation. There is a high share of foreign doctorate holders in Switzerland and also a higher share of foreign-born doctorate holders in Canada and Australia than in the United States. Many foreigners, however, come to work to the United States having been trained for research abroad and this trend has grown stronger in recent years. On the other hand, very few doctorate holders from the United States are internationally mobile. Among mobile young Canadian citizens, three-quarters choose the United States as their next destination. (Data tables are annexed. Contains 4 footnotes, 13 figures, 1 chart and 35 tables.)

The primary purpose of the report is to explore the impact of PISA reading scores on the early labour market outcomes of young Canadians of the Youth in Transition Survey. This inquiry is complicated by two facts. First, family and school characteristics that are positively correlated with PISA scores are also correlated with labour market success, making it difficult to discover the independent effect of those scores. Second, students with higher PISA scores are much more likely to pursue education beyond high school and scores may operate both directly and indirectly through this channel to influence later outcomes. Among females, there is a positive correlation between PISA scores and future earnings, even after controlling for family background and educational attainment. There is no evidence of such a correlation for males. For both genders, the link between PISA scores and unemployment disappears when controls are added. These weak outcomes may be explained by the fact that sufficient time has not elapsed for the YITS respondents to complete schooling and to integrate into the labour market. (Contains 14 tables and 17 footnotes.) [This research paper was prepared for Human Resources and Skills Development Canada by Torben Drewes of the Trent University Department of Economics.]

"Doctorate Education in Canada: Findings from the Survey of Earned Doctorates, 2005/2006" is the third paper in a series of reports written by the Learning Policy Directorate of Human Resources and Social Development Canada (HRSDC) and the Centre for Education Statistics of Statistics Canada. Each report presents an overview of doctoral education covering annual data from the Survey of Earned Doctorates (SED) from each of the three years of the survey's existence (2003/2004, 2004/2005 and 2005/2006). The Survey of Earned Doctorates is a key source of information regarding the training of doctoral graduates in Canada. It provides information on the pathways of these highly qualified graduates through the education system and sheds light into the expectations of graduates as they transition into employment and postdoctoral education. In this 2005/2006 report, special attention has been given to the foreign born among the doctoral graduates. Foreign-born graduates represent more than one in every five graduates in the 2005/2006 academic year, and over half of all doctoral graduates living in Canada in 2006. Canada's immigration policy, with its emphasis on educational attainment, ensures that the foreign born will continue to account for a large proportion of Canada's doctorate degree holders. Furthermore, attracting foreign-born talent to Canada will be important if Canada is to increase the number of doctoral degree holders, since growth in the graduates from Canadian institutions has been minimal. One of the key challenges will be to retain graduates, both foreign-born and Canadian-born, in Canada upon the completion of their degree. Also unique to this third report, is the ability to discuss trends over the three years of survey data. Standard tables and special tables are appended. A cumulative index is also included. (Contain 22 charts, 1 figure, 8 endnotes and 32 tables.)

This summary paper, the result of an ongoing collaborative process, presents an extended policy statement for English Language Arts K-12 in Saskatchewan, Canada. The paper is in five major sections: (1) Introduction; (2) Foundations and Principles (outlining the value of language--both dynamic and rule-governed--as a foundation for the English Language Arts curriculum); (3) Curriculum Goals (including five charts of specific instructional goals and learning outcomes for specific phases); (4) Organizing for Instruction (curriculum overview, including sections on integration, personal growth, special needs students, Indian and Metis students, multicultural classrooms, designated French school students, experiential learning, and resource-based learning); and (5) Curriculum Framework. (SR)

This study examines the feasibility of reporting scores of a test based on the Programme for International Student Assessment (PISA) 2000 instrument that was administered to a sample of 25-year-old Youth in Transition Survey (YITS) respondents on the PISA scale. Each of these respondents also participated in PISA 2000. The study examines the considerations for estimating proficiency estimates for the YITS 2010 sample and describes the methods recommended for analyzing the data. The results indicate that, despite much higher performance, there is no ceiling effect in the YITS 2010 sample for the PISA items. Although the estimated scores for the YITS 2010 sample should not be misconstrued as true PISA results, there is no technical impediment to reporting them on the PISA scale and examining the differences between these results and the PISA 2000 results. Reading marking guide is appended. (Contains 8 tables and 6 figures.)

An epidemic of obesity has been developing in virtually all OECD countries over the last 30 years. Existing evidence provides strong suggestions that such epidemic has affected certain social groups more than others. In particular, education appears to be associated with a lower likelihood of obesity, especially among women. A range of analyses of health survey data from Australia, Canada, England and Korea were undertaken with the aim of exploring the relationship between education and obesity. The findings of these analyses show a broadly linear relationship between the number of years spent in full-time education and the probability of obesity, with most educated individuals displaying lower rates of the condition (the only exception being men in Korea). This suggests that marginal returns to education, in terms of reduction in obesity rates, are approximately constant throughout the education spectrum. The findings obtained confirm that the education gradient in obesity is stronger in women than in men. Differences between genders are minor in Australia and Canada, more pronounced in England and major in Korea. The causal nature of the link between education and obesity has not yet been proven with certainty; however, using data from France we were able to ascertain that the direction of causality appears to run mostly from education to obesity, as the strength of the association is only minimally affected when accounting for reduced educational opportunities for those who are obese in young age. Most of the effect of education on obesity is direct. Small components of the overall effect of education on obesity are mediated by an improved socio-economic status linked to higher levels of education, and by a higher level of education of other family members, associated with an individual's own level of education. The positive effect of education on obesity is likely to be determined by at least three factors: (a) greater access to health-related information and proved ability to handle such information; (b) clearer perception of the risks associated with lifestyle choices; and, (c) improved self-control and consistency of preferences over time. However, it is not just the absolute level of education achieved by an individual that matters, but also how such level of education compares with that of the individual's peers. The higher the individual's education relative to his or her peers, the lower is the probability of the individual being obese. (Contains 3 tables and 10 figures.)

This report provides trends on public school enrolments, educators and expenditures. It uses figures provided by provincial and territorial departments of education on public elementary and secondary schools. Tables and definitions are appended. A cumulative index is included. (Contains 80 charts, 35 tables and 5 endnotes.)

Young adulthood is filled with major life events and pursuing higher education is one of the most common transitions. It is also the time when many young adults enter the labour market, move out of their parents' household and begin family formation. These significant events affect each other and impact the rest of their lives. Given the significance of these life events and their potential long lasting effects, it is important to try to understand these transitions. However, given their complexities and intertwining nature, studying them requires unique sets of data, such as the Youth in Transition Survey (YITS). This data is longitudinal, where the same set of respondents is interviewed at set time intervals. As such, the YITS data base is ideal for studying life transitions through time. This report presents results from the five cycles of YITS. Descriptive in nature, this report looks at education, early labour market outcomes and family formation of these young adults. The report is structured in the following way. First, educational pathways are explored. Second, early transitions into the labour market are analyzed. Third, transitions associated with family formation are discussed. Finally, the report provides a summary of some key findings. Appended are: (1) What is the Youth in Transition Survey (YITS)?; and (2) Tables. A cumulative index is included. (Contains 15 tables, 8 charts, 1 endnote.)

The data in this report are drawn from the "University and College Academic Staff Survey" ("UCASS"). Conducted since 1946, "UCASS" presents a national picture of the socio-economic characteristics of full-time university teachers in degree-granting institutions. The survey is conducted annually, with a reference date of October 1. Therefore, the data collected through this survey present a snapshot of full-time teaching staff as of that date. This report presents information on the salaries of full-time teaching staff at 27 Canadian universities, along with information on salary scales for the 2008-2009 academic year. In 2006-07 (the last year for which final data on full-time teaching staff is available) these institutions accounted for 41% of the full-time teaching staff of the 116 institutions that were included in the survey. (Contains 2 tables.) [This report was prepared by Education Finances, Postsecondary Faculty and Tuition Statistics Section.]

This report describes the educational experiences, labour market outcomes and financing of higher education of recent graduates for Canadian postsecondary education institutions using data from the 2007 National Graduates Survey (Class of 2005). The first section describes the characteristics of graduates from college, bachelor, master and doctorate level programs. The second section focuses on experiences after graduation including pursuing further education and labour market activities. Section three presents information on the financing of postsecondary education, its relation to education level and labour market outcomes. The final section focuses on co-operative education and international studies and their relationship with labour market outcomes and student debt. Tables are appended. (Contains 29 tables, 18 charts, 3 figures, and 12 endnotes.)

The data in this report are drawn from the "University and College Academic Staff Survey" ("UCASS"). Conducted since 1946, "UCASS" presents a national picture of the socio-economic characteristics of full-time university teachers in degree-granting institutions. The information is conducted annually, with a reference date of October 1. Therefore, the data collected through this survey present a snapshot of full-time teaching staff as of that date. This report presents information on the salaries of full-time teaching staff at those institutions that have more than 100 staff, along with information on their salary scales for the 2006-2007 academic year. (Contains 2 tables.)

This report provides new and unique empirical evidence on postsecondary education pathways in Atlantic Canada based on the data from the Postsecondary Student Information System (PSIS). This study covers postsecondary students in public institutions at all levels of study--college, bachelor's, master's, Ph.D. and first professional degrees--with the emphasis on college and bachelor's students. The focus is on students who start new programs over the period of study, years 2001 through to 2004, and then observing who, in each year of their studies, graduates, continues in the same program, switches programs or leaves postsecondary education without graduating. The number of students who leave and then return to postsecondary studies and the number of students who graduate from a program and then continue in their studies are also identified. Students in this study can be tracked longitudinally as they move both within and across all institutions in the Atlantic. The research file used for this study was created by Statistics Canada using PSIS data from the Atlantic region. One of the key objectives of the PSIS is to provide information that will enable researchers to perform studies of student mobility, pathways and their relationship to education and labour market outcomes. The research file includes one longitudinal record for each postsecondary student who studied in Atlantic Canada at some point during the years 2001 through to 2004. The term "longitudinal" means that, as the student progresses through the postsecondary system, the PSIS record will provide a cumulative history of their postsecondary activity. It is the longitudinal nature of the database that allows for statistical studies of student mobility, pathways and their relationship to education and labour market outcomes. The research file contains 337,000 student records. The results reported here might be of interest to academics, institution administrators, postsecondary policy makers, and others with an interest in these dynamics, including even students themselves, not only in Atlantic Canada, but also across Canada, and possibly even in other countries. Appended are: (1) Selection criteria for sample 1; (2) Additional provincial findings; (3) Institutional-level findings; and (4) Comparing the YITS and PSIS (and other proposed checks). (Contains 39 tables, 2 figures, and 39 endnotes.) [Funding for this report was provided by the Canada Millennium Scholarship Foundation and the Council of Atlantic Ministers of Education and Training (CAMET).]

This report identifies the number of students that transition to public post-secondary within four years after high school graduation. The report also considers the effect on transition rates of academic GPA, post-secondary programs of study, completion rates, attendance patterns and student retention and movement within the public post-secondary system. This study shows that on the whole, students follow regional patterns, suggesting that location is central in students' choices. There are also wide regional variations in the actual qualifications of graduates and their rates of participation in the post-secondary system. Secondary school graduates are more likely to enroll in a British Columbia (B.C.) public post-secondary institution if they attend a school in a large city; complete a graduation program that leads to university admission; and speak at home a language other than English. Secondary school graduates enrolling in a B.C. public post-secondary institution are more likely to complete a post-secondary credential in four years if they make an immediate transition (direct entry); attend continuously; complete a graduation program leading to to university admission; and attend an institute. Retention of students by the universities is strong. Small colleges tend to keep their students for the shortest period and these students are the least likely to subsequently enroll elsewhere in the system. (Contains 47 figures.)

Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide useful information for possible revision of leave plans. Sixty-six universities were surveyed by means of a questionnaire and the results revealed similarities among the four groups of countries regarding the length of service prior to leave (generally 6 years); differences among the four groups, including the use of retraining leaves as a form of sabbatical; salary paid during regular sabbatical leave; and travel expenses. The conclusions drawn from the data are that Canadian leave plans are not nearly as uniform as those in United States universities; Canadian plans have become more formalized and better documented since 1969; salary paid for full-year leaves in Canadian universities has improved since 1969 and is now substantially better than in the United States, but not as good as in Australia and New Zealand; and participation rates in all countries appear to be higher than those reported prior to 1965 by Ingraham. (JMF)

This report makes recommendations for the establishment of an active research and evaluation program for the Open Learning Institute (OLI) and the Knowledge Network (KN) of British Columbia (Canada). It is suggested that the OLI and KN programs develop a framework for evaluating their own performance, that the database be improved to provide information for evaluation and decision-making, and that evaluation procedures be established for course evaluation, project management, student services, KN reception and utilization, and organization and funding. A 21-page Summary of Recommendations and seven appendices, including a listing of OLI staff publications, supplement the text. (EW)

This manual is designed as a resource for involving learners in literacy programs. Although the report is written at a high reading level, highlights for each section that are written in clear language are found at the beginning of the manual. Section 1 introduces the topic of learner involvement; it also describes the benefits of learner involvement as listed by staff, learners, and board members and discusses the kinds of activities in which learners are involved. The rest of the section contains strategies for getting learners involved. They are divided into two categories. Setting the foundation includes these topics: learner empowerment, challenging confidentiality, building on learners' experiences, using the community to one's favor, supporting learners, and treating learners as equals. Building the house covers these areas: learners networking with each other, advocacy/outreach, working on real tasks that affect everyone, improving communication channels, providing ongoing program support, and adopting learner-friendly structures. Section 2 highlights specific barriers and techniques for overcoming them. These types of barriers are addressed: empowerment, program support for learners, community support for learners, confidentiality, communication, learner networks (learners groups and learners conferences), and changing the way that decisions are made. Eleven references are listed. Two appendixes include the methodology and guidelines for how to chair a meeting. A French language version is provided. (YLB)

The core of this paper consists of two lessons in beginning Halkomelem, the tenth and eleventh of a set for adult classes in the Halkomelem (Upper Stalo) language of the Indians of Coqualeetza, British Columbia. The lessons deal with tenses and words for time, show the orthography used, and introduce the notion of pronouns. The subject matter includes the system of months or moons. (JB)

This paper provides educators with a general perspective on computer literacy and an in-depth examination of the Computer Literacy Awareness Assessment conducted by the Minnesota Educational Computing Consortium (MECC). Addressing computer literacy as part of the ongoing use of computers in a classroom setting is identified as the most reasonable approach for introducing computer literacy to British Columbia. Computer literacy is then defined and discussed in terms of specific experiences or desired outcomes of literacy. The remainder of the paper discusses the development of the Minnesota Assessment, including purposes of the test and its structure. The test comprises three parts: (1) affective assessment--six scales of five items each; (2) cognitive test--53 true/false or multiple choice items; and (3) survey of background variables--37 items. The appendices include the validation of the test; administration and scoring norms; a priori cognitive sub-test; revised cognitive sub-tests; reliabilities, means and standard deviations for cognitive sub-tests; intercorrelations and percentile norms of cognitive sub-test and revised sub-test; affective scales; and Computer Literacy Questionnaire. (CHC)

Based on a directive from the National Advisory Board of Canada, this paper provides a set of definitions and guidelines which Canadian libraries may choose to use in negotiating their contracts with database suppliers, vendors, and other information and bibliographic services. The report is intended to: (1) provide a basis for understanding and discussing legal aspects of the network; (2) assist network participants in understanding and dealing with the principal forms of contract that will exist in the emerging network; and (3) foster greater standardization of the forms and terminology employed in the principal types of network contracts. Following an overview in section 1, section 2 provides a contractual model illustrating library and information network contractual relationships. Section 3 presents guidelines relating to the contents of contracts, and section 4 contains conclusions and recommendations. A quick reference checklist of contract subject headings in recommended sequence, selected terms and definitions, two illustrative model contracts, a list of references, and a selective bibliography are appended. Text is presented in both English and French. (THC)

One in a series of resources for community groups, this paper provides a theoretical model of community development and relates it to the history, needs, and characteristics of native communities. The introductory section discusses the philosophy and goals of the series, which promotes the development of "core groups"--small community groups that will discuss the possibilities of individual and community transformation. It is suggested that a facilitator help the group go through the text together with frequent discussion of the points that are made. Sections 1 and 2 define community and community development. Emphasis is placed on individuals learning about themselves and their communities and taking charge of their own lives. The bulk of the paper is devoted to a model of community development with human spiritual development at the hub encircled by 12 elements essential to the process of community development. Brief descriptions are provided for each element: tension, involvement of key individuals in deliberations about the current situation, networking with resources and allies, personal revitalization experiences, constructing a vision, core group experiences, making plans and goals, building community organization, building unity between hearts and minds, learning, taking action, and evaluation. (JHZ)

Discussion in Native American communities of problems related to alcoholism and drug abuse is encouraged through reading this paper, working on suggested activities and questions, and applying the information to improve local situations. Alcohol and drug abuse symptoms are described along with statistics illustrating the scope of the problem. The effect of alcohol on infants and children is described and current Native American alcohol and drug programs are critically surveyed. Text of a speech by a Native American further delineates the realities of speech by a Native American further delineates the problem of alcohol and drug abuse in Indian society. Numerous quotations of historical and contemporary Native Americans augment the text. A reading list of eight titles concludes the paper. (LFL)

This paper is part of a series designed to help community groups engage in discussion on the possibility of individual and community transformation. The text is intended to be read aloud by the group facilitator with frequent pauses for discussion. It is accompanied by a reading list, activities, and discussion questions to review what has been learned, explore aspects of the discussion more fully, and apply what has been learned to one's own situation and community. This text describes how basic principles of native life--interrelatedness, cooperation, and a recognition of the spiritual basis of all life--were disrupted by the fur trade. Describing an experience with a residential school for the Dene people of the Northwest Territories, the text also discusses the loss of language and cultural identity, alienation between generations, and severe psychological traumas and the resulting child abuse/neglect, loss of good parenting skills, alcoholism, and unemployment produced by this educational policy. The paper outlines 12 universal principles about the nature of existence, nature and purpose of human beings, and means of preserving and enhancing the well-being of individuals and communities that must be rearticulated in the journey back to health and wholeness for both individuals and communities. (NEC)

Discussion by Native American community groups of the design of relevant curriculum is encouraged through reading this paper, working on suggested activities and questions, and applying the information to improve local situations. Wholistic curriculum is compared to the tradition of how to perform a sacred ceremony, a description of what is to be learned and how it is to be taught, and a starting place of unfolding human potential. Involvement of family and community as well as school in generating curriculum is emphasized and the advantages of traditional native education are discussed. Examples of a wholistic curriculum based on the family are given including day care opportunities and family development program. A reading list and numerous quotations by historical and contemporary Native Americans are provided. (LFL)

Group discussion and learning activities are featured in this paper, the ninth in a series of resources for community development groups. The introduction defines the nature and goals of "core groups"--small community groups that will discuss the possibilities of individual and community transformation and promote new, life-enhancing patterns of growth. The text is organized under three areas of knowledge about communities, each with background information, suggestions for group learning activities, and discussion of possible outcomes for each activity. Part 1, "What Is a Community?" emphasizes the bonds that are essential to a community. Learning activities include naming communities that do not share a geographical location and identifying the bonds that unify these groups. Activities in Part 2, "Assessing Your Community," ask participants to describe how they feel when they think about trying to improve their community, to describe the community from the perspective of various groups (mothers, elders, firemen, school board members, etc.), and to identify the numerous sub-groups to which they belong. The focus of Part 3, "Helping Your Community," is the unifying forces in communities and the role of influential members. The learning activity has participants identify influential community members and their spheres of influence. (JHZ)

Part of a series designed to help community groups engage in discussion on the possibility of individual and community transformation, this discussion paper explores fundamental principles of existence which have implications for a healthy and wholistic approach to the elimination of prejudice that will contribute to individual and societal healing and will ensure the well-being of native people and their communities. The principle of the interrelatedness of all things and the belief that all creation, including human beings, is in a state of constant change and growth are explained. The process of transforming present reality into a condition that more closely resembles one's vision of what is possible is illustrated by the medicine wheel. The capacity of the forces of volition and vision to change the world is examined. The text is intended to be read aloud by the group facilitator with frequent pauses for discussion. It is accompanied by a brief reading list, activities, and discussion questions to review what has been learned, explore aspects of the discussion more fully, and apply what has been learned to one's own situation and community. (NEC)

Part of a series designed to help commuity groups engage in discussion on the possibility of individual and community transformation, this discussion paper explores how education (both in schools and in community development programs) can help promote the wholeness of human beings. The need for the content and process of the curriculum to speak to every child at every stage of development so that he/she can develop or actualize his/her potential is considered. The symbol of the medicine wheel is examined to illustrate how separate entities, when seen in the light of the universe, are equal and necessary parts of a larger whole. The text is intended to be read aloud by the group facilitator with frequent pauses for discussion. It is accompanied by a reading list, activities, and discussion questions to review what has been learned, explore aspects of the discussion more fully, and apply what has been learned to one's own situation and community. (NEC)

This paper promotes discussion by native community groups of the meaning of physical and mental health, the differences between treatment and prevention, and how education contributes to disease and health of children. Education's role in disease prevention is defined as helping the learner respond appropriately to stress arising from the environment or emotional development. Such education does not seem to be available to natives. The "great learning enterprise" called for by Canada Native elders is summarized by four points: (1) the heart of the problem lies with the native community and solutions must come from those communities, (2) the future is inseparably linked to the past, (3) educating native peoples to direct their own healing and development must be a lifelong undertaking; and (4) the wellbeing of the individual is inseparable from the health of the social and cultural context from which the individual comes. A wholistic educational plan centering on the children is seen as the solution to diseases such as alcoholism and drug abuse. Activities and questions to aid in applying the information to local conditions are included. (LFL)

Because of data ownership questions raised by the interchange and sharing of machine readable bibliographic data, this paper was prepared for the Bibliographic and Communications Network Committee of the National Library Advisory Board. Background information and definitions are followed by a review of the legal aspects relating to property and contract law. The treatment of ownership of machine-readable bibliographic data and databases in 22 agreements is then examined, including library processing center agreements, information retrieval center agreements, and bilateral agreements for the international exchange of MARC records. Relevant ongoing and recent work is surveyed concerning bibliographic records in machine-readable form and copyright law. Outstanding issues in network agreements related to data ownership are reviewed and considered in host/host user agreements and database supplier/host organization agreements. Copyright law revision issues are also noted. Twenty-six references are listed, and appendices provide the recommended text for a bilateral agreement for the international exchange of MARC records via tape format between national bibliographic agencies, and EURONET guidelines for cooperation between database suppliers and host organizations. (LMM)

Focusing primarily on educational television, the use of various media in open universities and distance education settings is examined in order to determine whether particular conditions must be met for the successful use of the particular medium or media in collaborative projects. It is noted that there is no logical, step-by-step procedure for deciding on the "best" media configuration, and that a number of factors must be taken into account in making what is, at best, an "intuitive" judgment. Of all of the factors to be considered, it is suggested that access is the most important. Pedagogic issues that should be examined are briefly considered, including the unique characteristics of the medium under consideration (e.g., distributional and presentational characteristics), production styles, what is actually learned from television, professionalism, and quality. Defining the costs of distance education is also considered in some detail. Several organizational issues are examined, and in-house production, partnership with a broadcasting organization, and cooperation between several institutions are considered as possible models of educational media production. The open access model is discussed in the context of British Columbia's Knowledge Network (Canada). (20 references) (EW)

Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each kindergarten student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on word pronunciation, color identification, counting, and understanding of time concepts; section 2 focusing on social interactions, interests, problem solving abilities, and emotional stability; and section 3 focusing on communication skills, creativity, and independence. (BJG)

Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each second grade student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on reading comprehension, problem solving skills, and creativity; section 2 focusing on social interaction, attention span, and independence; and section 3 focusing on communication skills, classroom participation, and self-expression. (BJG)

Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each grade 3 and up student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on reading skills, mathematical skills, language skills, and performance level; section 2 focusing on discipline, social interaction, and classroom adjustment; and section 3 focusing on creativity, inventiveness, and imagination. (BJG)

Specific criteria for the rating of each questionnaire item are explained in detail. The teacher is asked, after reading the questions carefully, to assign each first grade student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections w1th section 1 focusing on problem solving abilities, auditory skills, and attention span; section 2 focusing on social behavior, independence, emotional stability, and productivity; and section 3 focusing on communication skills, self-expression, comprehension of time and space concepts, and creativity. (BJG)