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2. Learning to Teach in Higher Education... Online… during a Pandemic: A Personal Reflection Paper from Canada
- Author
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Julien, Karen
- Abstract
In this reflective writing, the author shares some experiences of learning to teach in higher education, the pathway she has taken on this online adventure, and how her online teaching has been influenced by the pandemic context.
- Published
- 2021
3. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Papers of the 2020 International Pre-Conference (69th, Virtual, October 27-30, 2020)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE), Avoseh, Mejai, and Boucouvalas, Marcie
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]
- Published
- 2020
4. Occupational Task Profiles: A Pan-Canadian Snapshot of the Canadian Literacy and Essential Skills Workforce--A Think Paper. Revised
- Author
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Canadian Literacy and Learning Network and Harwood, Chris
- Abstract
Because Literacy and Essential Skills are so important to economic development, it is vital to know the competencies needed by the educators who deliver Literacy and Essential Skills programming. Likewise, Literacy and Essential Skills are crucial for labour market attachment. Low-skilled work has been most affected by technological change. There was a need to examine the competencies required by educators working in this field so that they can be recognized for the skills they possess and the impact they have on Canada's economic competitiveness. It is important to consider ways to move forward so that there is support for increased labour market attachment and increased skills. To this end Canadian Literacy and Learning Network (CLLN) undertook the research reported herein. This think paper explores the following areas: (1) Literacy and Essential Skills providers have a role in ensuring the competencies of educators delivering Literacy and Essential Skills programs in the workplace; (2) Competencies include characteristics that should be considered as well as qualifications; and (3) Dealing with the loss of experienced educators and the needs of educators new to the field--mentoring and observation. A bibliography is included.
- Published
- 2012
5. Rethinking Social Policy for an Aging Workforce and Society: Insights from the Life Course Perspective. CPRN Discussion Paper.
- Author
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Canadian Policy Research Networks Inc., Ottawa (Ontario)., Marshall, Victor W., and Mueller, Margaret M.
- Abstract
Canadian population trends were examined from a life course perspective to identify needed social policy changes. First, the following principles underpinning the life course perspective were discussed: (1) aging involves biological, psychological, and social processes; (2) human development and aging are lifelong processes; (3) individuals' and cohorts' life courses are embedded in and shaped by historical time and place; (4) the antecedents and consequences of life transitions and events vary according to their timing in a person's life; (5) lives are lived interdependently; and (6) individuals construct their own life courses through the choices and actions they take within the opportunities and constraints of history and social circumstances. Next, the following policy domains were analyzed from the life course perspective: (1) education, the transition to employment, and lifelong learning; (2) family and the relationship between work and family; (3) work-to-retirement transitions; (4) income security in the later years; and (5) intergenerational relations and social cohesion. It was recommended that Canadian policymakers responsible for public, corporate, union, and educational policy focus on the increasing inequality that develops over the life course, avoid the error of assuming a model life course, and move toward consideration of need rather than age. (Contains 166 references.) (MN)
- Published
- 2002
6. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
- Author
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Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
- Abstract
Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.
- Published
- 2016
7. Considerations of Learning in the Workplace in Quebec: Pulp and Paper Students' Perspectives.
- Author
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Savoie-Zajc, Lorraine and Dolbec, Andre
- Abstract
A study identified students' perspectives on quality and nature of learning achieved in a vocational program using a cooperative learning approach. The theoretical framework for analysis of the implementation of a vocational program included Lave and Wenger's (1991) concept of situated learning and the Guile and Griffiths' (2001) model of work experience. A 1997-2001 action research study focused on dynamics as collaborations between schools and businesses were implemented, including how collaboration evolves; the nature and type of collaboration in relationship to the size of organizations; and implementation of partnerships in a vocational training program. The context was a new, high-school-level vocational program to train specialized workers for the pulp and paper sector. Questionnaire and interview data indicated first experiences of cooperative education in the sector were filled with challenges that vocational centers and mills overcame; large majorities of students were satisfied with training and confident of finding a job; and the practicum was not a good example of successful integration in the pulp and paper community of practice. Mills appeared to play the role of a demonstration environment. Many students reported limited access to job operations; mills engaged in training with a focus on productivity; work supervisors saw their role mainly as adapting to the vocational centers' demands rather than being more active; and degree of work autonomy conferred on students was very variable. (YLB)
- Published
- 2002
8. Towards an Adult Literacy Policy for Ontario. A Discussion Paper.
- Author
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Ontario Dept. of Education, Toronto. and Thomas, Audrey
- Abstract
Although Ontario's Ministry of Education currently funds a variety of literacy programs, the province of Ontario (Canada) currently has no overall policy, evaluation process, or agreed-upon definition of adult literacy to guide further development in the field. When developing a comprehensive government policy regarding adult literacy in Ontario, policymakers must recognize that adult literacy exists in the broader context of adult basic education and adult education. Policymakers must address the following contextual issues: lifelong learning, equity of outcome, integrated services, and the financial implications of policy decisions. The policy developed must recognize that literacy is first and foremost a human service whose delivery must be tailored to give consideration to Ontario's multicultural character. Policy decisions regarding adult literacy must be developed with consideration for the following issues: access, language rights, diverse and flexible programs, support services, field development and support, and shared responsibility. (Appended are lists of the following: literacy and skills training programs funding by Canada's ministries of education and colleges and universities; Ministry of Education-funded adult literacy programs; people consulted during the project; and issues identified during the consultations.) (MN)
- Published
- 1991
9. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 1
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]
- Published
- 2014
10. Degrees of Alienation: This Paper Is Definitely Not a HEQCO Funded Policy Report
- Author
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Magnusson, Jamie
- Abstract
Walter Benn Michaels has argued that higher education policies have been fashioned through a diversity fetish, rather than grappling with class inequities produced through neoliberal restructuring. When the author was asked the question of whether Benn Michael's analysis pertained to Canadian higher education, she found herself writing the present article within which she argues that pitting class against race is a liberalizing strategy that obfuscates how each ruling relation is interlocking and mutually constitutive. She then goes on to show how such interlocking dynamics productive of racialized and gendered class relations currently function within the Ontario postsecondary system through the production of "tieredness", otherwise termed "system differentiation" in policy papers published by the Higher Education Quality Council of Ontario (HEQCO). Because the paper grew out of her response to Benn Michael's analysis, the author will summarize her take on his book, "How to Love Identity and Ignore Inequality," in order to illustrate certain dynamics affecting equity politics within the Canadian, and in particular, the Ontario higher education landscape. These dynamics do not concern the college sector unto itself, nor the university sector unto itself, but rather spans the entirety of the system. (Contains 3 endnotes.)
- Published
- 2011
11. Instruction, Assessment, and Learning: From Standardization to a Focus on Students. A Position Paper from the British Columbia Teachers' Federation
- Author
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British Columbia Teachers' Federation (BCTF) (Canada)
- Abstract
A fundamental goal of teachers in public schools in British Columbia (BC) is to ensure all students of every age, through the principle of continuous learning, have an equal opportunity to develop their full capacity for artistic, cultural, emotional, intellectual, and physical growth. BC public school teachers believe that the primary purpose of assessment is to support and promote students' learning. They know it is important to use a variety of methods to assess students' progress and meet students' needs. Classroom instruction and assessment practices must be congruent with a belief that learning happens when the individual child is central to, engaged in, and excited by learning. With this focus, and through a series of finely tuned and complex decisions, the teacher's responsibility is to make curricular, instructional, and assessment choices to foster the growth of the whole child. Ongoing classroom assessment allows students to demonstrate, in a variety of ways, what they are learning and thereby informs teaching and learning. Teachers know that learning is a complex process, and that students learn in different ways and at different rates. The proliferation of mandated, district-wide, and provincial testing has taken time away from teaching and learning and has had an effect on the "taught" curriculum, by both narrowing it and making it shallower. The workload on teachers has increased dramatically, adding stress to the job, and forcing some to choose to teach part-time in order to be able to comply with the requirements imposed on the system. The misguided use of school district data has not improved the learning conditions of children nor increased the resources necessary for effective instruction to ensure success for students. The so-called accountability or achievement agenda has not produced any tangible improvements for the education system as a whole nor for the children who attend schools. Teachers are committed to ensuring the best possible education for every child. It is because of this commitment that they are so concerned about the current practices in, and direction of, the public education system. If teachers are being pressured to act in ways that are harmful to children, causing children undue stress, short-changing them on exciting educational opportunities, labeling them as failures because of their language, class, or gender then there is a need to change what is being done. This paper contends that educational policy and practice must shift away from standardization and return to focusing on student's individual learning needs.
- Published
- 2009
12. Recognizing the Role of Community in Civic Education: Lessons from Hull House, Highlander Folk School, and the Neighborhood Learning Community. Circle Working Paper 30
- Author
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Longo, Nicholas V.
- Abstract
This study unearths and examines rich models of learning in which multiple institutions collaboratively play a role in promoting civic education. Using historical and ethnographic case study analysis, this paper addresses the research question: What is the role of community in civic education? Specifically, the author examines Hull House and the pioneering social settlement work of Jane Addams at the turn of the 20th century; democratic education for social change put into practice during the civil rights movement by Myles Horton, Septima Clark, Bernice Robinson, and others at the Highlander Folk School; and the Neighborhood Learning Community in St. Paul, Minnesota, a network of community institutions, schools, and higher education institutions which applies the lessons from Hull House and Highlander in its efforts to create a neighborhood culture of learning. Short overviews of these cases are given, as well as detailed lessons for the role of community in civic education. The cases in this study present important historical and contemporary models where educators commit to making change over longer periods of time; place a deliberate emphasis on comprehensive, relational, and public education; make learning relevant to people's everyday lives; recognize the creative powers of diversity through public work; utilize the talents and instincts of non-professionals; foster reciprocal relationships; and embrace flexibility and trust in the messiness of democracy. [This paper was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE), University of Maryland.]
- Published
- 2005
13. Honouring the History of Academic Freedom: An Investigation into the Evolution of the Canadian and American Definitions of Academic Freedom. AIR 2002 Forum Paper.
- Author
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Risbey, Kelly
- Abstract
The purpose of this research paper is to look at the definition of academic freedom and how it has evolved over time. Canada's definition of academic freedom grew out of the influences of Britain, Germany, and the United States. The paper begins with a historic look at these three sources. It then focuses on the Canadian definition of academic freedom in relation to Canadian history. Important academic freedom cases are described, and their influences on the definition of academic freedom are discussed. An overview of current trends, including tenure, unions, political correctness, private funding, and accountability mandates, threatening academic freedom are discussed. History has revealed that the concept of academic freedom has been modified and refined as it journeyed through each generation. Each generation has fought for different pieces of the academic freedom puzzle, from religious freedom, to political freedom, to cultural freedom, and it is only by looking back over history one can finally understand what academic freedom truly defends. The fight for academic freedom has been waged so that all academics could enjoy freedom to pursue their research and teaching free from public sanctions. (Contains 34 references.) (Author/SLD)
- Published
- 2002
14. Building Citizenship: Governance and Service Provision in Canada. CPRN Discussion Paper.
- Author
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Canadian Policy Research Networks Inc., Ottawa (Ontario)., Jenson, Jane, Harvey, Jean, Kymlicka, Will, Maioni, Antonia, Shragge, Eric, Graefe, Peter, Fontan, Jean-Marc, Jenson, Jane, Harvey, Jean, Kymlicka, Will, Maioni, Antonia, Shragge, Eric, Graefe, Peter, Fontan, Jean-Marc, and Canadian Policy Research Networks Inc., Ottawa (Ontario).
- Abstract
Citizenship is about more than the passport an individual holds; it goes far beyond nationality. The terms of citizenship determine in part who has access to goods, services, and resources and how they are distributed within a community. Rules of citizenship determine who can participate, who can decide about matters of diversity, distribution, inclusion, and exclusion. While citizenship is a useful concept, sometimes it is also a confusing one. The paper provides a brief overview of the concept of governance. It turns to a consideration of the appropriateness of this social initiative by the International Development and Research Centre (IDRC). It examines some of the reasons why Canada's historic and current experience of citizenship might advance IDRC's thinking about a citizenship entry point for its research agenda, and its attempt to answer the key question: "To what extent does the Canadian experience past and present have anything to say about options for Africans?" It provides a brief overview of the four commissioned papers and what they have revealed the links among citizenship, governance, and service delivery in Canada. The paper concludes with an overview of lessons drawn from the Canadian experience. (BT)
- Published
- 2001
15. Child Care and Canadian Federalism in the 1990s: Canary in a Coal Mine. Occasional Paper No. 11.
- Author
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Toronto Univ. (Ontario). Centre for Urban and Community Studies. and Friendly, Martha
- Abstract
There is broad recognition in Canada that offering both early childhood education to strengthen healthy development for all children and child care to support mothers' workforce participation is in the public interest. Noting that Canada does not currently provide adequate early childhood care and education, this paper examines federal/provincial jurisdictional obstacles to a national child care strategy, especially those that arose in the 1990s. The paper first examines how a national child care program has been envisioned over the years, and clarifies the proposed roles and responsibilities of the various levels of government. This part examines three failed attempts to secure a national child care strategy in the context of the shifting federalism between 1984 and 1995. The paper also analyzes child care within the concept of the social union that began to be debated as the federal role in social programs waned in the 1990s. Finally, the Social Union Framework Agreement of February 1999 and its possibilities for a national child care program are appraised. The paper maintains that the Agreement's principles and state objectives not only create a new imperative for a national child care strategy but also provide new opportunities for implementation. The paper also argues that federal leadership is necessary for any national child care strategy's success, and proposes that an effective national strategy be used as a benchmark from which to evaluate nation-shaping political arrangements such as the Social Union Framework Agreement. Appended is a list of the presentations from the conference at which this paper was originally presented. (Contains 63 references.) (KB)
- Published
- 2000
16. A Vision for the Future: Alberta Apprenticeship and Industry Training--A Discussion Paper [and] Current Context and Selected Trends: A Profile of Apprenticeship and Industry Training in Alberta [and] A Vision for the Future: Responses to a Discussion Paper from the Alberta Apprenticeship and Industry Training Board and the Alberta Apprenticeship and Industry Training Division. Keeping You Informed....
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Alberta Learning, Edmonton. Apprenticeship and Industry Training.
- Abstract
These three publications examine the current state and future of apprenticeship and industry training in Alberta, Canada. The "Current Context" publication, released in October 1996, examines the following topics: the structure of apprenticeship and industry training in Alberta; enrollment and industry participation; Alberta's contribution to apprenticeship training and the interprovincial standards (Red Seal) program; funding apprenticeship and industry training; the emerging economic environment and skill requirements; and recent government initiatives. A "Vision for the Future," also published in October 1996, is a discussion paper and outlines the vision and principles of apprenticeship and industry training in Alberta. The "Keeping you Informed" publication, released in March 1997, presents the responses from stakeholders to the discussion paper. Both the "Vision for the Future" and the "Keeping You Informed" responses are structured around 14 specific goals and strategies related to responsiveness, accessibility, affordability, and accountability. The following are among the recommendations discussed in both papers: (1) redesign the advisory committee network; (2) consider opportunities for flexible certification; (3) increase flexibility in methods of formal instruction; (4) review the regulatory framework; (5) communicate alternative ways of accessing apprenticeship training; and (6) provide apprentices with appropriate financial supports. The three documents include a total of 21 tables/charts and a questionnaire examining the vision and principles of apprenticeship and industry training in Alberta and strategies for achieving them. (MN)
- Published
- 1997
17. Not Just Another Listserve: The Contribution of ACCC Affinity Groups to Knowledge Exchange, Sectoral Initiatives and Innovation. Major Research Paper. Monograph Series.
- Author
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Association of Canadian Community Colleges. and Brennan, Paul
- Abstract
This paper examines the ways in which colleagues who have traditionally not worked together, or even met each other, can share experience-based knowledge. It discusses electronic information networks in Canadian colleges, and examines how these networks do and do not develop into communities of learning or communities of practice through sharing conceptualized knowledge, and common values and goals. The study aims to assess the 3-year experiment of creating numerous affinity groups, or national networks of college administrators, staff, faculty, and students who administer, teach, or study in the same domain or discipline. The author sent out an e-mail questionnaire to 134 randomly selected participants in 34 Association of Canadian Community Colleges (ACCC) affinity groups which had been in existence for at least 6 months. The author conducted in-depth interviews with nine of the 51 respondents. The author also reviewed case studies and used his own experience in meetings and projects. The findings cover motivation for joining affinity groups, development of trust and common values in face to face meetings, the need for ongoing dialogue, the role of technology in achieving group objectives, and working productively with sectoral councils and initiatives. (Contains 28 references.) (NB)
- Published
- 2002
18. Adults' Informal Learning: Definitions, Findings, Gaps, and Future Research. NALL Working Paper #21.
- Author
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Ontario Inst. for Studies in Education, Toronto. and Livingstone, D. W.
- Abstract
This paper on adult informal learning is divided into four sections. Section 1 examines different conceptions of informal learning and the issues and limitations associated with alternative definitions of informal learning. Section 2 is a review of empirical research on the estimated extent, role, and outcomes of informal learning and posited linkages between informal and formal methods of learning. It reports that, according to the New Approaches to Lifelong Learning (NALL) 2000 national survey, over 95 percent of Canadian adults are involved in some form of informal learning activities that they identify as significant. Section 3 critically assesses current research approaches to studying informal learning and identifies policy-relevant knowledge gaps concerning the general level and nature of informal learning, distribution of informal learning across the adult population, impact of informal learning on individual and firm performance, and relationship of informal learning to formal skills development. Section 4 recommends optimal approaches to future research on informal learning practices with a particular focus on survey research in Canada and finds it imperative to establish benchmarks of the general incidence, basic contents and modes, and any differential patterns of intentional informal learning and training, and to continue to track trends in relation to other dimensions of adult learning. (Appendixes include NALL questions and 69 references.) (YLB)
- Published
- 2001
19. The Storage and Transmission of Men's Non-Formal Skills in Working Class Communities: A Working Paper. NALL Working Paper.
- Author
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Smith, Dorothy E.
- Abstract
A descriptive study observed the transmission of manual job skills from older to younger men in working class communities in Ontario and the effects of massive downsizing in industrial plants on this process. Current as well as previous ethnographic research was used. Some of the outcomes of the continual downsizing included the following: (1) the restructuring that destroyed many working-class communities also destroyed the social organization that stored and transmitted manual skills among men in working class communities; (2) within the workplace, the development of managerial technologies expropriated workers' skills and supported greater control of management over the work process and training; (3) the informal relationships among working-class men that were part of the community as well as the workplace were weakened by increasing technology, decreasing workforce, and managerial control; and (4) this process was gender-specific to men and included the transmission of values, such as anti-intellectualism and disdain for academic occupations. (Contains 13 references.) (KC)
- Published
- 2001
20. Performance Indicators in Postsecondary Education in Alberta: An Analysis. AIR 1996 Annual Forum Paper.
- Author
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Elford, I. Chris
- Abstract
This paper analyzes the current proposals by the government of Alberta, Canada, to implement an accountability framework for the province's postsecondary institutions using performance indicators. The paper develops a conceptual framework for performance indicators based on a discrepancy model of evaluation using three metaphors: mechanical, medical, and economic. This is followed by a critical examination of performance indicators with delineation of potential weaknesses and strengths as well as recommendations for practice. Finally, the Alberta plan is used as a case study to illustrate the concepts developed in the paper. The Alberta plan for performance indicators in the public postsecondary sector is seen as reflecting an economic metaphor of performance indicators which will result in measuring fiscal effectiveness as opposed to educational effectiveness. Further, while the Alberta government has indicated that the performance indicators will allow for inter- and intra-sectoral variations, no allowances seem to have been made for a value-added assessment of student outcomes, which is at the heart of the purpose for postsecondary educational institutions. (Contains 19 references.) (Author)
- Published
- 1996
21. An Integrated Framework To Enhance the Quality of Teaching in Alberta. A Policy Position Paper.
- Author
-
Alberta Dept. of Education, Edmonton.
- Abstract
Following a review of Alberta (Canada) provincial policies related to teacher preparation, certification, evaluation, and professional development, the Council on Alberta Teaching Standards advised the Minister of Education on ideas that should be included in a framework to improve educational quality. The policy positions outlined in this paper reflect the Minister of Education's commitment to a provincial policy framework that guides individual, cooperative, and collaborative actions to enhance the quality of education provided to all Alberta students. This paper specifies the steps for enhancing the quality of teaching in Alberta, including: (1) The Quality Teaching Standard and descriptors of quality teaching to be used as guides in teacher preparation programs, teaching, teachers' initial and ongoing professional growth, and teacher evaluation; (2) improved teacher preparation with support for ongoing collaboration to improve teaching and establish procedures to assure the effectiveness of teacher preparation and competencies; (3) teacher certification and amending the Certification of Teachers Regulation to specify both academic and competency requirements for interim and permanent certification; and (4) teacher evaluation and professional development. Appendix A includes descriptions of elements in quality teaching; required knowledge, skills, and aptitudes; and certification implementation. (JLS)
- Published
- 1996
22. Using Course Load Matrix Analysis To Support Departmental Planning for Enrollment Expansion. AIR 2002 Forum Paper.
- Author
-
Harter, Elizabeth A. and England, Martin D.
- Abstract
The planning office of a large urban university produced an induced course load matrix (ICLM) analysis to support the university's plans for undergraduate enrollment growth at its three campuses. The ICLM tables, based on the complete course histories of the 1993 entering cohort, summarize the program and course selections of a cohort of students as they progressed through their studies. While the analysis involved some technical challenges, the results are useful in a number of ways. In particular, the results show how program enrollments create instructional demands across academic divisions and how some departments play an important part in service teaching at the university. Because the course load analysis involves detailed quantitative data, senior administrators were consulted during the initial planning of the project, and care was taken to present the results clearly and succinctly. Ultimately, the results were well received and have been incorporated into several planning exercises. (Author)
- Published
- 2002
23. Co-Participatory Practices at Work. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Billett, Stephen, Barker, Michelle, and Hernon-Tinning, Bernie
- Abstract
The reciprocal process of engaging in and learning through work was examined. Reciprocity between how workplaces invite individuals to participate in and learn through work (its invitational qualities) and individuals' engagement in the workplace was proposed as a means of understanding how learning through work proceeds. Workplaces' invitational qualities were shown to be shaped by workplace norms and practice and by affiliations (for example, cliques, associations, occupational groupings, and employment status) and to be frequently characterized by inequitable distribution. The distribution of and access to opportunities for practice were shown to be directed toward sustaining the work practice and/or the interests of particular individuals and groups who participate in it. These reciprocal processes of participation in workplace were illustrated through an analysis of the participatory practices of three workers--a union worker, a grief counselor, and a school-based information technology consultant--over a 6-month period. The work of all three individuals was examined through the lens of an analytical framework comprising categories of activities and interdependencies. In all three cases, there was evidence of exercise of individuals' agency in shaping the organization of their work and evidence of new learning opportunities arising from events that were structured by workplace practices and leading to significant new learning. (Contains 34 references.) (MN)
- Published
- 2002
24. Training for Whom? For What? Reflection on the Lack of Training Opportunities for Immigrant Garment Workers. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Ng, Roxana
- Abstract
Unlike many recent immigrants who entered Canada as highly trained professionals in their countries of origin, most of Canada's immigrant garment workers are working-class women with little education. The Apparel Textile Action Committee (ATAC) and Homeworker's Association (HWA) are among the bodies that were established to assist immigrant garment workers in Canada who lost their jobs to industrial restructuring and became home workers. The experiences of both bodies has made it clear that the training available to these women does not meet their needs as immigrants with a limited command of English. A study of the informal learning outcomes of HWA's members yielded the following findings: (1) most immigrant garment workers have little expectation that taking classes will lead to better jobs and higher pay; (2) although most immigrant garment workers do not expect that English-as-a-second language (ESL) classes will make them fluent in English, their ESL classes serve important social and educational purposes by giving participants a place to develop a sense of sociability with other workers and learn strategies for negotiating their lives as non-English speaking immigrants and their rights as workers; and (3) although classes are obvious places to look for informal learning, the HWA's executive meetings provide environments for explicit "political learning." (MN)
- Published
- 2002
25. Mapping the Iceberg. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Livingstone, David
- Abstract
A survey of 1,500 Canadian adults looked at the full range of adults' learning activities, including informal learning related to employment, community volunteer work, household work, and other general interest. Findings indicated those in the labor force, or expecting to be in soon, participated in informal learning related to current or prospective future employment such as the following: informal learning projects to keep up with new general job or career knowledge, informal employment-related computer learning, and learning new job tasks, problem-solving and communication skills, occupational safety and health, and new technologies. Those involved in community volunteer work participated in related informal learning on interpersonal, communication, and organizational or managerial skills, and social issues. Those involved in household work participated in related informal learning on home renovations and gardening, home cooking, and home maintenance. Most people participated in informal learning related to their general interests, such as health and well being, environmental issues, finances, hobby skills, social skills, public issues, computers, and sports and recreation. Participation in all forms of schooling and continuing education increased dramatically over the past two generations; educational attainment of the active labor force increased accordingly. Major barriers to course participation were inconvenient times or places; no time; family responsibilities; and expense. (YLB)
- Published
- 2002
26. Rural Reflections. Occasional Paper No. 2. Fall 1995.
- Author
-
Literacy Field Research Group, Dundas (Ontario). and Literacy Field Research Group, Dundas (Ontario).
- Abstract
This document contains six papers describing program-based research from rural literacy program in Ontario, Canada. Some of the reports describe action research from pilot projects. The papers raise questions about responding to the special challenges of rural needs, such as whether there is an additional expense to providing service of equal quality in rural areas. "The Lambton Learning Lab Project" (Carol Miller, Kevin Churchill) investigates how well a mobile learning lab work can in a rural program. "On Track: Using Tables to Organize and Schedule Data" (Val Hudson) shows how to use tables to improve the planning process. "Rural Literacy and Health Concerns" (Wendy Woodhouse) explains how to identify ways in which literacy needs relate to health concerns. How a literacy program can support job searches for the unemployed is explained in "A Living Library" (Margaret Maynard). "Flying by the Seat of My Pants: A Novice Researcher's Reflections" (Dan Woods) describes what the process of field research feels like the first time. "Recognition for Learning---Life Cycle of a Project" (Andrea Leis) discusses how to develop a system to recognize adult basic learners. The document also contains reviews of two papers: "Initial Assessment Survey Results" (by Bruce Henbest, reviewed by Donna Miniely); and "Learning to Learn: Impacts of the Adult Basic Education Experience on the Lives of Participants" (by Patty Bossort, Bruce Cottingham, and Leslie Gardner, reviewed by Linda Shohet). (KC)
- Published
- 1995
27. Educational Finance and School Choice in the United States and Canada. Occasional Paper.
- Author
-
Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. and Lawton, Stephen B.
- Abstract
Both the United States and Canadian provinces have moved to enhance educational choice within their educational systems to improve educational productivity. In spite of this similarity of purpose and means, the two nations are taking very different approaches. Most Canadian provinces have moved to full provincial financing of schools and to the allocation of school choice based on group rights assigned to French-speaking and English-speaking citizens. In contrast, the United States has decentralized authority via charter schools, vouchers, or tax deductions, thereby enhancing individual rights. Both nations also have adopted federal and state/provincial assessment systems. The consequences of these actions are still unfolding and merit continuing assessment of outcomes. Eventual assessment may involve the educational, financial, and political success of two distinctive models, one driven by centralized institutions designed to facilitate the delivery of educational services to groups that possess constitutionally protected educational rights, and the other driven by markets that provide local educational services at public expense. (Contains 23 references and 8 figures.) (RT)
- Published
- 2001
28. Minority Languages Learned Informally: The Social Construction of Language Skills through the Discourse of Ontario Employers. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Goldberg, Michelle, and Corson, David
- Abstract
Many immigrants, refugees, and aboriginal Canadians learn their own languages in the normal, informal way. These minority languages learned informally are not valued as a skill that yields returns in the labor market in the same way the official languages or formally learned languages do. What counts as a skill in a society, in a given point in time, is the product of complex phenomenological, social, economic, ideological, and political processes. Discourse is key to this process of social and cultural reproduction. The discourse of Ontario employers socially constructs the definition of what counts as a skill in Ontario workplaces and thus what warrants value in the labor market. The notion of skill is a construction that is socially created and hence changeable. If we want to change the unjust situation that affects the speakers of minority languages, we need to change the discourse surrounding minority languages to one that truly values minority languages as skills worth conserving, maintaining, and putting to use. (Contains 18 references.) (YLB)
- Published
- 2001
29. Pathways to Equality: Hearings on Access to Public Education for Aboriginal People. Discussion Paper.
- Author
-
British Columbia Human Rights Commission, Vancouver.
- Abstract
Aboriginal people are not benefiting from the British Columbia school system, as evidenced by their poor performance on basic skills tests, overrepresentation in special education, and low high school completion rates. The British Columbia Human Rights Commission feels that Aboriginal students do not receive an equal education. Through research, public hearings, and follow-up actions, the Commission will identify ways to use its human rights mandate and legislative authority to remove barriers for Aboriginal students in the school system. The intention of the public hearings is to work cooperatively with all education stakeholders to identify and implement solutions to ensure educational equality for Aboriginal students. Educational equity will be achieved when Aboriginal children see themselves and their people reflected in the curriculum, feel a sense of belonging in the school system, and no longer face discrimination; Aboriginal parents are a part of their children's education; Aboriginal communities share control over their children's education; a holistic approach to education is adopted; and non-Aboriginal Canadians understand their country's history regarding Aboriginal people and respect the unique status of Aboriginal people. Key questions for public hearings include: How can the Commission work with education and Aboriginal communities to create an equal education system for Aboriginal students? How can identified barriers be eliminated? What educational barriers have yet to be identified? and Which programs and activities are successful? (Contains 28 endnotes.) (TD)
- Published
- 2001
30. Workers' Knowledge: An Untapped Resource in the Labour Movement. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Livingstone, D. W., and Roth, Reuben
- Abstract
A study analyzed the schooling, further adult course participation, and informal learning of organized and unorganized workers in different occupational classes across Canada. Data were obtained from the first Canadian national survey of 1,562 adults' informal learning practices, conducted in 1998, and field notes and interview transcripts drawn from participants in the auto plant case study of the Working Class Learning Strategies project conducted at five union locals in southern Ontario in 1995-2000. The study found that unionized and non-unionized industrial and service workers in Canada are increasingly highly educated, increasingly participating in adult education courses and devoting substantial amounts of their time to informal learning activities outside organized education and training programs. In addition, the study found that working people are generally engaged collectively and individually in an extensive array of employment-related and other informal learning activities that are neither fully recognized by most employers or union leaders nor given prior learning credit by educational institutions. The study concluded that underestimation of the current range and depth of workers' knowledge and skills by union leaders represents a significant barrier to further growth of the labor movement. Recommendations for strategies to facilitate union growth are suggested, based on what has worked most effectively in these locals of differing general organizational strength and demographic profiles. (KC)
- Published
- 2001
31. Some Thoughts on Protocol in University/Community Partnerships. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Haig-Brown, Celia
- Abstract
The pilot project, "A Pedagogy of the Land" (POL), provides an opportunity to ponder the relations between aboriginal community/university knowledges in this case, the relations between an Anishinaape land-based pedagogy and the developing theorizing around formal and informal learning. Traditional aboriginal education is not limited to elders teaching children. While elders are responsible for passing knowledge to the appropriate people when they are ready, any person older or more experienced in a particular knowledge than another has the potential to be that person's teacher. Education is a community responsibility taken seriously by each and every community member who at any moment can be in the position of teaching. The learning in POL does not fit any category of the "Basic Types of Intentional Learning." It involves traditional indigenous knowledge keepers with some fluency in their language whose knowledge arises from traditional Anishinaape world view in a program that allows them to build on one another's knowledge and prepare to pass it on to others who know less. Located on an isolated island in a large northern lake, POL has the goal to recreate indigenous knowledge in a contemporary context. Over a year, students attend two summer courses with an intervening research component. As participants work through their days in traditional activities, they incorporate sacred knowledge into their every action. Comments from Anishinaape teacher, Kaaren Dannenmann follow. (YLB)
- Published
- 2000
32. A Comparative Investigation of Safer Sex Practices among Canadian and New Zealand Prostitutes. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Meaghan, Diane
- Abstract
This project examined attitudes, expectations, and behaviors that make prostitutes successful in learning to establish their autonomy and work safely. Ethnographic studies were conducted of 47 prostitutes in Canada and 60 in New Zealand through semi-structured interviews, focus groups, and open-ended discussions supplemented by researchers' observations and participation in the culture of sex trade work. Women new to the streets and experienced women involved in various genres of sex work were surveyed as to how they came to acquire a working knowledge about safer sex practices and what specific practices resulted from that knowledge. Findings suggested that, in the course of their daily work, most prostitutes learn to deal with issues of intimacy, decision making, communication, negotiation, and assertiveness. Prostitute practices acquired outside of formal educational systems constituted an alternative body of educational knowledge that could efficiently use community resources to inform and teach about issues concerning safer sexual interactions. Staffed by workers who were in or formerly part of the sex industry, the New Zealand Prostitutes' Collective was the first cooperative effort between the government and sex workers to promote safer sex practices in the sex industry. Sex workers wanted to create an organization that would empower them and advance their political and legal cause. (Contains 27 references.) (YLB)
- Published
- 2000
33. Taking Down the Walls: Communities and Educational Research in Canada's 21st Century. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Haig-Brown, Celia
- Abstract
To take community seriously in the conduct of educational research, the researcher should consider taking down epistemological walls and the "real" ones that confine the processes and products of academic labor to artificially isolated settings. Epistemologically, the question of walls relates to the kinds of knowledge competed over, most often disciplinary knowledge. Within and around disciplinary walls are the walls of theory. Community in the context of the discussion means the creation of spaces that allow difference to be a constant, unpredictable part of who we are together. A pilot project, A Pedagogy of the Land (POL), is an example of current research in an attempt to take down the walls. POL involves traditional indigenous knowledge keepers with some fluency in their language whose knowledge arises from traditional Anishinaape world view in a program that allows them to build on one another's knowledge and prepare to pass it on to others who know less. POL addresses walls by taking the university a faculty member out of the walls of the campus. It begins from the premise that traditional knowledge has most often been pushed outside the epistemological walls of academe by being given inequitable status and prestige. What happens on the island in the north where POL is located is discourse that has been inaccessible to the English language, arises from the land, and is constructed by the people who have lived there since time immemorial. (Contains 13 references.) (YLB)
- Published
- 2000
34. Preparing Globally Minded Students and Employees. NATCON Papers, 2000.
- Author
-
Arthur, Nancy
- Abstract
The changing world of work requires an evaluation of the ways of thinking about career development and the ways of preparing people for future roles. Canada's participation in a global economy is a reality that must be recognized and translated into career-planning strategies. There are three major global trends that career practitioners must be aware of: the increasingly technological world, the increasingly borderless world, and the increasingly polarized world. Competencies that workers need in order to be successful in the global marketplace are discussed as well as the barriers to their success. In order for career practitioners and workers to be globally minded, they need the following: access to information about the impact of global trends; assistance in seeing themselves as global workers; opportunities for international travel and study; knowledge about cross-cultural competencies; and role models. Both individual and organizational efforts are needed to prepare students and employees for future work roles. (Author/JDM)
- Published
- 2000
35. Using Surveys To Measure 'Value Added' in Skills in Four Faculties. Working Paper.
- Author
-
York Univ., Toronto (Ontario). Inst. for Social Research. and Grayson, J. Paul
- Abstract
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)
- Published
- 1997
36. The Changing Culture of Rural Ontario. Occasional Papers in Rural Extension, No. 9.
- Author
-
Guelph Univ. (Ontario). and Sim, R. Alex
- Abstract
This paper overviews the evolution of rural society in Ontario (Canada) from the author's personal experience and research. The paper defines "rural" and "culture" and discusses how these concepts are relevant to social change and the resulting effects on technology, demographics, social organization, and community beliefs and meanings. Modern technology has resulted in the closure of rural schools, churches, businesses, and post offices. Additionally, daily travel between large and small communities has closed the gap between rural and urban life and changed rural demography. For example, rural teachers are now less likely to live in the community; to know much of the child's home life; or to meet socially with the children, their parents, or other individuals active in the community. Another impact of rural change is the centralization of local institutions and loss of local control. In rural Ontario, schools are managed by a cluster of highly trained and highly paid officials with whom parents, teachers, and principals have limited influence. In essence, urbanization has resulted in the adoption of urban values and beliefs at the expense of traditional rural values that emphasize the importance of community life. A form of social action is proposed that uses "community sounding" as a way to stimulate rural community rejuvenation. This effort solicits community participation and stresses local history to reestablish an awareness of rural values. Rural people must strive to develop a new definition of rural by freeing themselves from labels and stereotypes that are impressed on them by urban opinion makers. (LP)
- Published
- 1993
37. Allocating Government Funds to Higher Education Institutions: Inter-Country Comparisons. AIR 1993 Annual Forum Paper.
- Author
-
Murray, Judith A.
- Abstract
The ways in which governments in different countries determine the amounts of money to be provided to individual institutions of higher education institutions vary considerably. This paper explains how government funds are allocated in Canada, focusing on grants in support of core operations to universities located in Nova Scotia. It examines how and why the current process emerged along with its particular strengths and weaknesses. The paper first provides the history of federal funding for Canadian postsecondary education, followed by specific discussions of funding as it involves Nova Scotia's institutions of higher education. Next, the use and history of formula funding, as developed by the Maritime Provinces Higher Education Commission in 1974, is examined covering both restricted and unrestricted operating grants, such as flat, enrollment, equalization, and supplementary grants. Finally, the paper discusses some of the problems experienced with the old funding formula and the eventual return to block funding encompassing the use of the Basic Operating Grant funding mechanism. (Contains five references.) (GLR)
- Published
- 1993
38. Transfer Rates: How To Measure and for What Purpose? A Discussion Paper.
- Author
-
British Columbia Council on Admissions and Transfer, Vancouver. and Gelin, Frank
- Abstract
This report presents a brief overview of the most common approaches to the calculation of transfer rates and discusses the use of a transfer rate as a measure of institutional effectiveness. It provides an overview of existing practices and helps to inform a discussion of whether or not transfer rate data should be collected from British Columbia (BC) public postsecondary institutions and how transfer rates should be calculated. The issue of how best to calculate a transfer rate depends in part upon the purpose underlying the collection of such information. If the rate is to be used as a measure of college effectiveness with consequences that follow for the institution depending upon its "success," then how the rate is calculated becomes very important. The key difference in the calculation of various transfer rates rests in the precise definitions of entering or exiting student cohort, time frame for transfer, minimum number of college credits completed, type of curriculum studied, and student intent to transfer. The report looks at transfer rates and the BC postsecondary system and discusses possible transfer rate models in the BC context: entering student cohort model, exiting student cohort model, transfer readiness model, and transfer of credits model. Some recommendations conclude the report. Contains 10 references. (VWC)
- Published
- 1999
39. Education after University: Degree Graduates in Vocational Programs. AIR 1999 Annual Forum Paper.
- Author
-
Inkster, B. Keith
- Abstract
This study compared completers of a postsecondary technology program in British Columbia based upon whether they had a university degree prior to entering the applied two-year technology training program. Program completers (n=1,053) were surveyed one year after completion and included nearly 300 university graduates. Subjects had also been surveyed on entering the program concerning previous postsecondary education, previous employment, and views on work and education. Analysis of survey responses found no significant differences between the two groups on such factors as "time to find job,""hours of work week," and "monthly salary". Only "age" was significantly different, a finding explained by the generally older age of those with prior university degrees. Degree holders, however, valued their university experience highly. (Contains 25 references and 4 tables.) (DB)
- Published
- 1999
40. The Associate Degree as a Transfer Credential: A Discussion Paper.
- Author
-
British Columbia Council on Admissions and Transfer, Vancouver.
- Abstract
Intends to facilitate discussion between the British Columbia Council on Admissions and Transfer and degree-granting institutions regarding the feasibility of establishing new transfer arrangements for students who have completed an associate degree in a British Columbian (BC) college or university college and are subsequently admitted to another degree-granting institution. Focuses on the initiative of providing improved transfer for associate degrees as transfer difficulties created by the complexity of the BC transfer environment increases. Asserts that new agreements for the transfer of completed associate degrees, as well as admission priority for students holding an associate degree would achieve this end. Recommends that an "Associate Degree Transfer Policy" could guarantee a minimum of 60 transfer credits but still require students to complete all lower and upper division requirements for their baccalaureate degree. Under any new arrangement respecting transfer for the associate degree, institutions would maintain appropriate control over the academic requirements for all degrees, majors, and concentrations. Under ideal conditions potential transfer students would plan their selection of courses for the associate degree by including the requirements for majors within the electives. Students who failed to do so could be required to complete additional credits beyond the 60 specified in the associate degree. Priority admission over all other transfer institutions could be granted to any student who has completed an associate degree. (VWC)
- Published
- 1999
41. Workplace Literacy Pilot Projects: A Discussion Paper = Les Projects-pilotes en alphabetisation en milieu de travail: document de discussion.
- Author
-
National Literacy Secretariat, Ottawa (Ontario). and de Wolff, Alice
- Abstract
From 1995-1998, 12 of the 79 organizations funded by Canada's National Literacy Secretariat (NLS) conducted approximately 40 workplace literacy pilot projects across Canada. Those projects were reviewed to determine their effectiveness in increasing the number and quality of Canadian workplace literacy programs. Information for the review was collected from the following sources: review of pertinent materials available through the NLS; conversations with practitioners involved in workplace pilot projects and provincial government representatives; and interviews with representatives of 4 of the 12 organizations (an employer association, federation of labor, the Prairie Regional Training Consortium, and an industrial sector training council). The pilot projects tended to have three fields of activity: learning activities; short-term organizational change strategies; and long-term structural workplace change. The pilots have introduced literacy into a range of new industries and workplaces; however, only a small number of workplaces have created foundations for ongoing programs. Recommendations emerging from the review included calls for the NLS to fund more innovative workplace learning strategies and extend the time and financial resources for pilots to support more effective organizational change activities. A French translation is included. (Appended is information about how the review was conducted.) (MN)
- Published
- 1999
42. Immigrant and Aboriginal First Languages as Prior Learning Qualifications for Formal Employment in the Business, Government and Education Sectors. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Goldberg, Michelle P., and Corson, David
- Abstract
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)
- Published
- 1999
43. Reflections on the Study of Adult Learning. NALL Working Paper.
- Author
-
Ontario Inst. for Studies in Education, Toronto. and Tough, Allen
- Abstract
A common pattern in all studies of adult learning is that informal learning seems to be a very normal, very natural human activity. A 30-year old study and the 1998 Livingstone study show parallel findings. One of the most important findings is that about 90 percent of people had done some sort of intentional learning in the last year. The 10 percent who had not are content with their situation. Other findings are that people are learning a whole range of things; about 20 percent of all major learning efforts are institutionally organized, while the other 80 percent are informal; and informal learning is a very social phenomenon. In the 1977 Penland survey, the four top reasons for preferring to learn on one's own are a desire to set one's own learning pace, to use one's own learning style, to keep the learning strategy flexible and easy to change, and to put one's own structure on the learning project. The three reasons cited least are dislike of a formal classroom situation with a teacher, lack of money, and transportation. Kinds of learning related to work that people do are learning to do a task, learning new ways of doing things, and sharing among co-workers. People frequently engage in learning to improve their performance of a task. Implications or next steps are: studying the need to over-control; assisting people to successfully learn about social and global issues; using the World Wide Web in adult education; and encouraging people to look at their own learning. (YLB)
- Published
- 1999
44. The Virtual Research and Extension Communication Network (VRECN): An Interactive Learning and Communication Network for Research and Extension Personnel. Concept Paper for the Food & Agriculture Organisation of the United Nations (FAO).
- Author
-
TeleCommons Development Group, Guelph (Ontario). and Richardson, Don
- Abstract
A Virtual Research and Extension Communication Network (VRECN) is a set of networked electronic tools facilitating improvement in communication processes and information sharing among stakeholders involved in agricultural development. In developing countries, research and extension personnel within a ministry of agriculture, in consultation and collaboration with key stakeholders, can develop and implement a VRECN. The tools are artifacts of a planned and ongoing process of stakeholder involvement in mapping communication- and information-sharing relationships and identifying critical relationships that require improvement to reach agricultural development and food security goals. Creating a VRECN in a developing country requires a planned process of stakeholder engagement, multi-stakeholder assessments of communication and information needs, and collaborative workshops to determine the desired characteristics of a VRECN, management relationships, and development partnerships. Six steps are to conduct project preparation, information technology assessment, and VRECN prototype development; identify product and services for VRECN; create VRECN prototype and directory; evaluate product and services; identify and secure staff support; and evaluate project. A number of tangible products result from a preplanned process for creating a VRECN, particularly through efforts to establish stakeholder needs assessments and collaborative working groups. (YLB)
- Published
- 1999
45. Higher Education: What Role Can the Commonwealth Play? Background Paper for Discussion at the 19th Conference of Commonwealth Education Ministers
- Author
-
Association of Commonwealth Universities (ACU) (United Kingdom) and Kirkland, John
- Abstract
Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]
- Published
- 2015
46. IFLA General Conference, 1992. Division of Libraries Serving the General Public: Section on Library Services to Multicultural Populations; Section on School Libraries; Section on Public Libraries. Papers.
- Author
-
International Federation of Library Associations and Institutions, London (England).
- Abstract
Eleven papers delivered for the Division of Libraries Serving the General Public at the International Federation of Library Associations and Institutions 1992 annual meeting are presented. Most deal with library services to multicultural populations, including those of developing countries. The following papers are included: (1) "Library Provision to Indians Living in Malaysia" (K. S. Mun); (2) "Library Services to Indians in Canada" (U. Prasada-Kole); (3) "Library Services to the Indian Population in the United States" (R. N. Sharma); (4) "The Southern Ontario Multilingual Pool: A Model for Cooperative Library Service Development" (S. Skrzeszewski); (5) "Meeting Information Needs of Slow, Average and Gifted Learners" (M. Kapoor); (6) "The Application of Information Technology (IT) in Public Libraries in Developing Countries" (P. Borchardt); (7) "The Role of the Public Library in Combating Illiteracy" (B. Thomas); (8) "The First UNESCO Library Pilot Project" (S. N. Khanna); (9) "'Transformation': The ODA Trainer Development Project for Central and State Training Institute Librarians in India" (M. Freeman); (10) "User Education around the World: The UNESCO Survey of Library and Information User Education Programmes in Some Developing Countries" (O. Kokkonen); and (11) "Ask the Same Questions and Get a Different Answer--A Case Study in Library Opening Hours Surveys" (J. Frylinck). Most papers are followed by references. (SLD)
- Published
- 1992
47. Ideals or Reality: The Politics of University Governance. AIR 1992 Annual Forum Paper.
- Author
-
Murray, Judith A.
- Abstract
This paper presents a literature review on governance and structure of higher education and a case study of a governance review in Nova Scotia (Canada), paying particular attention to the role of intermediary bodies between universities and governments. Types of governing structures are described. Issues in determining the ideal structure are then discussed, focusing on the principles of quality, accessibility, diversity, autonomy and accountability, incentives, and freedom. The paper then presents a counterbalance of these ideals with the reality of a recent case study where politics, both governmental and institutional, appeared more important than ideals. Four governance options developed by consultants to the Council of Nova Scotia University Presidents (CONSUP) are described, followed by the CONSUP modified version, and the response of Nova Scotia's government in granting executive authority to the Nova Scotia Council on Higher Education on the matter of funding allocations. The paper concludes that many governance problems stem from scarcity of resources, that institutions need to work closely with one another to ensure the best use of the available resources, and that an independent and effective coordinating body would be an invaluable aid to ensuring that Nova Scotians have access to postsecondary education of the highest quality. (Contains 19 references.) (GLR)
- Published
- 1992
48. The Inclusion Papers: Strategies To Make Inclusion Work. A Collection of Articles.
- Author
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Centre for Integrated Education and Community, Toronto, (Ontario)., Pearpoint, Jack, Pearpoint, Jack, and Centre for Integrated Education and Community, Toronto, (Ontario).
- Abstract
This collection of over 30 papers presents the view that all persons should be equally valued, provided equal opportunities, viewed as unique individuals, and be exposed to and learn from and about people with diverse characteristics. The papers offer insight into the process of moving forward to achieve both equity and excellence for all Canadian people, labeled "disabled" or not, in educational and other community settings. The articles call for advocacy, attitude change, and expanded availability of appropriate supports and services within schools and communities to allow everyone to participate and contribute in a meaningful way. Titles of sample papers include: "Two Roads: Inclusion or Exclusion"; "The 'Butwhatabout' Kids"; "Annie's Gift"; "Common Sense Tools: MAPS and CIRCLES"; "MAPS: Action Planning"; "Dreaming, Speaking and Creating"; "Kick 'em Out or Keep 'em In"; "Vive la Difference"; and "Natural Support Systems." (JDD)
- Published
- 1992
49. Governing Boards in Canadian Universities: Characteristics, Role, Function, Accountability, and Representativeness. ASHE Annual Meeting Paper.
- Author
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Jones, Glen A. and Skolnik, Michael L.
- Abstract
This paper presents the highlights of a national survey of governing boards and board members of Canadian universities. A total of 45 of the country's 59 provincially-supported university boards responded to the survey, which was followed up by a survey of the individual board members of the 45 responding institutions, which received 583 responses (49% response rate). The survey found that 39 of the responding institutions possessed a bicameral governance structure, with a governing board and a faculty senate. Various demographic characteristics of board members are reported. Board members reported, on average, that they worked on board matters 10.3 hours per month. Compared to governing boards at state-supported universities in the United States, the boards of provincially-supported Canadian universities included more student and faculty members and more females. While 77 percent of American boards were appointed by the state government, Canadian boards were appointed by a variety of methods, with the three most common, each accounting for about a quarter of the total, being appointment by provincial governments, by the board itself, and by constituency groups. (Contains 14 references.) (MDM)
- Published
- 1995
50. Child Care: Canada Can't Work without It. Occasional Paper No. 5.
- Author
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Toronto Univ. (Ontario). Centre for Urban and Community Studies. and Doherty, Gillian
- Abstract
This report examines the status, funding, and accessibility of child care in Canada and presents recommendations for the federal government to improve access to quality child care for all Canadians. The report describes the purposes that can be served by child care and illustrates how it can advance social and economic objectives of national importance. Major concerns with current funding methods and affordability are identified, and the lack of child care spaces for low-income families is documented. The report also discusses the low salaries and inadequate working conditions of child care staff. The paper concludes by advancing 12 specific recommendations to improve child care access and quality, chief of which is that the federal government promote the long-term goal of a publicly-funded, universally-accessible, comprehensive and high quality child care system for all Canadians. Six appendixes include a list of child care grants in Canada, a description of the Canadian Assistance Plan (CAP) child care subsidy, data on child care costs by income level, an evaluation of various funding options, and a description of a comprehensive child-care service system in Grey County, Ontario, Canada. Contains 119 references. (MDM)
- Published
- 1995
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