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Postsecondary educational opportunities in Ontario are described in this edition, revised as of June 30, 1976. Information is presented on: financial assistance to students; student costs; general information on colleges of applied arts and technology; chart of programs available at colleges of applied arts and technology; skilled trades and trade descriptions; general information on Ontario universities and charts of programs available at them; and other postsecondary education institutions. A selected list of other reference publications on postsecondary education is also included. (LBH)

Some of the qualities and quantities that must be juggled to produce good lighting for educational facilities are analyzed with photographs, tables, and drawings. The three categories of lamps used for school lighting (incandescent, fluorescent, and high intensity discharge) are described; a lamp selection guide gives the design characteristics of lamps in each category. The effectiveness of windows, the advantages and disadvantages of windowless schools, and screening devices for controlling glare and sunlight are discussed along with aspects of daylighting design for new schools. Scientific findings applicable to light in schools are summarized. Considerations met by the provision of manual switching, time, photoelectric, and other light controls are described. Guidelines are offered for appraising an existing lighting system. Related improvement procedures are categorized as those that require no capital investment, those with a short pay-back period, and those with a long pay-back period. Exterior lighting and forecasts of lighting in the year 2000 conclude the booklist. A glossary is provided and the appendices contain drawings and descriptions of the principal lamp types used, as well as two statements from official sources concerning the effects of ultraviolet radiation. (MLF)

Procedures and selected results of the 1985 Ontario Graduate Employment Survey are examined. The survey, which is sent to graduates of the 15 Ontario universities, is designed to provide information on the postgraduate educational and labor market experiences of the 1985 graduates within 1 year after graduation. The fieldwork procedures employed are described, along with the nature of the survey instrument and the response rates achieved. A profile of the 1985 spring graduates is provided in terms of selected demographic and social-background variables, aspects of their educational experiences, and features of their early career paths. Attention is directed to the relationship of these demographic and social-background factors, along with aspects of graduates' educational experiences, to the graduates' subsequent educational or early career choices. The ways by which employed graduates obtained their jobs are addressed. Finally, survey data are examined that pertain to the relationship between the kind and amount of the graduates' educational experiences and the educational requirements of their jobs. Included are statistical tables of survey results and the study questionnaire. (SW)

Results of a survey of 1985 graduates from Ontario, Canada, universities are presented in English and French. A total of 36,315 questionnaires were mailed, and the response rate was 56.9%. Information was collected on demographic and background characteristics of the graduates, degree level, major, type of program, decisions for further education, job-search procedures, employment experiences, employment status, initial and subsequent occupational choices, starting and current salaries, job satisfaction, migration, and parents' education. Findings for the 1985 graduates include: 81% were in the labor force in spring 1986; the unemployment rate in spring 1986 was 7.3%; 18.3% continued their education as full-time students; males had higher starting and full-time salaries than females; graduates with first professional, master's, and doctoral degrees had higher employment rates than holders of three- or four-year bachelor's degrees or diplomas; graduates in health professions and occupations and commerce and business administration had higher employment rates than graduates in other fields; and the most successful job search strategies were assistance from cooperative or internship employers and friends or relatives. (SW)

The first chapter of this report describes the events that led up to the report and the methodology used. Main pressures for educational reform in teacher education are identified both internationally and in Ontario. Chapter 2 offers a brief history of preservice teacher education as background to a description of present teacher education in Ontario, and presents a preliminary analysis of the major issues. Chapter 3 sets out a perspective for thinking about teacher education. The report's emphasis on inservice education is captured in a section on the importance and characteristics of schools as places of professional development. The final chapter sets forth proposals for change and provides an assessment of each recommendation made. A bibliography is appended and four charts, two figures, and four tables are included. (JD)

Results of a survey of 1982 graduates from Ontario, Canada, universities are presented. Information was collected on demographic and background characteristics of the graduates, degree level, major, type of program, decisions for further education, job-search procedures, employment experiences, employment status, initial and subsequent occupational choices, starting and current salaries, job satisfaction, migration, and parents' education. The educational qualifications of holders of 3-year bachelor's degrees did not appear to relate very closely to their jobs, while the qualifications of recipients of 1-year Bachelor of Education and first professional degrees did appear to relate closely to their jobs. Graduates in fine and applied arts, humanities, and social sciences had less success in translating their educational qualifications into jobs in their fields, while those in health professions and occupations did well in this regard. Those in engineering and applied sciences did well on several measures of job relevance. The unemployment rate in spring 1983 was 12.7 percent for male graduates and 9.3 percent for female graduates. Approximately 21 percent of the 1982 graduates were enrolled as full-time students. (SW)

Data showing patterns in enrollment by institution and the demographic characteristics of students (part-time and full-time) at various program levels within the universities, colleges, and private trade schools in Ontario are examined, and emerging trends are assessed. Analysis is provided by institution, sex, age, legal status, province of residence and country of citizenship. Enrollment data, particularly where demographic characteristics are involved, are generally reported as of the fall term. Five academic years are covered: 1974-75 through 1978-79. Numerous enrollment trends are highlighted; for example: undergraduate enrollments in universities increased over the five-year period for both full-time and part-time students; enrollment in colleges in both postsecondary and non-postsecondary programs increased 1 percent; and increases in enrollment in occupational courses accounted for the greatest portion of increasing enrollment in part-time, non-postsecondary registration. Examples of the highlighted demographic trends are: the age distribution of students over the five-year period from 1974 to 1978 show little change; the proportion of women enrolled in colleges and universities has increased; the proportion of Canadian citizens and landed immigrants enrolled in the colleges full-time was 94.9 percent in 1974; 97.8 percent in 1978; and foreign student enrollment in full-time postsecondary programs in 1978 was primarily from Hong Kong, Nigeria and Guyana. (LC)

In a study to investigate and ensure the effective use of the Ontario university system resources, the Committee on the Future Role of Universities in Ontario: (1) reviewed the development of the university system; (2) set forth current objectives in operational terms; (3) discussed the degree to which objectives were being met; (4) outlined the relationship between objectives and funding levels; and (5) indicated the structural changes desirable or necessary at various funding levels. Chapters discuss objectives, funding levels, allocation of funds, governance, various other matters, and the alternative (a restructured system). Conclusions cover all areas examined and offer recommendations such as: access to Ontario universities should be improved; more academic programs, including professional programs, should be provided on a part-time basis; adequate funding should be available for replacement of research equipment; allocative mechanisms should be chosen in the light of policy goals and expected funding level; and the council should continue to assist in advising the Minister on program authorization. The appendix provides "The Challenge of the '80s--Preliminary Report of the Committee on the Future Role of Universities in Ontario," which examines past and future objectives, funding, the structure of the system, and conclusions. (LC)

The following areas are covered in the preliminary report of the Committee on the Future Role of Universities in Ontario: enrollment, enrollment forecasts, participation rates, staff, finance and capital, government, socio-economic data, and research and development. Significant changes in enrollment trends in the 1970s are reported, such as: the percentage of enrollment registered in Arts and Sciences at the graduate level decreased while enrollment in Business Administration rose sharply. More adult students are predicted and a needed program revision to meet new market needs is advocated. In the section on participation rates a shift is reported from traditional college age students to adult learners. The section on staffing shows a decrease in new faculty in the latter part of 1970, while showing no dramatic change in student teacher ratio. The sections on finance, capital, and government report that cooperation between school and government is effective and that the Province of Ontario has the financial strength and flexibility to meet the challenges of the 1980s. The socio-economic data indicates, among other things, that university students are disproportionately drawn from the middle upper class and educational attainment is also related to urban-rural origins. An increase in research and development is also reported, particularly in the sciences. Statistical data support the narrative. (LC)

Procedures and selected results of the 1982 Ontario Graduate Employment Survey are examined. The survey, which is sent to graduates of the 17 Ontario universities, is designed to provide information on the postgraduate educational and labor experiences of graduates within a year after graduation. The fieldwork procedures employed are described, along with the nature of the survey instrument and the response rates achieved. A profile is provided of the 1982 spring graduates in terms of selected demographic and social-background variables, aspects of their educational experiences, and features of their early career paths. Attention is directed to the relationship of these demographic and social background factors, along with aspects of graduates' educational experiences, to the graduates' subsequent educational or early career choices. Level of degree and student majors are also examined, along with the ways by which employed graduates obtained their jobs. Finally, survey data are examined that pertain to the relationship between the kind and amount of the graduates' educational experiences and the educational requirements of their jobs. Included are statistical tables of survey results and the study questionnaire. (SW)

Accessibility to a college education in Ontario, Canada, was assessed by studying the pattern of acceptances and rejections of various choices made by unregistered college applicants. Study concerns included: total offers to programs of choice from any college and from an Ontario college only; offers by institution type and program type for first three choices made; and main reasons why respondents did not attend college. Findings include the following: about 25 percent of the respondents did not receive any offers to a program of their choice from an Ontario university; about 15 percent did not receive any offers from an Ontario university; respondents choosing Ontario university programs in the applied sciences and the arts had the highest acceptance rates; respondents choosing programs in the applied health field had the lowest acceptance rate; just over 25 percent of the respondents did not attend any postsecondary institution in 1983; respondents who did not receive any offers to a program of their choice from an Ontario university were overrepresented in their choice of highly competitive programs such as engineering and nursing; and almost half of the respondents applied to Ontario universities only. Appended are study questionnaires, information on the research design, and a response coding manual. (SW)

The purpose of this report is to provide the Ministry of Education in Ontario, Canada, with a general awareness of issues with a potential to affect education in Ontario and to provide a broad context for possible follow-up action in the organization. The report is the result of three workshops held in November, 1981, by members of the Strategic Planning Task Group (STPG) who synthesized research gathered by others involved in the project. Outlined and discussed in the report are the four main themes or areas which the group as a whole felt were strategically important. The first area is knowledge and technology. The growth of the knowledge base in the physical sciences and in math and rapid developments in technology have significantly altered the character of life of most people and have left their mark on education. The second area for strategic consideration is limits and survival. The significance of problems such as population growth, resource depletion, and environmental deterioration for strategic educational planning is examined. Congruence and accountability is the third theme discussed. The need for congruence between the needs or desires of constituencies served by the education system and the ability of that system to provide services is examined. Certain issues concerning the process of accountability are outlined. The fourth theme of the report is reconceptualization. The STPG felt that the issues identified could be best approached from a basis of reconceptualizing basic principles. (RM)

Expenditures on universities by each of Canada's provinces are compared. An introductory section describes the project through which the study is undertaken, explains the indicators used, and discusses structural problems encountered in making comparisons. The central portion of the report is a tabulation of these indicators for each province and for Canada as a whole: provincial operating expenditures per students; provincial operating expenses per capita; provincial operating expenses plus fees per student; total operating income per student; provincial operating expenses plus student aid as a percentage of gross general expenditures; provincial operating expenses per $1,000 of provincial personal income; and total university operating expenditures as a percentage of provincial gross domestic product. Appended materials include guidelines and definitions for the indicators used and financial and enrollment data for each province. (MSE)