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A study was undertaken in 1981-82 to review the implementation of the Ontario Cabinet submission of October 20, 1977 concerning French as a minority (first) language and the need for major improvements to provide equal educational opportunities in French-language schools or classes. The report of the study presents the findings in seven sections as follows: (1) the background and philosophy of French-language education in Ontario; (2) teacher education, certification, and professional development; (3) curriculum and learning materials; (4) student needs and program responses; (5) funding of French-language education; (6) other components of the educational system, such as administration and governance; and (7) a summary of recommendations. (AMH)

The aim of the Automated Retrieval Information System to Track and Optimize the Training and Learning Environment (ARISTOTLE) project is to develop a computer-based training model to link program standards, tests, resources, curriculum, and operational and student placement procedures of the Canada Manpower Centers, the Ministry of Colleges and Universities, and the Training Centers. The proposed computer retrieval system will store student records and provide information on the job market and academic requirements to assist in trainee counseling. The system has the capability to map a course of study to fit individual student goals and store follow-up information on program graduates. Once implemented, the model will be evaluated, modified, and disseminated so that Project ARISTOTLE will be available to any training center with computer access. The project's organizational chart, Gantt chart, and general operations model are included along with plans for evaluation, and the budget. (KC)

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)

The first annual report of the Ontario Council on University Affairs was a prelude to a regular annual cycle that henceforth begins every March 1, and is intended to ensure that the Council, as Ontario's independent advisory body with respect to universities and certain other postsecondary educational institutions, is closely in step with the decision making processes of government. Its principal innovation was a memorandum to generate an agenda of important matters to which close attention will be given in the coming year. The matters include the further refinement of equity in institutional financing, the clarification of objectives designed to ensure adequate funding of bilingualism, and a thorough review of the financial and institutional dimensions of university education in Northern Ontario. Broader questions of particular import were outlined by the Council at the close of its inaugural. It raised questions with respect to such major topics as formula revision, tuition fees, accessibility, graduate studies, and the status of women. (Author/KE)

A self-administered questionnaire was mailed to all school principals in Ontario asking them to indicate which of 55 vandalism prevention measures they had used; how effective each had been in reducing vandalism; the cost of vandalism during 1978; whether they have an alarm system and a vandalism-reporting system; and what community groups the school has involved in vandalism prevention measures. Among the most-used and most effective measures, according to the 3025 respondents, were providing adequate teacher supervision in hallways and lunch rooms, and keeping schools clean and attractive. One of the most effective measures, in the opinion of the principals, was installing an alarm system, although over one-third of the principals reported they already had one. The findings are discussed in terms of which measures are most effective, the cost of school vandalism, and how to use the findings. The need for developing more behavioral programs and better cost-reporting systems, and ways of utilizing the results of the study are outlined. (Author/MLF)

This report on French Second Language (FSL) education provides an overview of French programs in Ontario schools, indicates the progress that has been made in helping the students gain a better grasp of the language and understanding of the culture behind it, reviews the directions taken by the Ontario Ministry of Education, and summarizes the response by Ontario school boards to the various Ministry of Education incentives since 1977. The report is divided into nine sections as follows: (1) the purpose of the report and sources of data; (2) background of FSL programs in Ontario and the Gillin Report (1974); (3) research projects; (4) program policies; (5) financial incentives and grants; (6) professional development opportunities for teachers; (7) student exchange and enrichment opportunities; (8) the response of local school boards; and (9) evaluating student achievement and programs. Three appendixes include a memorandum to the Director of Education and Principals of Schools regarding a new guideline for core French programs, tables, and a bibliography of Ministry-funded FSL research. (AMH)

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)

In late 1986, the Ontario government began a 4-year undertaking to establish a distance education network for northeastern and northwestern residents. The network, Contact North/Contact Nord, uses a full complement of interactive telecommunications systems to make secondary and postsecondary education more accessible regardless of community size or distance from a larger center. At present, 30 access sites exist for the network, with 26 located in communities of fewer than 15,000 people. Every site has an electronic classroom equipped with state-of-the art educational technology linked to network centers in Sudbury and Thunder Bay. As part of the implementation process, a two-part study was conducted. The first phase was designed to collect baseline community data prior to the full-scale implementation of Contact North/Contact Nord. Information was gathered through local interviewers in each community who sampled 5 percent of the registered voters. The results are presented in this report in profiles of the following: (1) the people served--demographic characteristics; (2) patterns of using formal educational resources prior to the start of Contact North/Contact Nord; (3) attitudes of nonusers toward adult education; (4) community perceptions of accessibility to education resources; and (5) implementation of Contact North/Contact Nord. Extensive tables, statistics, and copies of the survey forms are provided. (KC)

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)

A survey of grade 12 students in Ontario, conducted in spring 1973, sought to identify what factors influence an adolescent's future educational and vocational plans. A followup telephone survey of the same grade 12 students was conducted in November 1973 to evaluate the predictive utility of an "intentions" survey. The objectives of this survey were to ascertain: (1) the present activities of these adolescents; (2) the extent to which these adolescents were acting in accordance with their intentions as stated in spring 1973; (3) what factors distinguish adolescents who act in accord with their intentions or act contrary to their intentions; (4) to what extent adolescents in November 1973 duplicated their response to the question, "Which one statement best describes what you plan to do in the fall of 74?" and, (5) what factors distinguished "consistents" and "inconsistents" relative to question 4. Results indicated that an "intentions" survey is a poor means of predicting individual behaviors but a good device for forecasting aggregate behaviors. A profile of "consistents" and "inconsistents" is included. (Author/HMV)

A random survey of 2,951 grade 12 students in Ontario was conducted to ascertain student characteristics relative to their educational and vocational plans. A total of 2,555 usable questionnaires were collected, coded, and processed. The report concludes that educational and vocational plans of students depend primarily on their social origin, their present experience, and their preparedness with respect to the future. A profile of the grade 12 student is included. (Author/HMV)

In October 1988, the Council of Regents of Ontario's system of Colleges of Applied Arts and Technology was asked to develop "a vision of the college system in the year 2000." A research and consultation process involving surveys, focus groups, meetings, interviews, and commissioned research papers was undertaken to assess the current status of the system and assure the quality of career education and enhance student opportunities for participation in the future. The final report of the Vision 2000 review includes the following chapters: (1) "Introduction: The Vision 2000 Process," which examines the review process; (2) "The Need for Renewal," which reviews the system's founding mandate, discusses the new system environment, and describes the growth of the system to date; (3) "A Renewed Mandate," which discusses changes in the college system; (4) "Partners in Quality," which reviews the shift away from a job skills orientation towards an emphasis on general education; (5) "Serving Communities: A Diversity of Needs," which discusses access to education for a diverse student population; (6) "Links across and within the Educational Spectrum," which examines student transfer; (7) "Working as a System," which discusses resource sharing; (8) "Investing in College Educators, Curriculum, and Delivery," which recommends ways to enhance development opportunities for all college personnel; (9) "Role of College Boards and the Ontario Council of Regents"; and (10) "Starting Points for Change," which discusses areas for further research. Appendixes include study team membership lists and a summary of the study's recommendations. A separately bound summary of the final report is also included. (GFW)

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)

A study was undertaken of the problem presented by the presence of students of limited French-speaking ability in French schools or in French-language sections of the Ontario school system. Questionnaires were sent to elementary and secondary school teachers and principals, directors of education, and students in secondary schools. The students were divided into four language groups according to the language spoken at home. The five chapters of this report deal with the following matters: (1) a quantitative and qualitative analysis of the data gathered from the questionnaires that were addressed to elementary school teachers; (2) a study of the extent of the problem on the secondary level, with emphasis on linguistic behavior; (3) the number and function of admissions committees and the criteria on which they base their decisions; (4) organizational strategies on both elementary and secondary levels; and (5) methodological strategies, both psycholinguistic and pedagogical. Pertinent documents such as the questionnaires, admissions criteria, reports, and tables are included in the appendices. (AMH)

This is a study of the educational experience of Franco-Ontarians at the secondary level, dealing specifically with the development and achievement of French-language instructional units, and community expectations of such units. The report starts with a review of the history of secondary French-language education from 1848 to 1968, the year in which the public sector began to provide for the educational needs of French-speaking Ontarians. The second chapter examines the evolution of legislation applicable to French-language instructional units at the secondary level, and the implementation of the legislation throughout the province. The third section discusses the collection and statistical analysis of data collected from secondary school students, parents, and teachers from the Franco-Ontarian community. Analysis of these data indicates that the French secondary schools respond more adequately to the expressed needs of Franco-Ontarians than do the bilingual secondary schools. In addition to general reports and data gathered from the French-language advisory committees, the last chapter presents summaries and analyses of data collected in each region of the province. (AMH)

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)

The objective of this study was to identify, describe, and appraise existing behavior-oriented, vandalism-prevention programs using a case-study approach. This report summarizes an investigation of three programs in Ontario (Canada): Project PRIDE (Pupils Responsible in Determining their own Environment); Operation Aware; and a Diversion program. The general research methods are outlined and detailed descriptions and assessment of each program are given. Project PRIDE was implemented in a school system composed of 45 elementary schools and 10 secondary schools. The major component of the project is a financial incentive in which an account is established for each school on the basis of student enrollment. Costs incurred as a result of vandalism are subtracted from the fund and the balance given to the student council at the end of the school year. Operation Aware is an awareness program designed to teach grade 5 and 6 students what to expect from their peers as they mature and how to cope with negative peer influence. Five Ontario school boards adopted Operation Aware as a pilot program. The Diversion program's purpose is to evaluate young offenders and postpone or prevent their entry into the formal criminal justice system. The Waterloo County Board of Education has been involved in eight Diversion cases. (Author/MLF)

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)

The Strategic Planning Task Group (SPTG) of Ontario was mandated to determine and recommend priorities that should be addressed within 5 to 20 years. Many aspects of the work of the SPTG for the past 4 years are consolidated in this report. The first two chapters of part 1 outline in broad terms some of the altered or altering circumstances that will affect Ontario's social and economic organization and education. Global conditions cited are: violence; disparity and inequality; geographic power shifts; increased need for learning, information and knowlege; and technology. Conditions and implications for education explored at the provincial level include demographic and cultural change, changing social institutions, and changing work roles. The third chapter describes those beliefs and attitudes that are currently affecting, and will continue to affect, Ontario education. Part II details the long-term implications springing from these conditions and beliefs that SPTG felt were significant in pointing towards new directions in education. These new directions are grouped under the following three headings: (1) learners and learning, (2) curriculum and teaching, and (3) service delivery and governance. A 62-item bibliography is appended. (MLF)

A survey of selected program areas in 41 postsecondary educational institutions in Ontario was conducted to gain information on programs and courses with content related to child abuse. A bilingual questionnaire was developed and administered to 139 program heads. An analysis of responses led to the following conclusions: (1) 26 program areas identified courses with child abuse content; (2) courses were primarily taught to full- or part-time students; (3) class size was usually under 70 students; (4) students' main reasons for enrollment were to complete credit in a compulsory course or to comply with professional licensing/certification requirements; (5) courses covered child abuse content from an interdisciplinary perspective; (6) course subject area coverage was very broad; (7) educators wanted students to acquire basic knowledge and general skills for professional work; (8) graded examinations were the predominant evaluation method used; (9) printed resource material was most often used to supplement teaching; and (10) lectures and small group discussions were the predominant teaching methods used. Seventeen respondents indicated that they engaged in research on the subject of child abuse in areas such as legal aspects of child abuse, long-term effectiveness of intervention with high-risk families in its prevention, the incidence of child abuse, and the training needs of professionals involved in the detection and investigation of child abuse. (Seven appendices and numerous data tables are included.) (Author/NB)