scholarly journals Globalization and Post-Secondary Education Policy in Canada:A Review of Trends

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Dale Kirby
Keyword(s):  
Secondary Education ◽  
Newfoundland And Labrador ◽  
Economic Globalization ◽  
Training System ◽  
Workforce Training ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Review Reports ◽  
The Impact ◽  
And Training

In 2005, provincial governments in Ontario and Newfoundland and Labrador each commissioned comprehensive public post-secondary education and training system reviews. While there are considerable differences between the systems and policy approaches in these jurisdictions, the final reports of each of these reviews provide an interesting repository of current post-secondary policy tendencies in Canada. The principal arguments and recommendations put forward in the review reports demonstrate the pervasive influence of economic globalization and the continuing shift to a more utilitarian and market-oriented ideological outlook on post-secondary education’s raison d'être. The policies advocated by both reviews illustrate, to varying extents, the impact of dominant influences on modern post-secondary policies including workforce training, privatization, marketization, internationalization and quality assessment mechanisms. En 2005, les gouvernements provinciaux de l'Ontario et de Terre-Neuve et Labrador ont commandé séparément des comptes-rendus détaillés sur les systèmes publiques d'enseignement et de formation au niveau post- secondaire. Quoiqu'il y ait bien des différences entre les systèmes et les approches politiques des deux provinces, chacun des comptes-rendus finals devient un répertoire intéressant des tendances en cours de la politique de l’éducation post-secondaire. Les recommendations et arguments principaux présentés dans ces comptes-rendus démontrent l'influence envahissante de la mondialisation économique et le changement continu vers une perspective idéologique plus utilitaire et plus orientée vers la commercialisation sur la raison d'être de l'enseignement post-secondaire. Les recommandations de ces deux comptes-rendus démontrent l'effet des influences dominantes sur la politique de l’éducation post-secondaire moderne pour y incorporer la formation de la main-d'œuvre; la privatisation et la commercialisation et les mécanismes d'évaluation de la qualité.

Measuring the Impact of Post-Secondary Education in Prison

1998 ◽  
Vol 27 (1-2) ◽  
pp. 87-106 ◽  
Author(s):  
Stephen Duguid ◽  
Colleen Hawkey ◽  
Wayne Knights
Keyword(s):  
Secondary Education ◽  
Post Secondary Education ◽  
Post Secondary ◽  
The Impact

scholarly journals New Zealand’s 1989 skill ecosystem reform: preparations, implementation, outputs and outcomes

2021 ◽  
Author(s):  
javier alfonso luque gianella
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training System ◽  
Necessary Condition ◽  
Post Secondary ◽  
Education Act ◽  
High Level ◽  
International Shocks ◽  
The Impact ◽  
And Training

<p>This thesis assesses the impact of the 1989 skill ecosystem reform, whereby New Zealand initiated a comprehensive reform of its skill ecosystem. The reforms radically transformed the education and training system and were driven primarily by the approval of the Education Act 1989 and the Industry Training Act 1992 and their amendments. For this thesis, the reform ended in 2020 with the approval of the Education and Training Act 2020. The reforms were part of a broader political transformation in New Zealand that ended up embarking on market policies to increase its productivity. Education and training were identified as a necessary condition to achieve that goal. New Zealand’s skill ecosystem has its foundations in the strong system built in the country since the arrival of the first settlers, but that had slowed its dynamism in the 1970s, with enrollment rates lagging behind comparable countries and concerns about the ability of the skill ecosystem to respond to current and future skill needs. The reform decentralized the education system at the primary / secondary and post-secondary levels but created an institution, the New Zealand Qualification Authority (NZQA) that should allow students and trainees a seamless navigation across it. The reform had a strong involvement of the private sector. To evaluate the impact of the reform, the thesis faces several challenges: there is no adequate counterfactual, the design is continually changing, and the country experienced a series of international shocks during its implementation. To address these challenges, the thesis presents a comprehensive set of indicators to evaluate the reform's outputs and outcomes at different levels. In terms of outputs, which include the reform, enrollment in education and training, participation rates increased. In terms of outcomes, which include indirect and behavioural changes, the measures are mixed. At the end of the reform, the ease of finding high-level skills in New Zealand is similar to its long-term trend despite the more sophisticated economic structure, albeit with significant differences by firm size and industries. And the ease is lower than in comparison countries, raising questions about whether that level could change given the small size and remoteness of New Zealand's economy.</p>

scholarly journals Not On My Watch: White Time In Post-Secondary Education And Its Impacts On Students’ Mental Health

2021 ◽  
Author(s):  
Emily Britt
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Secondary Students ◽  
Negative Impact ◽  
Educational Institutions ◽  
Temporal Constraints ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Narrative Study ◽  
The Impact

This is a qualitative narrative study of the impact that white time within post-secondary educational institutions has on the mental health of students. White time can be described as the concept of time that has been created to favour the experiences of the dominant white community. Using a narrative approach, the researcher interviewed several participants to understand how current and/or past post-secondary students understand time within these academic institutions. After interviewing two students, and analyzing the data, it was found that both students found the temporal constraints within post-secondary education to be overwhelming. Both participants described situations in which they have experienced white time within their academic careers. Additionally, both participants linked their experiences of white time and of temporal constraints to a negative impact on their mental health.

scholarly journals Local Indigenous ways of knowing and learning in the classroom through Community-engaged learning

Journal ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 47-57
Author(s):  
Andrew Judge ◽  
Sherry Fukuzawa ◽  
Jonathan Ferrier
Keyword(s):  
Secondary Education ◽  
Ways Of Knowing ◽  
Fundamental Difference ◽  
Post Secondary Education ◽  
Engaged Learning ◽  
Community Members ◽  
Post Secondary ◽  
Indigenous Ways Of Knowing ◽  
Japanese Canadian ◽  
The Impact

This paper reflects on the impact of community-engaged learning (CEL) in post-secondary education, as guided by local Indigenous community members, specifically members of the Anishinaabeg Nation and more specifically Mississauga peoples. This CEL way of educating highlights a fundamental difference between Indigenous axiology, where localized relationships and community contributions are paradigm, with traditional Euro-Western hegemonic pedagogies. Within this framework, we hope to contribute to the larger discourse in revising the axiological foundation applied to knowledge within the Academy, based on authentic expressions of an Indigenous way of knowing and learning.  We seek to recapitulate the ways that knowledge in the field of anthropology (and post-secondary education in general) is valued and assessed through the first-hand experiences of two cis male Anishinaabe academics, and one cis female Japanese Canadian academic, involved in the development and delivery of community-engaged learning on Turtle Island.

scholarly journals New Zealand’s 1989 skill ecosystem reform: preparations, implementation, outputs and outcomes

2021 ◽  
Author(s):  
javier alfonso luque gianella
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training System ◽  
Necessary Condition ◽  
Post Secondary ◽  
Education Act ◽  
High Level ◽  
International Shocks ◽  
The Impact ◽  
And Training

<p>This thesis assesses the impact of the 1989 skill ecosystem reform, whereby New Zealand initiated a comprehensive reform of its skill ecosystem. The reforms radically transformed the education and training system and were driven primarily by the approval of the Education Act 1989 and the Industry Training Act 1992 and their amendments. For this thesis, the reform ended in 2020 with the approval of the Education and Training Act 2020. The reforms were part of a broader political transformation in New Zealand that ended up embarking on market policies to increase its productivity. Education and training were identified as a necessary condition to achieve that goal. New Zealand’s skill ecosystem has its foundations in the strong system built in the country since the arrival of the first settlers, but that had slowed its dynamism in the 1970s, with enrollment rates lagging behind comparable countries and concerns about the ability of the skill ecosystem to respond to current and future skill needs. The reform decentralized the education system at the primary / secondary and post-secondary levels but created an institution, the New Zealand Qualification Authority (NZQA) that should allow students and trainees a seamless navigation across it. The reform had a strong involvement of the private sector. To evaluate the impact of the reform, the thesis faces several challenges: there is no adequate counterfactual, the design is continually changing, and the country experienced a series of international shocks during its implementation. To address these challenges, the thesis presents a comprehensive set of indicators to evaluate the reform's outputs and outcomes at different levels. In terms of outputs, which include the reform, enrollment in education and training, participation rates increased. In terms of outcomes, which include indirect and behavioural changes, the measures are mixed. At the end of the reform, the ease of finding high-level skills in New Zealand is similar to its long-term trend despite the more sophisticated economic structure, albeit with significant differences by firm size and industries. And the ease is lower than in comparison countries, raising questions about whether that level could change given the small size and remoteness of New Zealand's economy.</p>

scholarly journals The Effects of Gender and Parental Education on Participation Within Post-Secondary Education in the 1970s and 1980s

1989 ◽  
Vol 19 (1) ◽  
pp. 49-62
Author(s):  
Neil Guppy ◽  
Krishna Pendakur
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Parental Education ◽  
Family Background ◽  
Full Time ◽  
Post Secondary Education ◽  
Factors Affecting ◽  
Post Secondary ◽  
Part Time ◽  
The Impact

Knowledge of factors affecting access to post-secondary education is growing, but we know much less about influences shaping patterns of study within higher education. This paper explores the impact of gender and parental education on student decisions to study part-time or full-time, to choose college or university, and to enroll in different fields of study. These issues are examined using representative national samples of Canadian students from 1974-75 and 1983-84. We demonstrate that both gender and family education play decisive roles in influencing patterns of participation in higher education and that the effects of family background differ significantly between women and men.

Sign in / Sign up

Export Citation Format

Share Document