scholarly journals Qallunaaliaqtut: Inuit Students’ Experiences of Postsecondary Education in the South

2016 ◽  
Vol 50 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Thierry Rodon ◽  
Francis Lévesque ◽  
Sheena Kennedy Dalseg
Keyword(s):  
Secondary Education ◽  
Focus Groups ◽  
Postsecondary Education ◽  
University Education ◽  
Post Secondary Education ◽  
Prospective Students ◽  
The South ◽  
Post Secondary ◽  
Significant Barrier ◽  
Available Information

The purpose of this study was to learn from the experiences of post-secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post-secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students’ needs and aspirations.

scholarly journals Privatization Chinese Style: Tuition Reforms in China's Postsecondary Education

2005 ◽  
Vol 34 (2) ◽  
Author(s):  
Lanlin Zhang
Keyword(s):  
Secondary Education ◽  
International Education ◽  
Postsecondary Education ◽  
Attention Problems ◽  
Post Secondary Education ◽  
Socialist Market Economy ◽  
Post Secondary ◽  
Higher Education System ◽  
National Congress ◽  
Économie De Marché

Since the endorsement of a socialist market economy in 1992 in the 14th National Congress of the Chinese Communist Party, self-financing and fee-charging principles have been widely adopted, and finally legitimized in China's higher education system. However, refonns in China's post secondary education, mainly privatization and tuition fee hikes, have produced some serious controversies and concerns among students, parents, and international education researchers. This article delves into the issues of post secondary education refonn in China and brings into attention problems that occur when policies are institutionalized in a centralized decentralization setting. Depuis l'adhesion a une economie de marche socialiste au 14e Congres national du Parti communiste chinois, les principes d'autofmance et de privatisation ont ete adoptes partout, et finalement legitime dans le systeme d'education tertiaire en Chine. Neanmoins, les refonnes dans le systeme d'etude post-secondaire chinois, surtout dans la privatisation et dans la hausse des frais de scolarite, ont provoque de serieuses controverses et des soucis chez les etudiants, parents, et chercheurs intemationaux sur l'enseignement. Cet article etudie les problemes de reforme au niveau post-secondaire en Chine et attire l'attention sur les problemes qui surviennent lorsque les politiques se font institutionnalisees dans un milieu de decentralisation centralisee.

scholarly journals Exploring the alignment between postsecondary education programs and earnings: An examination of 2005 Ontario graduates

2012 ◽  
Vol 42 (3) ◽  
pp. 93-115 ◽  
Author(s):  
Kristyn Frank ◽  
David Walters
Keyword(s):  
Secondary Education ◽  
Postsecondary Education ◽  
Liberal Arts ◽  
College Graduates ◽  
University Graduates ◽  
Post Secondary Education ◽  
Post Secondary ◽  
College And University ◽  
Technical Programs ◽  
Arts Programs

This study examines the influence that field of study and level of post-secondary education have on the earnings of recent graduates in Ontario. Graduates of trades, community college, and university programs are compared. Results suggest that graduates of applied and technical programs obtain higher earnings within two years of graduation than graduates of liberal arts programs. University graduates also fare better than college and trades graduates, whereas male graduates of trades programs are found to obtain higher earnings than college graduates. This study provides updated information for policy officials involved with allocating government funding to post-secondary education in Ontario.  

scholarly journals Post-Secondary Education in Canada: Can Ability Bias Explain the Earnings Gap Between College and University Graduates?

2021 ◽  
Author(s):  
Vincenzo Caponi ◽  
Miana Plesca
Keyword(s):  
Secondary Education ◽  
University Education ◽  
University Graduates ◽  
Hourly Wage ◽  
Post Secondary Education ◽  
Post Secondary ◽  
College And University ◽  
Earnings Gap ◽  
Selection For ◽  
Ability Bias

Post-Secondary Education in Canada: Can Ability Bias Explain the Earnings Gap Between College and University Graduates? Using the Canadian General Social Survey we compute returns to post-secondary education relative to high-school. Unlike previous research using Canadian data, our dataset allows us to control for ability selection into higher education. We find strong evidence of positive ability selection into all levels of post-secondary education for men and weaker positive selection for women. Since the ability selection is stronger for higher levels of education, particularly for university, the difference in returns between university and college or trades education decreases slightly after accounting for ability bias. However, a puzzling large gap persists, with university-educated men still earning over 20% more than men with college or trades education. Moreover, contrary to previous Canadian literature that reports higher returns for women, we document that the OLS hourly wage returns to university education are the same for men and women. OLS returns are higher for women only if weekly or yearly wages are considered instead, because university-educated women work more hours than the average. Nevertheless, once we account for ability selection into post-secondary education, we generally find higher returns for women than for men for all wage measures as a result of the stronger ability selection for men.

scholarly journals Underrepresented Students and the Transition to Postsecondary Education: Comparing Two Toronto Cohorts

2018 ◽  
Vol 48 (1) ◽  
pp. 39-59 ◽  
Author(s):  
Karen Robson ◽  
Paul Anisef ◽  
Robert S. Brown ◽  
Rhonda George
Keyword(s):  
Secondary Education ◽  
Postsecondary Education ◽  
White Students ◽  
Southeast Asian ◽  
Asian Students ◽  
Post Secondary Education ◽  
Southeast Asians ◽  
Post Secondary ◽  
Significant Difference ◽  
Southeast Asian Students

Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for post-secondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011—a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts.

scholarly journals Underrepresented Students and the Transition to Postsecondary Education: Comparing Two Toronto Cohorts

2018 ◽  
Vol 48 (1) ◽  
pp. 39-59
Author(s):  
Karen Robson ◽  
Paul Anisef ◽  
Robert S. Brown ◽  
Rhonda George
Keyword(s):  
Secondary Education ◽  
Postsecondary Education ◽  
White Students ◽  
Southeast Asian ◽  
Asian Students ◽  
Post Secondary Education ◽  
Southeast Asians ◽  
Post Secondary ◽  
Significant Difference ◽  
Southeast Asian Students

Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for post-secondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011—a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts.  

scholarly journals Occupational Therapist Role in Post-Secondary Education Transition Program: Emphasis on Self-Advocacy Skills

2020 ◽  
Author(s):  
◽  
Nikki Vorhees
Keyword(s):  
High School ◽  
Secondary Education ◽  
Postsecondary Education ◽  
Transition Planning ◽  
Transition Program ◽  
Self Determination ◽  
Post Secondary Education ◽  
Self Advocacy ◽  
Post Secondary ◽  
Transition From High School

It is becoming increasingly important for individuals to obtain post-secondary education in order to gain employment (Alverson et al., 2019; Chandroo et al., 2018). This increased importance to attend post-secondary education makes it imperative for students who are graduating from high school to be fully prepared for the transition to post-secondary education (Rothman et al., 2008). The transition from high school to post-secondary education is difficult for any individual. However, it is even more difficult for students with learning differences, as they tend to have problems in the areas of social skills, communication, problem solving, self-advocacy, and executive functioning (Alverson et al., 2019). These are critical skills required for successful post-secondary transition planning. This indicates a necessary role for OTs to contribute to students’ transition planning as OTs are fully equipped to support the development of skills such as self-advocacy and self-determination (Angell et al., 2019; Spencer et al., 2017). However, currently, there is a limited number of OTs working in transition planning for postsecondary education (Dirette, 2019). The purpose of this capstone project is to develop an occupational therapy-based transition program from high school to post-secondary education. The program will focus on social, self-advocacy, and self-determination skills to help the students transition from high school to post-secondary education as smoothly as possible.

scholarly journals Post-Secondary Education in Canada: Can Ability Bias Explain the Earnings Gap Between College and University Graduates?

2021 ◽  
Author(s):  
Vincenzo Caponi ◽  
Miana Plesca
Keyword(s):  
Secondary Education ◽  
University Education ◽  
University Graduates ◽  
Hourly Wage ◽  
Post Secondary Education ◽  
Post Secondary ◽  
College And University ◽  
Earnings Gap ◽  
Selection For ◽  
Ability Bias

Post-Secondary Education in Canada: Can Ability Bias Explain the Earnings Gap Between College and University Graduates? Using the Canadian General Social Survey we compute returns to post-secondary education relative to high-school. Unlike previous research using Canadian data, our dataset allows us to control for ability selection into higher education. We find strong evidence of positive ability selection into all levels of post-secondary education for men and weaker positive selection for women. Since the ability selection is stronger for higher levels of education, particularly for university, the difference in returns between university and college or trades education decreases slightly after accounting for ability bias. However, a puzzling large gap persists, with university-educated men still earning over 20% more than men with college or trades education. Moreover, contrary to previous Canadian literature that reports higher returns for women, we document that the OLS hourly wage returns to university education are the same for men and women. OLS returns are higher for women only if weekly or yearly wages are considered instead, because university-educated women work more hours than the average. Nevertheless, once we account for ability selection into post-secondary education, we generally find higher returns for women than for men for all wage measures as a result of the stronger ability selection for men.

Sign in / Sign up

Export Citation Format

Share Document