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/ Listing Categories / Education and Training Approaches

Content in this category pertains to material about public education and training policies and initiatives at high schools and/or post-secondary institutions that impact career laddering.

A Skills beyond School Review of the United States: Vocational Education and Training

As Canada deals with a perceived skills gap that has many stakeholders touting the benefits of more work-integrated learning, a new US report sees both strengths and failings in the country’s career and technical education (CTE) programs. The report says that there is an “exceptionally rich” variety of these types of programs in the US, and that labour market returns from CTE programs are good, on average. However, the authors also say that this diversity of programs may lead to confusion for students, leaving them wondering which programs are high quality and worth the investment.

A snapshot of educational attainment in Canada

According to the 2011 National Household Survey (NHS), Canadian educational attainment continues to increase; a greater proportion is completing high school and going on to complete post-secondary education. The share of Canadians with a college diploma or university degree continues to rise. However, the share with a trades certificate has continued to decline (see chart). There is a great deal of detail on educational attainment in Canada in the NHS, but this observation will focus on some of the trends hidden in the national average, those among particular demographic groups; women, immigrants and Aboriginal peoples.

A Strategic Direction for Technology Education and Skills in British Columbia

A new report from the Applied Science Technologists and Technicians of BC forecasts high demand for skilled jobs in technology and technical trades over the next several years, and argues BC is not adequately prepared to train enough young people to fill those jobs. According to the report, an estimated 25,000 new jobs requiring advanced technology or technical education will be created by 2020.

A World of Learning: Canada’s Performance and Potential in International Education

This annual report explores the state of international education in Canada, taking an in-depth look at international students, study abroad by Canadian students, Canadian education overseas, as well as the overall internationalization agenda in Canada. The report features results of an international student survey and case studies from member institutions, and examines options for taking Canada to a higher level as an international education destination, as well as the factors which could support or impede the country’s efforts.

Academic Outcomes of Public and Private High School Students: What Lies Behind the Differences?

This study examines the roles played by student characteristics, school resources and teaching practices, peer group effects, and province fixed effects in accounting for differences in the academic outcomes of private and public high school students.

Applied or Academic: High Impact Decisions for Ontario students

A new report by Ontario’s People for Education suggests that the practice of choosing academic or applied streams in grade 8 is putting some students at a disadvantage.

Are all experiental learning opportunities created equal?

A new report from the Ontario Undergraduate Student Alliance explores the benefits of work-integrated learning (WIL) opportunities in PSE, but expresses concern about WIL participation rates among marginalized populations. The report notes that Aboriginal students and students with disabilities are 3 times less likely to have participated in co-op placements, while low-income students’ participation rate is less than half the general average. Moreover, Aboriginal students and disabled students were more likely to have participated in an unpaid internship.

Bridge That Gap: Analyzing the Student Skill Index

A gap exists between how qualified students think they are for a career and how confident employers are about finding skilled graduates, reveals a new study by Chegg textbook rental company, which also runs a service connecting graduating high school students with colleges and scholarships. Half of PSE students said they felt “very” or “completely” prepared for a job in their field of study. However, even fewer employers – 39% of those surveyed – said the recent graduates they interviewed in the past 2 years were prepared for a job. Even wider gaps emerge when the survey focuses on several different skills, including “creating a budget or financial goal,” “writing to communicate ideas or explain information clearly” (each show a 22% gap), and “organization” (25% gap). Chegg hopes the findings will be educational for students. “We’re going to go directly to students and help them understand what this gap is,” said Chegg President Dan Rosensweig.

Building the Workforce of Tomorrow: A Shared Responsibility

In 2015, the Ontario Premier’s Highly Skilled Workforce Expert Panel was appointed to develop a strategy to help the province’s current and future workforce adapt to the demands of a technology-driven knowledge economy. This report contains the Panel’s final recommendations.

Careers in the Curriculum. What works?

Careers in the curriculum describes a range of interventions which allow students to encounter career learning as part of their everyday school curriculum. The Gatsby report identified eight benchmarks of good career guidance one of which, linking curriculum learning to careers, is directly addressed in this paper. The careers curriculum can be taught ‘as a subject’ and ‘through other subjects’ to promote the career learning, development and wellbeing of students. Careers in the whole curriculum can be ‘embedded in subject learning’ and delivered ‘through co-curricular activities’ to promote subject learning and the overall personal and social development and wellbeing of students. In practice, the boundaries between these components of careers in the curriculum are blurred. Secondary schools need to decide and manage the way that careers in the curriculum is delivered in line with the available research. An extensive UK and international research base provides evidence that careers in the curriculum can have some positive impacts on outcomes for young people. We can assess the strength of this evidence using the ratings schema developed by the Early Intervention Foundation (EIF). as Level 2 (i.e. more research is needed to make causal assumptions). View

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