1 / 14

Post-secondary Educational Planning in Ontario Canada – Political, Social and Economic Domains

Post-secondary Educational Planning in Ontario Canada – Political, Social and Economic Domains. Kathryn Cameron Leadership and Policy PhD Program, Niagara University. Purpose. Examination of post-secondary educational policy in Ontario, Canada 1960 – present

italia
Download Presentation

Post-secondary Educational Planning in Ontario Canada – Political, Social and Economic Domains

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Post-secondary Educational Planning in Ontario Canada – Political, Social and Economic Domains Kathryn Cameron Leadership and Policy PhD Program, Niagara University

  2. Purpose • Examination of post-secondary educationalpolicy in Ontario, Canada 1960 – present • Policy Sociology Lens (Gale, 2001) – historic and political lenses to examine “public issues and private troubles” • Policy shift – emergence of neoliberalism • Implications and inverse consequences

  3. Post-secondary education in Canada • 10 provinces, 3 territories • Constitutional monarchy • Section 93 of the Canadian Constitution: education falls under the domain of the provincial and territorial governments • Variety of PSE structures: • Ontario: Limited transfer function between colleges and universities • British Columbia, Alberta, Quebec: Colleges are feeder institutions with explicit transfer functions

  4. Post-secondary education in Ontario • Post WWII – how to develop an educated workforce: vocationally oriented education • Resistance of several models, including expansion of university system: • Skilled labour force • Capacity to participate in university level education: elitism versus ability • Cost

  5. Colleges of Applied Arts and Technology • CAATS: vocational and technological programming leading to certificates and diplomas for full-time and part-time students – skills training • Universities continue to have sovereignty over degree level education • Entrenchment of a binary system of education: access versus selectivity

  6. Ronald Reagan and Margaret Thatcher come to Ontario • Neo-liberalism: decentralization, privatization, individual free choice • Singular objective to provide advantageous environment for business and industry • Public well-being becomes less of a civic endeavor and more a function of market activity (Ayers, 2005)

  7. Sharp Turn to the Right • Significant cuts to the public sector, including post-secondary education • Wage freezing • Strikes – severance not wages the primary focus • More value demanded from colleges and universities • Business and industry demanding a more educated workforce - OECD

  8. Will there be PECE? • Post-secondary Education Choice and Excellence Act, 2000 (PECE Act) • Marketization of post-secondary education – shift from state-centered to market-driven approaches through notions of market primacy, free, trade, deregulation, and privatization (Fisher et al, 2009)

  9. Moving forward • Process – bureaucratization of education • Limited pathways • Hurry up and slow down • AUCC who controls degree level education in Canada– university sovereignty

  10. References • Arvast, A. (2006). From community to commodity college: Globalization, neoliberalism and the new Ontario college curricula. Canadian Journal of Educational Administration and Policy, 1-21. • Association of Universities and Colleges Canada (2011, October 25). Canada’s Universities Adopt a New Statement on Academic Freedom [Media release]. Retrieved from http://www.aucc.ca/media-room/news-and-commentary/canadas-universities-adopt-new-statement-on-academic-freedom • Axelrod, P. A. (2001). Against all odds? the enduring value of liberal education in universities, professions, and the labour market. The Canadian Journal of Higher Education, 47-78. • Barrett, R. (1996). Professional autonomy and "the case for democratic governance in Canada's community colleges.". College Quarterly. • Bills, B. & Wacker, M. E. (2003). Acquiring credentials when signals don't matter: Employers' support of employees who pursue postsecondary vocational degrees. American Sociological Association, 170-187.

  11. References • Boggs, A. & Trick, D. (2009). Making college-university cooperation work: Ontario in a national and international context. Toronto: Higher Education Quality Council of Ontario. • Canadian Council on Learning. (2010). Navigating Post-Secondary Education in Canada: The Challenge of Changing Landscape. Ottawa: Canadian Council on Learning. • Canadian Information Centre for International Credentials. (n.d.). Post-secondary education systems in Canada: An overview. Retrieved from http://www.cicic.ca/421/an-overview.canada • Clark, I. T., Trick, D., & Van Loon, I. (2011). Academic Reform: Policy Options for Improving the Quality and Cost-Effectiveness of Undergraduate Education in Ontario. Montreal and Kingston: McGill-Queen's University Press. • Colleges Ontario. (2009). A New Vision for Higher Education in Ontario. Toronto: Colleges Ontario.

  12. Reference • The Constitution Acts (1867 to 1982). Retrieved from the Government of Canada Privy Council Office website: http://www.pcobcp.gc.ca/aia/index.asp?lang=eng&page=federal&sub=legis&doc=legis-eng.htm • Dennison, J. (1994). The case for democratic governance in Canada's community colleges. Interchange, 25-37. • Dennison, J. (2006). From community college to university; a personal commentary on the evolution of an institution. Canadian Journal on Higher Education, 107-124. • Fisher, D. R., Rubenson, K., Jones, G., & Shanahan, T. (2009). The political economy of post-secondary education: A comparison of British Columbia, Ontario and Quebec. Higher Education, 549-566. • Hook, R. (n.d.). Accountability in Ontario's public colleges. Toronto: Colleges Ontario.

  13. References • Kirby, D. (n.d.). Higher Education in Canada: New Millenium, New Students, New Directions. • Lang, D. (2009). Articulation, transfer, and student choice in a binary post-secondary system. Higher Education, 355-371. • Levin, J. (1996). Limits to organizational change in the community college. Community College Journal of Research and Practice, 185-197. • Levin, J. (1999). Mission and structures: Bringing clarity to perceptions about globalization and higher education in Canada. Higher Education, 377-399. • Marshall, D. (2008). Differentiation by degrees: System design and the changing undergraduate. Canadian Journal of Higher Education, 1-20. • McMillan, C. & Baxter, E. (2011). Higher education in Ontario: The need for research universities. Canadian Public Administration, 437-453.

  14. References • Ministry of Training, Colleges and Universities. (2010). Colleges of applied arts and technology policy framework. Toronto: Government of Ontario. • Monahan, E. (1998). University-government relations in Ontario: The history of a buffer body, 1958-1996. Minerva, 347-366. • The Ontario Colleges of Applied Arts and Technology Act (2002). Retrieved from: • http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_02o08f_e.htm • The Ontario Council on Articulation and Transfer (n.d.). Who we are. Retrieved from: http://www.ontransfer.ca/www/index_en.php?page=who_we_are • Powell, B. (2004). Private universities: A way to increase access to university education in Ontario. Higher Education in Europe, 243-253.

More Related