ethanporcaro/eric-fulltext-meta huggingface dataset:
Catalysts of Economic Innovation: Building on the Applied Research Capacity of Ontario Colleges. ACAATO Document
Author: Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) (Canada)
Date: 2006-02-00
Type: Reports - Evaluative
Subjects: Research and Development,Foreign Countries,Educational Opportunities,Economic Development,Productivity,Economic Progress,Technology Integration,Entrepreneurship,Research Universities,Innovation,Corporations,Futures (of Society),Competition,College Role,Institutional Cooperation,Manufacturing,Biotechnology,Information Technology,Physical Sciences

Ontario's economic productivity, competitiveness and growth in the 21st century depend on investments in three critical areas: highly qualified people, ideas (research and development), and the adoption and diffusion of new technologies. Compared to many other jurisdictions, Ontario is underutilizing its college system's potential to contribute to enhancing Ontario's capacity in all three of these key areas. Ontario colleges already contribute significantly to the development of highly qualified, entrepreneurial personnel. They are committed to building their capacity to contribute to the creation, adoption and diffusion of new technologies through applied R&amp;D and workplace innovation activities. Applied research in colleges bridges the gap between publicly-funded research and its practical and industrial application. Through applied research and innovation activities, Ontario colleges enhance the competitiveness and productivity of Ontario firms &quot;and&quot; provide advanced training opportunities, thus meeting the changing needs of firms and organizations in key sectors of Ontario's economy. Looking ahead to needs of the economy through to 2011, Ontario colleges seek to increase their future contributions to economic competitiveness and a high performing society by strengthening and expanding their capacity to perform applied R&amp;D and innovation. The goal of Ontario's colleges in the applied research, innovation and commercialization field is not to duplicate efforts, but to increase collaboration among all postsecondary institutions, industry, organizational partners and government to stimulate innovation to the greatest extent possible. The recommendations contained in this report represent a critical first step in a multi-year strategy to expand the role of colleges as catalysts for applied R&amp;D and innovation that will enable Ontario to better meet its needs for increased productivity and prosperity in the 21st century. Appended are: (1) Examples of Applied Research Initiatives at Ontario Colleges Relevant to Provincial Investment Priorities; (2) Examples of Ontario College Applied Research/Commercialization Partners; and (3) Examples of Policy Approaches to Facilitate College Research in Other Canadian Jurisdictions. (Contains 2 tables, 2 figures and 11 notes.)
Investing in Ontario's Workforce: Strong Colleges for a Strong Ontario--Multi-Year Investment Proposal. ACAATO Document
Author: Association of Colleges of Applied Arts and Technology of Ontario,  Toronto.
Date: 2004-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,State Aid,Investment,Colleges,Technology Education,Labor Force Development,Productivity,Access to Education,Apprenticeships,College Programs,Program Improvement,Educational Resources,Immigrants,Basic Skills,School Holding Power,Graduation,Student Participation

Ontario's colleges are eager to partner with the Government of Ontario to expand college capacity by at least 10 percent and double the number of apprentices over the next five years. Assuming that Government will continue to fund enrolment growth, colleges are fully prepared to improve access to applied education and increase enrolment levels. Ontario's colleges are also committed to working with the Government of Ontario to improve the quality of applied education and to make postsecondary education more affordable. Ontario's colleges recognize the delicate balance between the fiscal capacity of the Government of Ontario and the urgent need for new public investments in programs, services and resources. As a result, the 2007/08 targets outlined in this submission reflect an important milestone in working toward the total amount of funding Ontario's colleges require to maximize their ability to contribute to the economic growth and social prosperity of the province. Goals: Planning to Meet Ontario's Workforce Challenges are appended. (Contains 18 endnotes.)
2011 Annual Report Program Review. Report 11-07
Author: Jones, Jessika
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Advisory Committees,Program Proposals,Annual Reports,College Planning,Planning Commissions,College Programs,Program Evaluation,Vocational Education,Academic Education,Long Range Planning,Guidelines,Evaluation Criteria,State Standards,Alignment (Education),Articulation (Education),Intellectual Disciplines,Audits (Verification)

The California Postsecondary Education Commission is directed by state law to review and comment on new academic program proposals from the University of California (UC), the California State University (CSU) and the community colleges. Program review is one of the CPEC's primary responsibilities--it coordinates the systems' long-range plans, monitors efficient use of state resources, and avoids unnecessary program duplication. This annual report includes a list of programs reviewed by CPEC staff, a summary of agreements made by the Program Review Advisory Committee, and the systems' long-range plans for new programs. It also discusses general trends in new programs and how they address workforce needs. This report provides, in a single source, a summary of the long-range academic and vocational program plans of all three public systems. This information can be used to assess the extent to which plans respond to emerging workforce and societal needs. The operational and capital costs for new programs may be assessed through cost-benefit and cost-effectiveness analyses. Also, workforce and societal needs can be prioritized and compared to plans for new programs to help ensure the effective use of state funding.
Enhancing the Role of Colleges in Immigrant Integration to Employment: A Report on Consultations with Employers and Associations
Author: Colleges Ontario (Canada)
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Immigrants,College Role,Transitional Programs,Social Adjustment,Consultation Programs,Questionnaires,Focus Groups,Interviews,Needs Assessment,Language Skills,Labor Force Development,Research Reports,Integration Studies,Acculturation,Migrant Programs,Migrant Workers,Communication Skills,Skill Development,Transfer Programs,Articulation (Education),Access to Education,Competency Based Education

Immigrants will represent nearly 100 percent of net labour market growth in Canada by the year 2011. More than ever, employers recognize the need to effectively integrate immigrants into the workplace and they seek solutions to leverage the talents and contributions immigrants bring to the Canadian economy. From January to March 2009, Colleges Ontario and 12 colleges consulted with employers, ethno-cultural business organizations, business associations and unions to find out their views on employing immigrants and how colleges can support the transition of immigrants to the province's workforce. Input was obtained through a variety of formats including facilitated round-table discussions, one-on-one dialogues, and an online questionnaire. The purpose of these consultations was to obtain advice from employers on how colleges can better address language needs for the workplace and support immigrant integration. Colleges engaged in discussions with 218 organizations. These organizations represented a wide cross-section of large, medium and small businesses in five industry sectors that included health care, hospitality, science and technology, construction and manufacturing. Many of these organizations were interested in participating because they understand the valuable role of immigrants in helping companies respond to current labour and consumer market realities. This report presents the findings from these consultations, offering a snapshot of the experiences of the participants, and outlining some suggestions on how colleges can play an even greater role in effectively integrating immigrants into the workplace. A list of participating organizations is appended. (Contains 9 footnotes.)
Building a World Class Workforce: Partners in Ontario's Renewed Employment and Training System
Author: Colleges Ontario (Canada)
Date: 2007-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Partnerships in Education,Educational Opportunities,College Role,Articulation (Education),Labor Force Development,Competition,Labor Market,Educational Principles,Education Work Relationship,Change Strategies,Educational Change,Skill Development,Investment,Educational Resources,Employment Potential

Ontario faces significant challenges to its global competitiveness. At the same time, demographic trends point to growing skills shortages and to increased competition worldwide for skilled labour. In the face of these challenges, there is an urgent need to ensure the economy has the skills it needs and individuals have access to recognized, credentialed education and training that meets their individual aspirations and supports their transition to long-term employment. This submission to the Government of Ontario examines the challenges and opportunities associated with building a strong workforce for the 21st century. It articulates the important role colleges must play in strengthening Ontario's employment and training system. (Contains 5 sources.)
Developing Skills through Partnerships: Symposium Report
Author: Colleges Ontario (Canada)
Date: 2011-00-00
Type: Speeches/Meeting Papers
Subjects: Conferences (Gatherings),Labor Market,Foreign Countries,Labor Force Development,Skill Development,Partnerships in Education,Federal State Relationship,Change Strategies,Educational Change,Speeches,Consultation Programs,Access to Education,Delivery Systems,Barriers,Labor Utilization,Stakeholders,Educational Needs,Needs Assessment,Skill Analysis

In November 2005, the province of Ontario and the federal government signed two historic agreements--the Canada-Ontario Labour Market Development Agreement and the Canada-Ontario Labour Market Partnership Agreement. One year later, on Nov. 24, 2006, key labour market stakeholders, including users, delivery agents and government came together to collectively take stock of progress and to explore how partners can help governments move forward with successfully implementing the agreements. The symposium, &quot;Developing Skills through Partnerships&quot;, was co-hosted by Colleges Ontario, the Ontario Chamber of Commerce, ONESTEP, and the Canadian Policy Research Networks. The symposium was intended to raise awareness of the importance to Ontario's economic and social well-being of a highly skilled workforce and to help foster partnerships that will help to ensure Ontario has the structure and capacity to meet the needs of the 21st century economy. Participants were invited to engage in a dialogue on a longer-term (five-year) vision for Ontario's new client-centred training and employment system, and to identify next steps toward better partnerships and cooperation in building that system. This report presents the views of speakers and participants from more than 150 organizations from across Ontario.
Higher Education Reform: Next-Generation Models to Increase Success and Control Costs. The Progress of Education Reform. Volume 12, Number 4
Author: Vandal, Bruce
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Change,Models,Time to Degree,Acceleration (Education),Prior Learning,Electronic Learning,Coaching (Performance),College Credits,Adult Students,Instructional Effectiveness,Educational Research

As states seek to significantly increase college completion rates in a time of declining public resources, the fear is that the traditional model of higher education is no longer affordable or appropriate for the increasingly diverse marketplace of students who seek a college credential to improve their prospects in an increasingly competitive job market. Consequently, policymakers are examining different models that reduce the time students require to earn a degree. This issue of "The Progress of Education Reform" looks at recent research in the areas of assessing student learning, the use of technology in instruction, and models for providing the academic and social support students need to stay on track and earn a postsecondary credential. Questions examined include: (1) Are there ways to accelerate degree completion by assessing and awarding credit for the knowledge students bring to higher education?; (2) Does online education positively or negatively impact student success?; and (3) How can institutions innovatively provide just-in-time supports that keep students on track and reduce their time to degree? (Contains 8 resources.)
Language Skills for the Workplace: Developing a Framework for College Delivery of Occupation-Specific Language Training in Ontario--Report for Citizenship and Immigration Canada
Author: Colleges Ontario (Canada)
Date: 2007-11-19
Type: Reports - Research
Subjects: Expertise,Credentials,Employment Programs,Continuing Education,College Programs,Skilled Workers,Foreign Countries,Language Skills,Educational Needs,Workplace Literacy,Job Skills,Migrant Children,Migrant Programs,Consultation Programs,Workshops,Advisory Committees,Occupational Surveys,Labor Market,Trend Analysis,Curriculum Development,Benchmarking,Educational Opportunities,Employment Opportunities,Barriers,Change Strategies,Educational Change,Performance Factors,Job Training

Ontario is Canada's largest provincial destination for immigrants. Language barriers, lack of recognition for foreign credentials and lack of work experience in Canada prevent many from gaining employment in their field of expertise. There is an urgent and growing need for occupation-specific language training in Ontario. Immigrants cannot apply their experience, skills and knowledge without the level of language proficiency needed in the workplace, but there are not enough language training opportunities to meet their needs. Shortages of skilled workers in many sectors will increasingly hinder Ontario's economic prosperity. This report presents the results of a project undertaken by Colleges Ontario and funded by Citizenship and Immigration Canada to examine existing occupation-specific language training in Ontario colleges. It identifies gaps and opportunities for occupation-specific language training and provides input on guidelines for moving toward a province-wide framework for college delivery of occupation-specific language training. Appended are: (1) Framework for College Consultations; (2) Agenda for Workshop held October 3, 2007; (3) Questions for Concurrent Group Discussions; (4) Occupation-specific Language Training at Other Canadian Colleges; (5) Occupation-specific Language Training at Canadian Universities; (6) International Approaches to Occupation-specific Language Training; (7) Terms of Reference of the OSLT Working Group; (8) HRSDC Measures of Job Availability; (9) HRSDC Forecast of Occupational Shortages; (10) HRSDC Sectoral Employment Forecasts; (11) Ontario Industries Planning Increases and Decreases in Employment, 4th Qtr 2007; (12) Examples of College-developed ELT Projects; (13) Examples of College-developed Bridging Programs; (14) Examples of College-developed OSLT Continuing Education Courses; (15) Benchmarked First-Semester College Programs; (16) College-developed OSLT Curriculum by College; and (17) Digital Repository. (Contains 7 tables and 38 footnotes.)
A New Vision for Higher Education in Ontario: Submitted by the Presidents of Ontario's 24 Public Colleges
Author: Colleges Ontario (Canada)
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Public Colleges,Foreign Countries,Student Mobility,Position Papers,Educational Objectives,School Choice,Educational Attainment,Student Participation,Alignment (Education),Educational Needs,Sustainability,Financial Support,Postsecondary Education,Change Strategies,Educational Change,Financial Policy,Apprenticeships,Dislocated Workers,Foreign Students,Tuition,Student Financial Aid,Educational Improvement,Improvement Programs,Transfer Policy,Organizational Objectives,Educational Planning

Ontario has an opportunity to implement meaningful and transformational changes that exploit the potential for growth in the new economy and drive it's prosperity to unprecedented levels. But the threats to Ontario's future are just as great. Failing to move forward now with significant measures could leave Ontario unprepared for the challenges ahead, and strand thousands of people as permanently unemployable. Ontario is fortunate. There is a solid foundation in place and the province is well-served by its large number of universities and colleges. Ontario has one of the highest postsecondary attainment rates in the world. But Ontario cannot rest on its laurels. Other jurisdictions are making significant investments in higher education and present a serious challenge to surpass the achievements made in Ontario. Ontario must set ambitious targets for achieving improvements in higher education, and it must meet those targets. To successfully implement a new vision for higher education, Ontario's colleges propose the government adopt the following four goals: (1) Improve student mobility and expand student choice; (2) Increase participation and attainment rates in postsecondary education; (3) Align postsecondary education with the needs of the transforming economy; and (4) Fund critical priorities to achieve sustainable outcomes. Fulfilling each of these goals will require new policies for improving postsecondary education, including apprenticeship training. The goals--and the policy changes required to support those goals--are described in more detail in this proposal.
Transforming Ontario's Apprenticeship Training System: Supplying the Tradespersons Needed for Sustained Growth--A Proposal from Ontario's Colleges
Author: Colleges Ontario (Canada)
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Workplace Learning,Educational Needs,Apprenticeships,Job Training,Foreign Countries,Education Work Relationship,College Role,Change Strategies,Organizational Change,Educational Policy,Skill Development,Labor Force Development,Educational Demand,Educational Supply,Performance Factors,Economic Impact

Ontario's colleges share the provincial government's belief that apprenticeship must play a greater role in addressing skills shortages and contributing to innovative, high-performance workplaces that enhance Ontario's competitiveness. Given the severity of the economic downturn, Ontario faces an immediate, serious challenge as apprenticeship workplace training is disrupted. Businesses are less able to take on apprentices and registrations drop as apprentices are often last on a company's payroll and first off. In this proposal Colleges Ontario offers suggestions about how the colleges can help to meet the training needs of apprentices and their employers.
Expanding Degree Opportunities to Meet the Needs of the New Economy: A Proposal from Ontario's Colleges
Author: Colleges Ontario (Canada)
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Foreign Countries,Program Proposals,Educational Opportunities,Change Strategies,Educational Change,Educational Needs,Labor Needs,College Programs,Access to Education,Educational Supply,Educational Trends,Educational Demand,College Role,Government Role,Academic Degrees

The Ministry of Training, Colleges and Universities (MTCU) in consultation with the universities has estimated that 53,000 to 86,000 more university spaces will be needed by 2021 to meet student demand. There will be special pressures in the GTA. Universities' enrollment plans will not be sufficient to meet this demand. To help meet the growing demand for postsecondary degrees, Ontario needs to expand the degree programs offered at colleges. This report explains how Ontario would benefit from improved access to college degree programs. (Contains 29 footnotes.)
Opening Doors to Nursing Degrees: A Proposal from Ontario's Colleges
Author: Colleges Ontario (Canada)
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Nursing Education,Nurses,College Programs,Nursing,Foreign Countries,Access to Education,Educational Needs,Sustainability,Long Range Planning,Bachelors Degrees,Outreach Programs,Change Strategies,Educational Change,College Role,Government Role,Partnerships in Education,Labor Force Development

Ontario needs to expand nursing education options to improve access to the nursing profession, create better pathways amongst all nursing occupations, and build Ontario's capacity to meet the province's long-term nursing needs. Ontario's colleges are capable of playing a larger role within a long-term provincial strategy for sustaining and renewing the nursing workforce. Colleges have the ability to reach out to prospective students from diverse backgrounds who have the potential to be successful in nursing degree programs. Many colleges are geographically located where there is a need for expanded access to nursing education. Ontario's vision for meeting the future need for baccalaureate-prepared nurses should include a range of options, such as stand-alone university programs, stand-alone college programs, and collaborative college-university programs. This means a regulatory change is needed to authorize colleges to grant the Bachelor of Science in Nursing degree. (Contains 22 footnotes.)
Is There Solid Evidence of Positive Effects for High School Students?
Author: Stern, David
Date: 2004-01-24
Type: Reports - Evaluative
Subjects: School Size,Inferences,High School Students,Evaluation Methods,Program Effectiveness,Outcomes of Education,Data Analysis,Sampling,Evidence,Research Methodology,Graduation Rate,Access to Education,At Risk Students,Career Academies,Student Mobility,Effect Size,School Districts,Educational Change

In this paper the authors illustrate the use of a strict standard for evaluating evidence on programs and strategies designed to improve outcomes for high school students. They explain what they mean by solid evidence, and present examples from multi-site evaluations of three programs. After that they examine some of the evidence on high school size, and explain why clear inferences about cause and effect remain elusive. They also look at examples of studies that use data for the whole student population in large districts, as an approach to reduce possible selection bias. They conclude with a predictable recommendation for more rigorous evaluation, and a programmatic suggestion. (Contains 21 footnotes.)