Relevant bibliographies by topics / Commission on Post-Secondary Education in Ontario

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Academic literature on the topic 'Commission on Post-Secondary Education in Ontario'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "Commission on Post-Secondary Education in Ontario"

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Gamble, Brenda, and Daniel Crouse. "Strategies for Supporting and Building Student Resilience in Canadian Secondary and Post-Secondary Educational Institutions." SciMedicine Journal 2, no. 2 (2020): 70–76. http://dx.doi.org/10.28991/scimedj-2020-0202-4.

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Communication, problem-solving skills, emotional intelligence, and mental health and well-being are key characteristics of a resilient student. These skills are also needed to navigate increasingly complex life and work environments in the 21st century. In addition, resilient students are dedicated to learning, are focused on academic success, and are better equipped to adapt to change and the evolving workplace. An interdisciplinary team from both secondary and post-secondary educational institutions situated at Ontario Tech University, Oshawa, Canada have collaborated to develop and implemen
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Kirkup, Kyle, Lee Airton, Allison McMillan, and Jacob DesRochers. "The Aftermath of Human Rights Protections: Gender Identity, Gender Expression, and the Socio-Legal Regulation of School Boards." Canadian Journal of Law and Society / Revue Canadienne Droit et Société 35, no. 2 (2020): 245–68. http://dx.doi.org/10.1017/cls.2020.7.

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AbstractBetween 2002 and 2017, Canadian lawmakers sought to redress the pervasive levels of discrimination, harassment, and violence experienced by transgender and/or non-binary people by adding the terms “gender identity” and/or “gender expression” to federal, provincial, and territorial human rights instruments. This paper tracks the complex, iterative ways in which antidiscrimination protections are brought to life outside courts and tribunals. Using Ontario’s publicly-funded English language secular school boards as a case study, we examine how the introduction of explicit human rights pro
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Wilkinson, Derek. "Education, Attitudes, and Language of Higher Education: Francophone Students in Northern Ontario." Canadian Journal of Higher Education 24, no. 1 (1994): 30–47. http://dx.doi.org/10.47678/cjhe.v24i1.183181.

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Data from 1586 Francophone students in Northeastern Ontario concerning their attitudes towards French and English show seven independent factors affect linguistic beliefs. Three factors -believing French unimportant, believing English practically dominant, and believing their French inadequate - lead students to continue their post-secondary education solely in English. Believing French more pleasurable is positively, and believing English superior is negatively, related to continuing post-secondary education solely in French. Educational level is negatively related to believing English superi
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Lennon, Mary Catharine. "Incremental steps towards a competency-based post-secondary education system in Ontario." Tuning Journal for Higher Education 2, no. 1 (2014): 59. http://dx.doi.org/10.18543/tjhe-2(1)-2014pp59-89.

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<p>As one of Canada’s 13 distinct jurisdictions, Ontario is a national leader in developing a competency-based postsecondary education system. Hindered by challenges of a disaggregated system of policy actors in system design, quality assurance and credit transfer, sweeping change has not occurred. Instead, various bodies with operational powers over university, college, or private-provider quality assurance have slowly incorporated concepts of competency-based education into frameworks by introducing learning outcomes. This paper outlines the challenges facing Canadian and Ontario posts
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Frank, Kristyn, and David Walters. "Exploring the alignment between postsecondary education programs and earnings: An examination of 2005 Ontario graduates." Canadian Journal of Higher Education 42, no. 3 (2012): 93–115. http://dx.doi.org/10.47678/cjhe.v42i3.1866.

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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 fo
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Lindoy, L. F. "Retirement of Dr John Zdysiewicz - An Appreciation." Australian Journal of Chemistry 53, no. 12 (2000): 893. http://dx.doi.org/10.1071/ch01e1.

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After 25 years with the Australian Journal of Chemistry, our editor, Dr Jan R. Zdysiewicz (known far and wide as John Z.), has recently retired. During his initial ten year period with the journal, John served as assistant editor under Bob Schoenfeld who, like John, was also very widely known throughout the Australian and New Zealand chemistry community. In 1985, John took up the editorship and under his editorial management the journal has continued to prosper. John has been an exceptionally talented editor who, despite increasing pressures over more recent times, has managed to maintain the
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Freer, John, and Tanya Kaefer. "Experiences matter: Educators’ attitudes toward disability in higher education." Canadian Journal of Higher Education 51, no. 4 (2021): 54–66. http://dx.doi.org/10.47678/cjhe.v51i4.189093.

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This study investigated 128 post-secondary educators’ attitudes toward disability at a college and a university in southwestern Ontario, Canada. The participants completed the Educators’ Attitudes toward Disability Scale (EADS) and a demographic questionnaire that included questions about their experiences with disability. There were three research questions at the heart of this study: (1) What are post-secondary educators’ overall attitudes toward disability? (2) Do demographic factors predict post-secondary educators’ attitudes toward disability? (3) Does exposure to people with disability p
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Matheson, Murdoch Neil, Christopher DeLuca, and Ian Alexander Matheson. "Students’ Perspectives of Transdisciplinary Financial Literacy Education in Ontario." Journal of the Canadian Association for Curriculum Studies 20, no. 2-3 (2023): 103–19. http://dx.doi.org/10.25071/1916-4467.40694.

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In increasingly uncertain economic times, education curricula around the world are changing to include the topic of financial literacy for students. This article reports the findings of a financial literacy study that examined the perspectives of students on their experiences with transdisciplinary teaching and learning of personal financial literacy. In this study, 344 post-secondary students reflected on their educational experiences in Ontario secondary schools by completing a quantitative survey composed of questions and self-assessments related to personal financial literacy curricula. Wh
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Nichols, Leslie. "Adjuncting for Life: The Gendered Experience of Adjunct Instructors in Ontario." Canadian Journal of Educational Administration and Policy, no. 202 (May 26, 2023): 56–73. http://dx.doi.org/10.7202/1099982ar.

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The market-based imperatives driving economic growth in Western societies have, in ways, both been acknowledged and implicitly used to reorient public institutions - academia dramatically so. This article deals with upending of post-secondary academic hiring priorities, and the impact on the adjunct or sessional lecturers implicated in the change. Over half of the courses offered by academic departments and programs in Ontario, Canada, are now taught by part-time faculty members (Pasma & Shakes, 2018). Their use in post-secondary education is underpinned by a notion of just-in-time cou
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Kenno, Staci, and Barbara Sainty. "Funding Formulae and Strategic Mandate Agreements : The Case of Ontario Universities." Canadian journal of higher education 55, no. 2 (2025): 1–17. https://doi.org/10.47678/cjhe.v55i2.190137.

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This study delves into the evolving landscape of post-secondary education in Ontario between 2012 and 2018, emphasizing accountability and transparency within public universities. Examining the provincial government’s funding formula (FF) and the introduction of strategic mandate agreements (SMAs), the research explores their impact on university strategy. This study investigates the introduction of a new FF, the process of its introduction, and its relation to SMAs. Utilizing semi-structured interviews with university administrators involved in the process, the research employs governmentalit
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Dissertations / Theses on the topic "Commission on Post-Secondary Education in Ontario"

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Cudmore, Geoffrey E. "It's all about the money: Current funding issues in post-secondary education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/334.

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For the last two decades as an academic administrator in public colleges of applied arts and technology both in Ontario, Canada, and in the United Arab Emirates, I have observed that no other factor has challenged the leadership, administration, and staff of these organizations abilities to achieve their goals, and meet the needs of their stakeholders, more than the decisions of governments relating to the funding of higher education. There can be no question that without money, none of these institutions would exist, and while there have been years of plenty, much of the last twen
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Young, Stacey Johanna. "Income-contingent loans, implications for accessibility to post-secondary education in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28727.pdf.

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Díaz, Paniagua Victoria Eugenia. "The Quest for Accountability in Ontario's Post-Secondary Education Sector: An Assessment of the Transformative Power of the Multi-Year Accountability Agreements (MYA/MYAAS)." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31702.

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This doctoral thesis analyzes the introduction, development, evolution and impacts of the Multi-Year Accountability Agreements, which were introduced to the Ontario post-secondary sector in 2006. The analysis uses an eclectic theoretical framework that builds on the accountability literature, public policy implementation theory, organizational theory, principal-agent theory and the study of instruments in the French tradition. This allows for analyzing the original object of study using multiple lenses. The field work was extensive and consisted of a documentary analysis including the agreemen
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Constantinou, Peter P. "Government Relations in the Post-secondary Education Sector in Ontario." Thesis, 2010. http://hdl.handle.net/1807/24727.

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There has been little research on the government relations function within the post-secondary education sector in Ontario. This study explores this topic by reviewing the literature and collecting data from key informants in the college, university and government sector, and those who can speak about the sector associations. The study describes how the leaders of colleges and universities in Ontario perceive and conduct government relations, both as individual institutions and as a sector, and analyzes trends and potential implications. The study utilizes a pluralist model of interest group be
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"Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.51638.

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abstract: During the 2017-2018 academic year, I worked as Program Manager for a government-funded post-secondary organization in Ontario, Canada. A core part of my professional role was creating awareness and increasing the use of open educational resources (OER) in partnership with Ontario educators. I conducted this work with the support of colleagues and OER advocates at public colleges and universities. Collectively, we focused on the use of OER as an opportunity to: (a) reduce the cost of post-secondary resources, (b) diversify the types of resources used in teaching and learning, and (c)
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Gallinger, Katherine R. "INCLUSIVE POST-SECONDARY EDUCATION: STORIES OF SEVEN STUDENTS WITH INTELLECTUAL DISABILITIES ATTENDING COLLEGE IN ONTARIO, CANADA." Thesis, 2013. http://hdl.handle.net/1974/8255.

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Post-secondary education is an aspiration for many students; however, students with intellectual disabilities are provided few opportunities to pursue this dream. Current practices in the Ontario system of education frequently segregate and exclude students with intellectual disabilities from participation in the educational opportunities that are provided to non-disabled students. These educational practices ultimately limit opportunities for students with intellectual disabilities, and as such, fail to provide sufficient credentials to these students so they can participate in post-seconda
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Chan, Vivian. "Efficacy and Impact of Key Performance Indicators as Perceived by Key Informants in Ontario Universities." Thesis, 2014. http://hdl.handle.net/1807/44098.

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The issue of performance indicators for colleges and universities in Ontario was first raised in the early 1990s by the Ministry of Education and Training’s Task Force on University Accountability. The decision to develop and use Key Performance Indicators (KPIs) was made in the 1990s (Ministry of Education and Training, 1998). The three KPIs for Ontario universities are Graduation Rates, Employments Rates, and OSAP Loan Default Rates. The declared purposes of the publication of the KPIs evolved over time. Initially, they were to enable parents and students with data to inform post-seconda
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Mou, Mandy. "A critical discourse analysis of Federal and Provincial government grants for post-secondary students with disabilities in Alberta and Ontario." 2015. http://hdl.handle.net/1993/30744.

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Although higher education typically strengthens people with disabilities' chances to be in a competitive job market as a viable leverage to break away from poverty (Council of Canadians with Disabilities, 2014), the contemporary marketization of higher education within the era of neoliberalism has made degrees and diplomas increasingly unaffordable. The federal government responded to this predicament by increasing the Canada Social Transfer (CST) to offer up-front targeted funding to students with disabilities in 2008 (Kirby, 2011). However, virtually no literature has acknowledged whether
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Williamson, Pamela Margaret Elizabeth. "Assessing the Influence of First Nation Education Counsellors on First Nation Post-secondary Students and Their Program Choices." Thesis, 2011. http://hdl.handle.net/1807/27610.

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The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students’ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post-Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students w
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Books on the topic "Commission on Post-Secondary Education in Ontario"

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Henderson, Florence I. FWTAO submission to the Commission on the Financing of Elementary and Secondary Education in Ontario, 1985. FWTAO, 1986.

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Nova Scotia. Royal Commission on Post-secondary Education. Report of the Royal Commission on Post-Secondary Education. [The Commission], 1985.

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Frenette, Normand. Ontario francophones and post-secondary accessibility, 1979-1989: Final report. Ontario Ministry of Colleges and Universities, 1990.

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Jeff, Orchard, Crath Rory, Regier Peter, and Ontario Federation of Students, eds. The Campus closet: Institutional homophobia in Ontario post-secondary education. Ontario Federation of Students, 1991.

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Golick, Margie. Learning disabilities in post-secondary education: Report to the Maritime Provinces Higher Education Commission. Maritime Provinces Higher Education Commission, 1988.

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Manitoba. University Education Review Commission. Post-secondary education in Manitoba: Doing things differently : report of the University Education Review Commission. The Commission, 1993.

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Governor's 2020 Commission on the Future of Post-secondary Education (Wash.). Learning for life: Report of the 2020 Commission on the Future of Post-Secondary education. Governor's Executive Polity Office, 1998.

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Nova Scotia. Royal Commission on Post-secondary Education. Report of the Royal Commission on Post-secondary Education, Province of Nova Scotia. Royal Commission on Post-secondary Education, 1985.

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Minnesota. Commission on Post-Secondary Education., ed. At the crossroads: Higher education in Minnesota : a report of the Commission on Post-Secondary Education. MN Planning, 1992.

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10

Hegarty, Alison. A study of the impact of OS:IS implementation on the post-secondary system in Ontario: Phase III report. Ministry of Colleges and Universities, 1987.

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