Showing posts with label Organisation for Economic Co-operation and Development. Show all posts
Showing posts with label Organisation for Economic Co-operation and Development. Show all posts

Canada’s culture of excellence in education

CLRV #4059 travels along the Main Street bridg...Image via Wikipedia
Andy Hargreaves
Last year, I was driving through Toronto when I spied a bumper sticker ahead. It didn’t proclaim “God Bless Canada” or even “Proud to be Canadian.” It simply said “Content to be Canadian!” That’s Canada in a nutshell. Canada scores quite well (but not spectacularly) on a range of international indicators: 8th in human development, 25th most equal, 14th least corrupt, and characteristically half way on UNICEF’s index of child well-being.
Canada ranks in the middle of lots of things, except perhaps hockey, the Winter Olympics and now, education. Last month, the media had a feeding frenzy over the release by the Organization for Economic Cooperation and Development (OECD) of the results of their Program for International Student Assessment (PISA). The big story was the prominence of Asian countries on the top-10 list. What the media elsewhere overlooked was the strong performance of Canada.
Canada ranked 6th overall, and the OECD picked out Canada as one of four “strong performers” and “successful reformers.”
Strictly speaking, though, the OECD concentrated not on the whole of Canada but on just one province: Ontario. In a video promotion of PISA’s policy implications, the OECD’s change guru, Andres Schleicher, praises Canada for its positive approach to immigration that is evident in narrow achievement gaps between students from different social backgrounds. Then, without explanation, he switches to Ontario. It’s as if Ontario stands for all of Canada.
The province is praised for its urgent focus on measurable improvement in literacy and numeracy; its ability to set a clear plan and sign up key stakeholders to commit to it, including teachers; its sophisticated use of achievement data to pinpoint problems in underperformance among certain students or schools; and then its response: to “flood” these schools with resources, technical assistance and support. Bravo, Ontario!
But here’s the puzzle. Ontario isn’t the only high-performing province on PISA. On reading literacy, Alberta leads, followed by Ontario and British Columbia. On math, Quebec leads, followed by Alberta and Ontario. On science, Alberta leads, followed by B.C. and Ontario. Some of these differences are tiny — barely a percentage point or so. Yet the policies and strategies are often quite different.
Take Alberta. There, the Conservative government has supported an $80-million-per-year program spanning more than a decade to support school-designed innovations in more than 90 per cent of the province’s schools. It doesn’t have government targets and it doesn’t concentrate so tightly on literacy and numeracy. In many ways, it’s the opposite of Ontario. So perhaps we should give bigger applause to Alberta for its bottom-up approach? Or to B.C.! Or Quebec! The provinces have different policies, different relationships between government and teachers’ unions, and different parties in power — but the PISA results are pretty much the same. What’s going on?
There’s obviously something about Canada, or at least the more prosperous parts of it. Canada has some striking commonalities with Finland, the only non-Asian performer above it in the OECD ranking. Both countries value teachers and insist on a professional program of university-based training for all public-school teachers. Working conditions are favourable with good facilities, acceptable pay, wide availability of professional development, and discretion for teachers to make their own professional judgments. Both countries have a strong commitment to public schools and only a very modest private sector in education. Both countries have strong social welfare and public health systems with broad safety nets to protect the youngest and most vulnerable members of the population. Last, both nations are characterized by deeper cultures of cooperation and inclusiveness that make them more competitive internationally.
Being Canadian is not about occupying the middle ground in everything. It’s also about being cooperative and inclusive and about valuing shared community and public life. It’s not this or that province’s policy that makes Canada such a strong educational performer, but a social fabric that values education and teachers, prizes the public good, and doesn’t abandon the weak in its efforts to become economically stronger.
These are the things that make Canada educationally successful, and that it should cherish and protect compared to poorer PISA performers, like the U.S. (17th) and U.K. (24th). Let’s be content to be Canadian in most things if we must, but Canadians in general — Ontarians, Albertans, British Columbians and Québécois alike — should feel proud to be among the world’s very best in education.
Andy Hargreaves is the Brennan Chair in Education at Boston College. Although he lives in the U.S., he is content to be Canadian.
    Enhanced by Zemanta

    Information for students educated abroad who want to study in Canada

    The First Nations University of Canada is the ...Image via WikipediaEvery year, thousands of students come to Canada to study in a variety of postsecondary and higher-education institutions. They acquire valuable skills and knowledge, as well as the enriching experience of living and studying in a new and different environment. When they return home, these students expect that their newly acquired skills and knowledge will be recognized for purposes of further study or for practising their chosen profession or trade.
    Ensuring that the Canadian program or institution you select will meet your objectives will help you to avoid a potential loss of time and money. Before seeking admission to a Canadian university, college, school, or other type of postsecondary or higher-education institution, it is important to have answers to a number of questions:
    1. Will the studies I would like to pursue at a Canadian institution allow me to reach my goals?
    2. It is advised that you enquire with the competent authorities (e.g., professional organizations, higher-education institutions, government bodies, regulatory agencies governing professions) about the recognition of foreign studies in your country or in the country where you intend to continue your studies or to practise your profession. While no authority can guarantee acceptance of a foreign degree or credentials, it is a good idea to verify the probable value of such a credential before seeking admission to a university, college, or school (in Canada or elsewhere).
    3. How do I find the program/institution that interests me?
    4. A number of provinces and territories, as well as membership associations, maintain databases of the programs offered by their institutions. Some provinces also provide a centralized on-line registration system for prospective international students. We list all such resources at http://www.cicic.ca/679/postsecondary-programs.canada.
      Our Directory of Universities, Colleges and Schools in the Provinces and Territories of Canada, at http://www.cicic.ca/395/directory-of-universities-colleges-and-schools.canada, lists Canada's recognized, authorized, registered, and licensed institutions, with links to their Web sites, program listings, and information for international students, when available.
      The Imagine Education au/in Canada Web site, a joint initiative of the Council of Ministers of Education, Canada (CMEC), and the Department of Foreign Affairs and International Trade (DFAIT), at http://www.educationau-incanada.ca/, contains information about study programs, visa requirements, and more.
      The nearest Canadian diplomatic mission (embassy or consulate) in your country can also assist you in your search.
    5. Is the institution/program I chose recognized in Canada?
    6. What is recognition? In Canada, education is the responsibility of provincial and territorial governments. Provincial legislation gives universities the right to operate as degree-granting institutions and regulates the establishment of colleges.
      To verify whether an institution is recognized or authorized to grant degrees, diplomas, or certificates, consult our Directory of Universities, Colleges and Schools in the Provinces and Territories of Canada, at http://www.cicdi.ca/395/directory-of-universities-colleges-and-schools-in-canada.canada.
      Which are the best universities in Canada? There is no formal ranking of universities and colleges in Canada. In fact, it is widely recognized that, across the country, postsecondary programs are remarkably uniform in quality. For a more in-depth study of recognition and accreditation procedures in Canada, see our publication Quality Assurance Practices for Postsecondary Institutions in Canada.
      Distance education: Many Canadian universities and colleges offer courses and programs on-line. This means you can get a head start on a Canadian education before coming to Canada by taking one or two on-line courses. If you are not able to come to Canada, you can earn a recognized Canadian degree, diploma, or certificate without leaving home. More information about on-line and distance education is available at http://www.cicic.ca/668/online-and-distance-education.canada.
    7. What do I do once I have decided to enroll in a program at a Canadian institution?
    8. IMPORTANT: The admission application process can take considerable time; you should start at least one year in advance to compile the necessary information and documentation.
      How to get your credentials assessed: Once you have decided which universities or colleges you wish to apply to for admission, you should write directly to the institution's office of admissions (for undergraduate and college programs) or office of graduate admissions (for graduate programs) and ask for detailed application information and forms. The office of admissions will inform you of the documentation, translation, and visa requirements. The institution's decision is usually announced four to six months after the application deadline, although this can vary from one institution to another.
      In some jurisdictions, applications can be submitted electronically. Visit the following Web sites for more information:
      Alberta: Alberta Learning Information Service - Electronic Application Service http://www.alis.gov.ab.ca/learning/ao/postsecondary.asp
      British Columbia: Post-Secondary Application Service of British Columbia (PASBC) https://portal.bccampus.ca/render.userLayoutRootNode.uP?uP_tname=Login_and_Apply_for_Admission
      Ontario: Ontario Universities Application Centre: http://www.ouac.on.ca/ Ontario Colleges Application Service: http://www.ontariocolleges.ca/
      Quebec (cégeps) Montreal region: http://www.sram.qc.ca/ Quebec City region: http://www.sraq.qc.ca/ Saguenay/Lac St-Jean region: http://www.srasl.qc.ca/
      Language requirements: Most institutions in Canada require demonstration of proficiency in their language of instruction (either English or French), usually through the achievement of a certain minimum score in a standardized language test. You should confirm the details of the language requirement with the office of admissions of the university or college to which you are applying.
      Student visas: It is advised that you contact the nearest Canadian visa office (embassy or consulate) in your country for information about entry requirements. You can obtain information about student authorizations on Citizenship and Immigration Canada's Web site, at http://www.cic.gc.ca/english/study/index.asp.
      Cost of education: The Imagine Education au/in Canada Web site, a joint initiative of the Council of Ministers of Education, Canada (CMEC), and the Department of Foreign Affairs and International Trade (DFAIT), at http://www.educationau-incanada.ca/, will help you to calculate the cost of studying in Canada. It also contains information about study programs, visa requirements, and more.
    9. Financial assistance
    10. You should contact the government of your country of citizenship or the financial aid office of the university or college you wish to attend to obtain information about scholarships and other award opportunities. You can find more information about academic exchange and financial aid programs for permanent residents and foreign students at http://www.cicic.ca/389/student-financial-assistance.canada.
      Working while studying in Canada: You may be able to work on or off campus in Canada while you are here as a student. There may also be limited employment opportunities for graduate students, such as teaching assistantships or research assistantships; if you are studying for a master's degree or a Ph.D., you may be able to work at your institution as a teaching or research assistant. You should enquire about this possibility when you apply for admission. Consult the Studying in Canada: Work permits for students site, at http://www.cic.gc.ca/english/study/work.asp, for details.
      The Canadian Experience Class: Once you have graduated from a Canadian postsecondary institution, you may apply to stay in Canada permanently. Consult the Canadian Experience Class: Who can apply – Requirements for graduates Web site, at http://www.cic.gc.ca/english//immigrate/cec/graduates.asp, for more information.

    If you need additional advice, please visit www.nexuscanadaimmigration.com

    Source: http://www.cicic.ca/392/admission-to-universities-and-colleges.canada
    Enhanced by Zemanta

    Canadian education among best in the world: OECD

    test documents for the Programme for Internati...Image via WikipediaCTV.ca News Staff Canada is a world leader when it comes to education, according to a new study from the Organization for Economic Co-operation and Development.
    The report, released Tuesday, says Canada is especially unique because its immigrant students perform well and socio-economic background seems to have little effect on performance.
    The study was based on scores from testing in 2009 through the OECD's Programme for International Student Assessment.
    "Canada stands out not just because of its high overall performance but also because the impact of socio-economic background on educational outcomes is much less pronounced than in most Western nations," said Andreas Schleicher, of the OECD, in a video posted on the organization's website.
    "An example is the extraordinary performance of Canada's immigrant children."
    When studying Canada's education system and the results from each province, Schleicher said he was struck by the high expectations that immigrant families have for their children "and even more by the fact those expectations are by and large held by educators as well."
    On reading, science and mathematics, Canada finished in fifth place behind Shanghai-China, Korea, Finland, Hong Kong-China and Singapore.
    Scores in all three categories were well above the OECD average.
    The U.S., by contrast, was 17th overall.
    When broken down by region, Ontario, Alberta and British Columbia tied with four other jurisdictions for second place in reading, following Shanghai-China.
    The report said Canada proved to be an exception to at least one rule.
    Canada is the only country in the developed world with no federal office or education department, the report states. Instead, education is a provincial and territorial responsibility. But surprisingly, the report said, the system seems to be working just fine.
    "Canada demonstrates, rather surprisingly, that success can be achieved without a national strategy," the report states.
    "This observation runs counter to the instincts of many of those who sit in policy seats and seek to effect change, but the fact is that Canada has achieved success on PISA across its provinces despite a limited to non-existent federal role."
    However, the study also points out that some Canadian leaders, including Liberal MP and former Ontario education minister Gerard Kennedy, "are now trying to mount a more national strategy, arguing that education is too important to be left entirely to the provinces."
    The study is compiled from results of tests administered to 15-year-old students in about 70 countries, every three years in math, science and reading.
    About 22,000 Canadian students took the test, and about 470,000 worldwide.




    Enhanced by Zemanta

    There Is No Wealth but From Men: Why Immigration Is Good for the Economy

    Thousands gather in favor of immigrants rights...Image via Wikipedia
    2010 has been rife with anti-immigrant rhetoric and action on both sides of the Atlantic. There were the atrocious anti-migrant riots in Italy and the passing of controversial Arizona law SB 1070. France has taken a demagogic turn, which some commentators dub xenophobic. Even Canada, which is celebrated for its progressive immigration policies, has experienced unprecedented immigrant-bashing rhetoric around the arrival of a boat carrying Sri Lankan self-proclaimed refugees.
    There is an emerging conventional wisdom across the Atlantic that increasingly characterizes immigrants as a prime source of the ills of our societies. But do economic studies back this up? In short, no.
    Immigration has an undisputed effect on economic growth. Migration reduces imbalance in the labor market without imposing a significant impact on public finances. Indeed, without immigration, the population of several European countries, particularly Germany, Spain and Italy, would have declined long ago. In Canada, over 70% of the growth in the labor force during the 1990's is attributable to immigration, a figure that could someday reach 100%. Given the overrepresentation of young people among immigrants, immigration also brings down the age of the population, relieving pressure on the pensions systems. Moreover, migrants help grow a host country's market access by creating valuable business networks with their countries of origin. The benefits continue. In most member countries of the Organization for Economic Co-Operation and Development (OECD), the proportion of immigrants with university degrees is greater than that recorded for the native population. A recent study demonstrates that immigration fuels innovation, an economic boon. From a historical point of view, the example of the great transatlantic migration, from Europe to the Americas of the late nineteenth and early twentieth century has amply demonstrated the salutary effect of immigration on growth.
    Conventional wisdom is also wrong in linking immigration and native unemployment. The notion that immigrants cause natives to lose their jobs is simply not supported by empirical results. There is not a fixed number of jobs in an economy, and immigrants often do not compete directly with native workers in the labor market.
    Migrants are first and foremost consumers who help expand the economy even before stimulating the labor supply. Their demand stimulates the supply of goods and services which in turn lead to job creation. Except in very special cases, immigrant inflows are extremely low compared to the workforce already available in a country. As such, the absorption of newly arrived migrant on the labor market generally proves to be relatively easy. In fact, when the economy is in a recession, migrants are the first to lose their jobs.
    Most studies in fact demonstrate the existence of a positive relationship between immigrant and native labor forces. In fact, people coming from earlier waves of migrants are most directly in competition with newly arrived immigrants rather than the natives. In time of expansion, workers tend to raise their expectations and to shy away from activities that are most painful and least valued, thus generating the need for the recruitment of low-skilled immigrants. Consequently, the idea that immigrants take the jobs of the natives seems to be simply xenophobic political posturing.
    Regarding the impact of immigration on wages, a recent meta-analysis of the available data concluded that the impact of immigration on the earnings of the native born population is statistically insignificant. Migrants are not responsible for alleged decrease of salaries or social dumping. Migrants are convenient scapegoats.
    In countries with limited sectoral and geographical mobility, foreign labor can alleviate the shortages. The foreign workforce, being more mobile than the native one -- since migrants have relatively less material and family ties in their host country -- helps diffuse tensions in the labor market and helps reinvigorate certain regions. Some shortages are already apparent on the labor markets of most OECD countries, particularly for specialties related to new technologies and health.

    Immigration has no significant impact on public spending. Indeed, the great majority of immigrants do pay taxes and add public revenue, particularly high-skilled immigrants. The consequences are positive for some public services, such as defense and interest on the national debt, for which immigrants do not impose costs. The bolstering effect of immigration on the U.S Social Security's finances is particularly compelling.
    Economic data provide us with two certainties. First, immigration has positive effects on the overall prosperity of a nation. Second, with the ailing economy, migrants are used as scapegoats by uninspired politicians to scare up votes. Indeed, isn't the United States, a country completely made up of immigrants, the boldest example of the benefits of immigration for a nation?

     
    Follow Rabah Ghezali on Twitter: www.twitter.com/RabahGhezali
    Enhanced by Zemanta

    Leave us a message

    Check our online courses now

    Check our online courses now
    Click Here now!!!!

    Subscribe to our newsletter

    Vcita