Educational Outcomes For The Canadian Workplace

Educational Outcomes for the Canadian Workplace explores how educational programs are changing, which skills matter in the economy, and how policy has responded to the educational and economic pressures of the 1990s.

In response to concerns that the educational system - from public schools through colleges, universities, and apprenticeship programs - cannot adequately prepare students for work in the new economy, Integrating School and Workplace Learning in Canada proposes alternation - a hybrid form of learning that, by combining experiential and cognitive learning skills, allows individuals to develop the relevant skills and intellectual capabilities to address and solve complex problems encountered in the workplace. Alternation involves not only a curricular balance between the theoretical and the practical but also two distinct venues for learning - the classroom and the workplace. The authors discuss cognitive and social learning, its implementation in a variety of settings, its role in smoothing the school/work transition process, and its potential to contribute to the knowledge and skills needed by the workforce. They bring a wide range of disciplinary perspectives to bear in their analyses of the principles and practices of alternation, providing historical, theoretical, and practical insights. Their analysis contributes to and extends the current debate and discussion surrounding necessary changes in our education and training practices.

In order to estimate the reward to higher education, data drawn from the first three cycles of the older cohort of the Youth in Transition Survey (YITS) will be used. [...] The results also indicate that education is inversely related to the probability of being unemployed, and for females, of being inactive in the labour market (that is, not employed nor searching for a job). [...] Apart from a description of the samples, the section also includes a description of variable definitions and the distribution of educational attainment in Canada. [...] The higher attendance rate in Ontario, relative to Atlantic and Western Canada may partly be due to normal high school completion after grade 13 in Ontario compared to grade 12 in Atlantic and Western Canada.4 Considering post-secondary graduates, the entries in Table 1 (as well as throughout the paper) distinguish between high and low levels of PSE. [...] Education and Early Labour Market Outcomes in Canada 7 3.3 Differences between PSE graduates and high school graduates Table 2 provides a profile of post-secondary students in Canada by highlighting differences in selected observable characteristics between post-secondary graduates and high school graduates.5 The gender difference in post-secondary graduation is again shown as males dominate the h.

"Edited by one of the world's leading educational sociologists, based on national survey data and close-focus case studies, this book makes a powerful case for new policy, industrial, and educational thinking." - Raewyn Connell, University of Sydney

Sociology of Education in Canada utilizes a contemporary theoretical focus to analyze how education in Canada is affected by pre-existing and persistent inequalities among members of society. It presents the historical and cultural factors that have shaped our current education system, examines the larger social trends that have contributed to present problems, discusses the various interest groups involved, and analyzes the larger social discourses that influence any discussion of these issues. To achieve this, Karen Robson uses many current, topical, and relatable issues in Canadian education to ensure that readers fully comprehend the information being presented and leave with an appreciation of how the sociology of education is inextricably linked to issues of stratification.

A helpful study of pertinent issues relating to university education.

These highlights provide a brief summary of the report "Literacy, numeracy and labour market outcomes in Canada", (catalogue no. 890552-MPE00008 and 89-552-MIE00008) which investigates the relationship between labour market success and literacy skills.