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Ontario’s Colleges: Looking Ahead to 2015 and Turning 50 Berta Vigil Laden, Ph.D. Associate Professor OISE/University of Toronto February 21, 2005.

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Presentation on theme: "Ontario’s Colleges: Looking Ahead to 2015 and Turning 50 Berta Vigil Laden, Ph.D. Associate Professor OISE/University of Toronto February 21, 2005."— Presentation transcript:

1 Ontario’s Colleges: Looking Ahead to 2015 and Turning 50 Berta Vigil Laden, Ph.D. Associate Professor OISE/University of Toronto February 21, 2005

2 1965: A Very Good Year Lester B. Pearson, Prime Minister Lester B. Pearson, Prime Minister John P. Robarts, Premier of Ontario John P. Robarts, Premier of Ontario Maple Leaf and Royal Union flags raised Maple Leaf and Royal Union flags raised Rapid population growth post WWII and birth of Baby Boomers Rapid population growth post WWII and birth of Baby Boomers Demand for access to higher education rises Demand for access to higher education rises Creation of colleges by Minister Davis occurs Creation of colleges by Minister Davis occurs

3 Happy Birth Day, Colleges! May 21st, 1965

4 Mandate of Ontario’s ‘Community’ Colleges… Colleges were to be responsive to and situated in their communities. Colleges were to be responsive to and situated in their communities. Colleges were to be responsible for: Colleges were to be responsible for: Providing courses beyond secondary school; Providing courses beyond secondary school; Meet needs of secondary school graduates not going on to university; Meet needs of secondary school graduates not going on to university; Meet educational needs of adults and youths of non-secondary school graduates. Meet educational needs of adults and youths of non-secondary school graduates.

5 Goal: Offering Career and Vocational Education and Skills “There is no need for transfer courses in Ontario at the present time.” “There is no need for transfer courses in Ontario at the present time.” “If circumstances so require, we “If circumstances so require, we will naturally change or make adaptations to our present plans.”

6 First Colleges… September 1966: Centennial College opened with 590 students: September 1966: Centennial College opened with 590 students: 430 day full-time 430 day full-time 43% nearby secondary school graduates 43% nearby secondary school graduates 14% adults over age 19 14% adults over age evening part-time 160 evening part-time By 1968, 18 colleges were opened in local communities cross province. By 1968, 18 colleges were opened in local communities cross province.

7 Looking Ahead to 2015… Major Issues: Pathways for student mobility and relationships between colleges and universities problematic. Major Issues: Pathways for student mobility and relationships between colleges and universities problematic. Binary division still in place Binary division still in place Credit recognition and articulation Credit recognition and articulation Applied baccalaureate degrees Applied baccalaureate degrees Access and retention Access and retention

8 Binary Division between Colleges and Universities Need for clearly articulated framework of cooperation between sectors Need for clearly articulated framework of cooperation between sectors Need to revisit legislation given societal, political, economic, cultural changes in Ontario and globally. Need to revisit legislation given societal, political, economic, cultural changes in Ontario and globally. Need for a more coherent provincial Need for a more coherent provincial higher education master plan. higher education master plan.

9 1960 California Master Plan Three tier system for student mobility: Three tier system for student mobility: University of California - top 12% HS grads University of California - top 12% HS grads State University of California - top 33% State University of California - top 33% Community Colleges - Open access Community Colleges - Open access Transfer function streamlined: Transfer function streamlined: Meet lower division course requirements Meet lower division course requirements Course articulation Course articulation Transfer into 3rd year courses Transfer into 3rd year courses

10 Credit Recognition and Articulation Agreements Lack of system-wide articulation agreements lead to ineffective and inefficient loss of credits, time, money for students. Lack of system-wide articulation agreements lead to ineffective and inefficient loss of credits, time, money for students. Call for clearly defined system: Call for clearly defined system: California: IGETC and “A-F Requirements” California: IGETC and “A-F Requirements” Florida: Associate of Arts Degree Florida: Associate of Arts Degree 2+2 (+2); Dual enrollment 2+2 (+2); Dual enrollment Summer bridge programs Summer bridge programs

11 Applied Baccalaureate Degrees Universities’ reluctance to recognize ABDs for graduate admissions. Universities’ reluctance to recognize ABDs for graduate admissions. Widen access and college choice options for students. Widen access and college choice options for students. Applied and theoretical hand-in-hand Applied and theoretical hand-in-hand Partnerships, shared courses, eliminate duplication or high cost programs. Partnerships, shared courses, eliminate duplication or high cost programs.

12 Increasing Access and Retention Target marginalzied population groups: Target marginalzied population groups: Young adults of age Young adults of age Visible minority groups Visible minority groups Immigrants Immigrants First Nations/Aboriginals First Nations/Aboriginals Single parents Single parents Mature adults Mature adults Physically challenged Physically challenged Low income Low income First generation college First generation college

13 Access and Retention for Student Success Models of best practices across colleges in North America Models of best practices across colleges in North America Must be: Culturally sensitivity, contextually appropriate Must be: Culturally sensitivity, contextually appropriate Counseling, advising, orientation, socialization Mentoring from entry to completion Mentoring from entry to completion Early warning system Early warning system Tutoring and reading/writing/language labs Tutoring and reading/writing/language labs ESL, reading and math developmental courses ESL, reading and math developmental courses Parent/family involvement Parent/family involvement Financial and child care assistance Financial and child care assistance

14 Access and Retention… Summer/after school/weekend bridge programs Summer/after school/weekend bridge programs High School in College High School in College Peer tutoring and peer-mentoring in high schools and middle schools Peer tutoring and peer-mentoring in high schools and middle schools Day trips to colleges and involvement in course and co-curricular activities Day trips to colleges and involvement in course and co-curricular activities and dual enrollment and dual enrollment. Parental/significant others’ involvement Parental/significant others’ involvement

15 Differentiation and Diversity Among Colleges Colleges becoming increasingly heterogeneous institutions: Colleges becoming increasingly heterogeneous institutions: Urban, suburban, rural and remote colleges Urban, suburban, rural and remote colleges ABD-granting and ITALS ABD-granting and ITALS Durham-UOIT; Humber-Guelph Durham-UOIT; Humber-Guelph Georgian College Partnerships Georgian College Partnerships Business/Industry collaborations Business/Industry collaborations Nursing collaborations Nursing collaborations

16 Human Resource Issues Graying of faculty and administrative leaders Graying of faculty and administrative leaders Increasingly diverse student body Increasingly diverse student body Increasingly technologically savvy students Increasingly technologically savvy students Changing work loads Changing work loads Growing need for research on colleges Growing need for research on colleges Growing need to expand and support applied research among faculty; involvement of students as research partners. Growing need to expand and support applied research among faculty; involvement of students as research partners.

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18 Questions to Ponder…? How can the impact of the Rae Report be used to engage universities in dialog for change? How can the impact of the Rae Report be used to engage universities in dialog for change? Should the legislation that created the colleges be revisited and revised? Should the legislation that created the colleges be revisited and revised? What is the role of board of governors, presidents and senior administrators, faculty to help bring about transformation in colleges, between colleges, with universities? What is the role of board of governors, presidents and senior administrators, faculty to help bring about transformation in colleges, between colleges, with universities? Where do you want colleges to be in 10 years? Where do you want colleges to be in 10 years?


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