Category: Canada

Re-thinking “First-Generation” Students

Back when the McGuinty government was still working out what it wanted to do in higher education, it made a commitment about making progress in access for four key groups: aboriginal students, students with disabilities, francophone students and “first-generation” students. Two of these were unquestionably sensible. Anything that helps Aboriginal students is a Good Thing. Of course, there are some enormous differences in the barriers faced by, say, Aboriginal students from Toronto and people from fly-in First Nations communities that

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Non-solutions in search of a problem

I thought the Globe’s recent Our Time to Lead series was pretty good. The high point, pretty obviously, was Erin Anderssen’s kick-off piece and the low-point, equally obviously, was Don Tapscott’s context-free piece of techno-fetishist weirdness. On the whole, it was a good sign for what seems to be an increase in coverage on educational issues. However, I do feel the Globe slipped a bit with its very final article; namely, a policy prescription for a “national strategy” for students. I

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Canada’s Bologna Challenge

It may not be obvious why Canada needs to think much about Bologna – we already have a common higher education area, right? – but the fact is that we do. Partly, it’s a matter of long-term market-protection; as time goes on and elements of the Bologna approach becomes more common around the world (experiments with Bologna-like structures are occurring on more or less every continent, and even in the United States), institutions wishing to attract foreign students may eventually

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Straight Thinking about International Education (4)

As the recent Task Force on International Education earnestly said, international education is about more than attracting fee-paying foreigners; it’s also about sending our own students abroad to gain international experience, learn new languages and cultures, etc., etc. As we wrap up our international education series, there’s only one problem with this argument: neither institutions not students actually seem to want to commit to the idea. There’s not a school in the country that won’t tell you how much more international they could be or

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Straight Thinking about International Education (3)

If we’re going to get into this international education business seriously, then we need to drop a lot of the pretense and mythologizing that goes on in the field and take a really hard-headed look at what our strengths and weaknesses are. These come into two categories: things we say all the time that aren’t really true, and things which are true but which we are reluctant to say. The alleged “truth” that bothers me the most is the one

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