This document, written in clear language, offers a starting point for those who want to learn more about dyslexia. The author has included information on the causes and characteristics of dyslexia and describes the dyslexic way of learning.
According to Statistics Canada, the proportion of working-age Canadians with a university education increased steadily between 1993 and 2009. In 1993, 18 per cent of Canadians aged 25 to 64 had received a university certificate, diploma, bachelor’s degree or graduate degree; by 2009, that proportion had jumped to 28 per cent.
This brief video focuses on Canada-wide efforts to ensure the quality of Prior Learning Assessment and Recognition (PLAR) in the university setting.
The video includes interviews with some of the people involved in bringing together university representatives to discuss their concerns about PLAR and how to make sure that it is an academically reliable, rigorous process.
Open and distance educational institutions share a commitment to principles of access and flexibility which, in turn, reflect a set of foundational beliefs that shape learning activity. Housed within this broad mandate is an explicit recognition of the presence and value of mature learners’ prior learning.
Women's Education des femmes, June 1990 - Vol. 8, No. 1
Studies show that although women enter undergraduate level programs in about the same proportions as men, they are still under-represented at the M.A. and Ph.D. levels.
Women's Education des femmes, Spring 1999 - Vol. 13, No. 1
In this article, the author discusses her views on Canadian universities as “man-centred…, a breeding ground not of humanism, but of masculine privilege.” Also discussed are women's studies and rural outreach programs.
Women's Education des femmes, Spring 1992 - Vol. 9, No. 3
The author, an associate professor at the Ontario Institute for Studies in Education, was previously a lecturer in education at the University of Bristol, England.
The introduction of the Federal Contractors Program in 1986 was to be a means of bringing equity to women working or wishing to work as faculty and staff in a number of Canadian universities and colleges. In this article, the author discusses this program and suggests changes that could make the program more effective.
