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Tag: education

  • Ontario Colleges

    Ontario Colleges: Where Great Careers Begin!

    Thinking about a college education? This is a great place to start.

    How many colleges are there?

    There are 24 colleges of applied arts and technology, including 2 French language colleges, in Ontario. These colleges receive public funding from the Ontario government. Many colleges have more than one campus location. That means students can take full-time and part-time courses at more than 100 locations across the province.

    How can a college education help me?

    College programs will give you the skills you need to get started in a good career. College graduates may go into business, tourism and travel, journalism, computer programming, construction trades, health care, and many other fields.

    What kinds of programs do colleges offer?

    • Certificate programs, which take 1 year or less
    • Diploma programs, which take 2 or 3 years
    • Apprenticeship and certification programs for skilled trades such as a carpenter, chef, or welder
    • Programs that lead to abachelor degree.
    • Programs offered with universities that can give you a degree and a diploma.
    • Co-operative Education programs, which provide work experience related to a field of study. “Earn as you Learn” as co-op work terms are paid. Visit Education at Work Ontario for more information.

    How can I choose the right program?

    Here are 3 good places to start:

    1. 1. Ask for a college calendar
      Every college has a course calendar. It tells you what programs the school offers. You may get a calendar from:

      • The admissions office of any Ontario college
      • Your local public library or high school
      • Most college websites.
    2. 2. Search for programs on the web
      The Program Locator lets you to pick the subjects you are interested in. Then, it shows you all of the colleges in Ontario that offer that kind of program.
    3. 3. Get help at your school
      If you are a high school student, remember that your guidance office can help you choose and apply for college programs.

    Taken from edu.gov.

  • Ivy League Over Rated

    At this very moment, all over the country and potentially the world, high school students and their parents are planning and scheming to get into an Ivy League. Young people are groomed practically from birth to be attractive to mysterious and all-powerful admissions committees guarding the gates of the eight universities that comprise the “Ivy Leagues”.

    This is now so common, there is even a psychological malady known as “The Yale Syndrome”, a sort of obsession with college admission that creates an unusually proximate time horizon for a young person, the moment of college admission. Students who suffer from this affliction do not develop a plan for success in college, or in any aspect of their lives, beyond the arrival of that “fat envelope” detailing their acceptance. Oddly, they share many of the same concepts of time as terminally ill cancer patients.

    Parents view admission to one of these schools as a high grade on their parenting skills, and correspondingly view rejection as a low or failing grade. There is a great gnashing of teeth about the whole endeavor. But seldom does anyone really ask the question: “Are Ivy League schools over-rated?”

    How did this national obsession come about? First, let’s define what the Ivy League is. In one sense, the Ivy League is a collection of geographically proximate schools that formed a football conference in 1956. If you look at it another way, the Ivy League is a collective brand representing the pinnacle of American higher education. This is the Ivy League: Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, the University of Pennsylvania, and Yale. No other school is a member, in spite of what some alumni may claim.

    The Ivy League has not been a focus of fevered longing for very long. For most of this nation’s history, college was a local endeavor. The best and the brightest did not go far to go to college. Then, a convergence of societal trends in the late part of the last century quietly nationalized education, without anyone really noticing. The advent of cheap air travel–and the breakdown of regional differences due to television and the migration of educated workers throughout the country–combined to make bright young people look nationally for college choices. So this collection of venerable schools became a focus of their attentions. The problem is that young people and their families didn’t catch on to the level of competition that this change entailed.

    As college became a middle-class right instead of an upper-class privilege, a lot more students wanted in to what they perceived to be the most elite schools. One Ivy League school now rejects over 90 percent of the students who apply, and rejects over half of the students who apply with perfect SAT scores. Think about that.

    That’s where we are today. Everyone in the country wants into the same handful of schools. But what do you get with an Ivy League education, especially as an undergraduate? Is it really the best in the country? These are undeniably good schools, but there are also one hundred other schools that do as good or better a job at educating undergraduates.

  • Higher Education Areas

    In higher education, which is a level of education that is provided by universities, vocational universities, community colleges, liberal arts colleges, institutes of technology and other collegiate level institutions that award academic degrees or professional certifications, there are several main areas.

    Liberal Arts:

    • Great Books Program

    • History

    • Languages

    • Law

    • Literature

    • Philosophy

    • Religious studies

    Performing Arts:

    • Circus schools

    • College or university school of music

    • Dance school

    • Drama school

    • Music education

    Plastic or Visual Arts:

    • Film school

    • List of art schools

    • List of art schools in Europe

    • List of international architecture schools

    Professional:

    • Business school

    • Dental school

    • Journalism school

    • Law school

    • Library school

    • Medical school

    • Public policy school

    • Veterinary school

  • Common Degrees and Their Abbreviations

    A few common degrees and abbreviations:

    • Associate’s degrees: AA (Associate in Arts), AS (Associate in Science), AAS (Associate in Applied Science), AGS (Associate in General Studies)

    • Bachelor’s degrees: AB or BA, BFA, LL.B, BSc or ScB or BS or SB, BASc, BPhil, BBus, BSBA, BPE, B.Math, BSW, BVSc, B.Eng, BBA, B.Tech

    • Master’s degrees: M.P.P., MA, MFA, LL.M, MS or MSc, MCM, M.Div., MPIA, MPS, MAS, MMus, MSSc, MBA, MPA, MHA, M.Ed or EdM, M.Eng, M.J, M.Des, Drs (Netherlands)

    • Extended Research Master’s degrees: mag.art. (Denmark)

    • Licentiate degrees: LDS, JCL, LP

    • Specialist degrees: Ed.S., SSP, SClP

    • Logistician’s degree: CPL

    • Engineer’s degrees: Ch.E., C.E., E.E., Env.E., I.E., Mech.E., Nucl.E., Sys.E.

    • Professional Doctoral degrees:DMD or DDM, DDS, BM BS, DPT, ND, D.C., OD,

    DVM, V.M.D, M.Div., M.D., D.O., Au.D., PharmD, J.D., D.C., P.Th.D., D.Th.P., D.P.M., DProf (UK)

    • Research Doctoral degrees: J.C.D., Ph.D., EdD, EngD, DTech, DBA, DPA, DHA, Dr.-Ing(Germany), DPS, D.D., D.Min., D.Th. or Th.D., J.S.D. or S.J.D. or LL.D., DPM, DSc or ScD, DSocSci, M.D., DSW

    Abbreviations for degrees can place the level either before or after the faculty or discipline, depending on the college. One example is that DSc and ScD both stand for the doctorate in science. Various other abbreviations also vary between universities.

  • College Immigrants

    Why do immigrants come to the United State for education? Do they stay in US or do they go back to their own home countries? Why should we care? Well, because immigrants are critical to the country’s long-term economic health. Despite the fact that they constitute only 12% of the U.S. population, immigrants have started 52% of Silicon Valley’s technology companies and contributed to more than 25% of our global patents. They make up 24% of the U.S. science and engineering workforce holding bachelor’s degrees and 47% of science and engineering workers who have PhDs. Immigrants have co-founded firms such as Google, Intel, eBay, YouTube, Facebook and Yahoo!.

    Are those young and well-educated going back home after they graduate from universities here? Since a lot of young educated people come from China or India, people tried to find hard data on how many immigrants had returned to India and China. No government authority seems to track these numbers. But human resources directors in India and China say “what was a trickle of returnees a decade ago had become a flood.” Job applications from the U.S. had increased tenfold over the last few years, they said. To get an understanding of how the returnees had fared and why they left the U.S., a team at Duke, along with AnnaLee Saxenian of the University of California at Berkeley and Richard Freeman of Harvard University, conducted a survey. Through professional networking site LinkedIn, they tracked down 1,203 Indian and Chinese immigrants who had worked or received education in the U.S. and had returned to their home countries. This research was funded by the Kauffman Foundation. Their new paper, “America’s Loss Is the World’s Gain,” finds that the vast majority of these returnees were relatively young. The average age was 30 for Indian returnees, and 33 for Chinese. They were highly educated, with degrees in management, technology, or science. Fifty-one percent of the Chinese held master’s degrees and 41% had PhDs. Sixty-six percent of the Indians held a master’s and 12.1% had PhDs. They were at very top of the educational distribution for these highly educated immigrant groups — precisely the kind of people who make the greatest contribution to the U.S. economy and to business and job growth.

    Nearly a third of the Chinese returnees and a fifth of the Indians came to the U.S. on student visas. A fifth of the Chinese and nearly half of the Indians entered on temporary work visas (such as the H-1B). The strongest factor that brought them to the U.S. was professional and educational development opportunities.

    They found life in the U.S. had many drawbacks. Returnees cited language barriers, missing their family and friends at home, difficulty with cultural assimilation, and care of parents and children as key issues. About a third of the Indians and a fifth of the Chinese said that visas were a strong factor in their decision to return home, but others left for opportunity and to be close to family and friends. And it wasn’t just new immigrants who were returning. In fact, 30% of respondents held permanent resident status or were U.S. citizens.

    Eighty-seven percent of Chinese and 79% of Indians said a strong factor in their original decision to return home was the growing demand for their skills in their home countries. Their instincts generally proved right. Significant numbers moved up the organization chart. Among Indians the percentage of respondents holding senior management positions increased from 10% in the U.S. to 44% in India, and among Chinese it increased from 9% in the U.S. to 36% in China. Eighty-seven percent of Chinese and 62% of Indians said they had better opportunities for longer-term professional growth in their home countries than in the U.S. Additionally, nearly half were considering launching businesses and said entrepreneurial opportunities were better in their home countries than in the U.S.

    Friends and family played an equally strong role for 88% of Indians and 77% of Chinese. Care for aging parents was considered by 89% of Indians and 79% of Chinese to be much better in their home countries. Nearly 80% of Indians and 67% of Chinese said family values were better in their home countries.