MEMORIAL UNIVERSITY OF NEWFOUNDLAND

Faculty of Education

Education 2720: Introduction to Post Secondary Education

Winter Semester 2006

(Revised Outline)

Meeting Place: On WebCT on-line via Internet

The Content for this course are available with password only.

Contact the Continuing Studies for access information for this course

(An active and updated link to the course will start, Jan 10th )

 

Description:

Calendar Description:

Study of the background of post secondary education and of its development and present forms in Newfoundland, other Provinces of Canada, and other countries; an examination of current programmes in the post secondary system; the role of Federal and Provincial Governments in post-secondary education.

Course Readings:

Making Lifelong Learning Work: Learning Cities For A Learning Culture by Norman Longworth.  Renouf Publication

Other readings will by identifies in course content sections

Course Goals:

  1. Describe the historical, sociological and philosophical foundations for post-secondary education in Newfoundland and Canada.
  2. Rationalize vocationalism and the post-secondary education system as an integral part of lifelong learning for the instructor.
  3. Rationalize the role of post-secondary vocational system in serving the needs and interests of students in our technological society.

Course Rationale:

There are numerous influences in our society that shape the way in which Canadian youth and adults are trained and educated. Vocational educators develop distinct methods for investigating, planning, evaluating, and devising programs that exemplify these influences in the post-secondary education system. They adjust their delivery of training and education to respond to not only the needs of their students, but also to the needs of business and industry. It follows that becoming familiar with the influences that affect vocationalism and training as it is applied to post-secondary education is critical for individuals engaged in training of others.

Two major questions encourage an inquiry into the profile of post-secondary system are the premise for the course. These are (1) what has been done in the vocational and post-secondary education and (2) what are the prevalent beliefs and practices in society that determine the success of post-secondary education?

Seeking answers to these two questions (and others) in a wide variety of post-secondary education
situations better prepares vocational instructors to affect what and how they devise programs to assist students' learning.

General Course Objectives:

Upon successful completion of the course each participant will be able to:

  • Relate both successes and obstacle that reside with education and training in the context of training imperatives.
  • Identify the purposes and structures found in different forms of vocationalism found in various levels of the post-secondary education system in Newfoundland and Canada.
  • Contrast the responsibilities of the various agencies (federal, provincial, local, and international governments) affecting training programmes.
  • Debate training issues found in Newfoundland, Canada, and other nations.
  • Summarize the views which promote vocationalism and post-secondary training in Canada and in Newfoundland.
  • Describe the origin and development of vocationalism and post-secondary education in relation to other forms of education.

 

Assignments:

Evaluation Weighting

A major report, formally structured and supported with documented evidence. A topic of relevance to the course (a selection of topics will be reviewed during the first day of class). This paper may be completed individually or by a group of students (maximum group size is four). It should be precisely prepared (keyboarded, double spaced in accordance acknowledged format is recommended). Each group will present the report in a class forum, either on-line with software provisions or in live classroom setting. This presentation to be conducted in an engaging, informative, interactive way. 

 

20%

An individually prepared term assignment based on a topic to be assigned. This term assignment should also be precisely prepared (keyboarded, double spaced in accordance acknowledged format is recommended). The suggested maximum length is six pages. A minimum of four reference sources should be utilized and presented within the paper.

20%

One mid-term examination.

40%

Submission of assignments emanating from classes content. These will be in the form of a one-page summary report of the main discussion points derived from class presentations and will be due no later one week after the conclusion of the presentation of material.

10%

Sharing with responsible participation and contribution to in-class discussion. 

10%

 

NOTE:

  • When preparing reports and presentations keep in mind the goals and designated objectives for this course. Basic information on all course topics are available from the prepared course contents and through listed reference material. However, further information can be obtained through library searches, interviews, college and school publications, through mailings to other locations, use of electronic data bases, etc.
  • Final course grades will be determined by a review of your performance on the above assignments and apportioned with the accompanying percentages.
  • Due dates for assignments are designated in the Calendar feature in the WebCT software.

 

Topics for the Course

Assignments and Readings

1. Vocationalism and Post-secondary Eduction in Canada:

  • Origins of vocationalism
  • Federal and provincial responsibilities for post-secondary education
  • Practice and policy: advisory groups, committees, commissions
  • Human resources and in relation to goals, objectives and emphasis

 

 

2. Information systems

 

3. Patterns of vocationalism in education:

  • vocationalism in Europe, and North America: levels and models
  • populations addressed
  • economic, social, and philosophical relationships

 

 

4. Development of vocationalism in Newfoundland prior to 1980:

  • history, philosophy, rationale
  • examples of early vocational programmes
  • structure of vocationalism; colleges, district vocational schools.

 

 

5. Development of vocationalism in Newfoundland after 1980:

  • structural changes and the growth of the post-secondary system since 1980.
  • provincial reports, commissions and directories that have influenced vocationalism
  • the college systems: private and public - advantages and disadvantages

 

 

6. Vocationalism and special groups:

  • rationale
  • addressing the needs of the underprivileged populations
  • programs for non-traditional careers

 

 

7. Vocational preparation and work linkages:

  • bridging the gap between public institutional education and industry
  • forms of work linkages: cooperative education, link courses, work experience
  • advantages and disadvantages of each programme

 

 

8. Apprenticeship:

  • history and development
  • apprenticeable trades and programmes in Canada and Newfoundland
  • interprovincial certification
  • the future of apprenticeship

 

 

9. Technology and training

 

10. Research and post-secondary education

 

11. Vocational and post-secondary teacher development:

  • rationale and need
  • comparison of Provincial instructor/teacher qualifications
  • professionalization and upgrading

 

 

Other topics pending interest and as time permits.