Through Personal And Business Achievements. That Build Strong Nations. This is another earlier article posting 2021/01/27 when I was on LinkedIn.
Hello everyone, below in the paragraph heading - The Council of Ministers of Education, Canada. Please scroll down to Post-Secondary as reference to where this article begins. In reflection to the article and each of the headings and its content has been addressed with my response to each followed below in "Note".
Today we hear about the various forms of energy and how they all fit within our society, such as Oil & Gas, Wind, Water, Solar, Nuclear, Hydroelectric, etc... We must all take a moment to look at the real energy that supports all of the Energies stated called "People" we are the master minds of creation and in most cases for the benefit of man. These sources of energy requires a paramount of opportunities to create the intelligence, experience, education, skills and training. Creating thought and exposure to an environment that creates the "AWE" in creativity for the master minds of today which would be a benefit tomorrow. This "New Private Canadian North American Alternative College/University Development" has been designed for the development of the above, and to embrace our Future Generations creating the minds of critical thought, choice, and innovation not to be Leashed-Led by Pre-Employment and Pre-Apprenticeships programs all in the form of a price tag for the already high costs of education etc... Opportunities stimulate the energy from within called Ambition, in turn supporting the many areas and sectors requiring the same. This New College will "Employ" you "Apprentices" you "Educate" you "Train" you, and gives "You" a good start in life where there is no comparison? For further reference to this development please view this Link below and the many other articles posted.
The Council of Ministers of Education, Canada.
The Council of Ministers of Education, Canada (CMEC) was formed in 1967 by the provincial and territorial ministers responsible for education to provide a forum in which they could discuss matters of mutual interest, undertake educational initiatives cooperatively, and represent the interests of the provinces and territories with national educational organizations, the federal government, foreign governments, and international organizations. CMEC is a collective voice for education in Canada and, through (CMEC), the provinces and territories work together on common objectives in a broad range of activities at the elementary, secondary, and post-secondary levels.
Post-Secondary Education Range of Institutions
Post-secondary education is available in both Government-Supported and Private Institutions, which offer degrees, diplomas, certificates, and attestations depending on the nature of the institution and the length of the program. The post-secondary environment has evolved during the past few years, as universities are no longer the only degree-granting institutions in some jurisdictions. A recognized post-secondary institution is a Private or Public Institution that has been given full authority to grant degrees, diplomas, and other credentials by a Public or Private act of the Provincial or Territorial Legislature or through a Government-Mandated Quality Assurance Mechanism.
Note; (“Attestation” - acknowledging that throughout our research their is strong evidence and proof that this new College/University/Development holds merit. Within this New Private Industry Based Vocational Technical College/ University Development. We’ll become a recognized Accredited Private Vocational Technical College uniquely designed to delivering a variety of Degrees, Diplomas, along with other credentials such as a (TDA) Training Delivery Agent where we can deliver Skilled Trades in a fraction of the time as stated in earlier articles. As we move forward creating this “Canadian Alternative” within our Tuition Free, No Student Loans, and No Debt, Institution creating a good start as in jobs, skills, and experience throughout our “Earn your Learn” Prerequisite Program(s) and Processes and so much more. Considering the shape our country is in now and having the ability to help build back from those who have endured great losses within these interesting and challenging times. “Simply Put” does everyone you know including those who are reading this article work or has worked? Our economy is based upon such, the people in this country understand that, and where work defines us, giving us the experience and creates the opportunities to move forward. So in reality the Real World of Work is “WORK” this is not a skill testing question, and applies throughout all Race, Creed, Colour, Gender, and Faith. If government, academia, investors, stakeholders, and interested partners don’t get it, call me or email me I will put it into Layman’s terms for you. However, the money tree is back in Ontario as expressed in a number of the links at the end of this article. In all honesty we lead by example, Trudeau throws around billions and now Ontario has millions to do the same? End results, same as the last 25+ years? I can not speak for all Canadians but I do believe Canadians would appreciate a Change, one of Choice, and definitely one that creates greater opportunities to engage life. (Debt Free)
Number of Institutions
Canada has 163 recognized Public and Private Universities (including theological schools) and 183 recognized Public Colleges and Institutes, including those granting applied and bachelor's degrees. In addition to the recognized institutions, there are 68 university-level institutions and 51 college-level ones operating as authorized institutions, at which only selected programs are approved under provincially established quality assurance programs.
Note; “Outside of the numbers stipulated here in this 2005 article. I would like to express the importance of this New Developing College for Canadians. After viewing Tuition Fees stated in the heading following Funding below this New Private Industry Based Vocational Technical College (University) Development would embrace the English speaking Canadians throughout the Provinces and the 3 Territories with the same Leadership Qualities Quebec has shown their own with “No” Tuition, and where we will now add to that with, No Student Loans, No Debt, and No Holds Barred. And where their French encroachment stops?
Funding
Statistics Canada has reported that public expenditure on post-secondary education in 2005–06 was $30.6 billion (in 2001 constant dollars). In 2004–05:
Federal, provincial, territorial, and municipal government funding, including funding for research, accounted for 54.2 per cent of the revenue, although this ranged from 38.4 per cent in Nova Scotia to 68.1 per cent in Quebec
Student fees accounted for over 20 per cent of the total
Bequests, donations, nongovernmental grants, sales of products and services, and investments brought in another 25 per cent
Note; Interesting summary from 15 years ago. I wonder how much of it has changed today?
Tuition Fees
Tuition costs at universities averaged $4,524 in 2007–08, with international student fees for an undergraduate program averaging about $14,000 annually. At colleges and institutes (in the nine provinces outside Quebec), the average tuition was about $2,400 (Quebec residents do not pay college tuition). Education is also funded through the money that governments transfer to individual students through loans, grants, and education tax credits.
Note; The International student tuition costs are certainly lucrative to our Public Universities and Polytechnic Colleges they must all be hurting financially in reflection of Covid-19? However, when we move into the Exit Strategy of Covid-19 and our Public Institutions are back up and running just think how they have broadened their horizons they will now have 4 streams of revenue “In Class, Online, Domestic, and International in Class and Online Worldly”? Or will their be lots of Institutional Real Estate for sale? This area is one of great confusion why the student load debt in Canada has now reached $22 Billion in Canada today. Quebec has ensured that those who reside in the Province of Quebec pay no tuition. But the rest of Canada pays dearly? And to think this was in 2004-5. Where are we going Canada? Literally, I can only say it would have been a great opportunity for all Canadians to benefit if Quebec had shared their insight Leadership and Knowledge of such achievements with the rest of Canada it would have reflected positively upon the $22 Billion Dollar student debt today? "Must be a Colonial mind set and doesn't apply to the rest of Canadians"? Well when our governments have been French influenced for the past 60 years what do you expect? Time for change from our 60 year old system of compromising initiatives, and put Canadians "FIRST".
Attendance and Graduation Trends
Participation in post-secondary education has grown significantly in the past few years, whether measured by numbers of enrollments or by the proportion of the population in any given age group who are attending college or university. While women continue to make up the majority of students on both university and college campuses, they are still in the minority in the skilled trades. University Attendance and Graduation According to Universities Canada, in 2005, there were 806,000 full-time university students (an increase of nearly 150,000 in the previous four years), as well as 273,000 part-time students. In 2005, Canadian universities awarded an estimated 175,700 bachelor's degrees, 33,000 master's degrees, and 4,200 doctoral degrees.
Note; “The numbers today I am sure are much higher than they were in 2005 today. It would be interesting to know just how many students would be interested in a unique Earn your Learn College/University/Development. Embracing a broad world of knowledge and experience along the way where Tuition, Student Loans, and Debt, does not apply among many other sustainable cost savings embracing ones development, and where our prerequisites reflect Self-Driven Ambitious individuals to achieve. A truly integrated process of delivery where the only issue one would have not to succeed is within themselves?
Note; In reflection of the participation stated here 15 years ago now, it certainly creates a chin rubbing and head scratching thought that reflects our $22 Billion Student Debt to date. If only Quebec had shared their Internal Provincial Agenda with other Provinces and Government? I can’t imagine how this new college would have reflected upon our gross student debt and secured our nations competitive edge as a whole, instead of reflecting upon the narratives of today? We are one country correct, I get it, it is the Ignorance and Arrogance cultivated into the so called Critical Thought Institutions. My thoughts?
Note; Now 15 years later and they are still promoting women and men to the trades? But yet they continuously and aggressively since 2015 immigrating these (skills?) undermining our Canadian ability to engage but spend hundreds of millions of tax payers money on how badly the skills are required. My thoughts continuously are (Smoke and Mirrors) that comes to mind. If they had the slightest interest to actually try to correct this you would honestly think they would be looking at all available resources. However, it started in 1965 with one Leader and (where the apple does not fall far from the tree with the other) and continues through to today. Do we Lead or become Leashed-Led Canada?
University Governance
Publicly funded universities are largely autonomous; they set their own admissions standards and degree requirements and have considerable flexibility in the management of their financial affairs and program offerings. Government intervention is generally limited to funding, fee structures, and the introduction of new programs. Most Canadian universities have a two-tiered system of governance that includes a board of governors and a senate. Boards are generally charged with overall financial and policy concerns. Academic senates are responsible for programs, courses, admission requirements, qualifications for degrees, and academic planning. Their decisions are subject to board approval. Students are often represented on both bodies, as are alumni and representatives from the community at large.
Note; Ideally, partnering with an existing accredited (College or University ) institution has been our directive from conception in developing this New Private Industry Based Vocational Technical College+. Which would have fast-tracked and strengthened our delivery today for Canadians (I guess their Agenda meets their own needs for safe haven, where we address the needs of Canadians). In doing so we would have attracted the necessary investment funding and stakeholder/shareholder requirements along with the required educational teachings and skills assisting in, and implementing the reconfiguration of traditional programs to suit this unique college development (or we will just have to develop our own it certainly isn't rocket science). Therefore, as they say "Once Bitten Twice Shy". This new college development in part will also develop a complete research and development center, along with a variety of new integrated degree-granting programs of interest? The "Senates", must be a "Fat Cat Knowledge Base of Academic individuals that cut a 6 figure+ pay checks" with great pensions that lingers on year in and year out adding to the gross costs of students debt? Interesting how this could be a (Short Term Contract Based Formula) of Responsibility and Accountability my thoughts once again. Decisions made upon Canadians entering the working world of industry (employment) such as Construction and Manufacturing and other, where Academia in most cases knowing nothing of the true meaning of the term labour (work) and what is involved? Just ask all of our Student Counsellors?
Question, when something is built, assembled, painted, and shipped that usually is the final end? The Academic Senate, are responsible for programs, courses, admission requirements, qualifications for degrees, and academic planning. This is all part of the developed curriculum, so where is their "Final End" when things are developed and running (reminds me of the story called "The Golden Goose", or "The Golden Grail Of Education". With todays technology I would say these positions would become redundant after development, and only demanded upon revision(s). My thoughts here reflect an "Academia Make Work Project" ???????????? 60 Years and counting.
University Activities
The majority of degree-granting institutions in Canada focus on teaching and research. In 2004–05, Canadian universities performed $8.9 billion worth of research and development, close to 35 per cent of the national total. Teaching is the other key function, whether at the small liberal arts universities that grant only undergraduate degrees or at the large, comprehensive institutions. Registration varies from about 2,000 students at some institutions to a full-time enrollment of over 62,000 at the University of Toronto, Canada's largest English-language university. Note; $8.9 Billion WOW, "The Old Grey Mare Ain't What She Used To Be"?
Note; With such an interest of undergraduate and graduate degrees I am quite sure there may be an interest among some students in achieving these degrees without "Debt" and others throughout this uniquely designed college gaining a broad experience within our internal process of completion. Which will secure and embrace English speaking Canadians. This College's unique design to teach, offer degrees, skills, apprenticeships, and looking at 2004-05 where universities performed $8.9 Billion in research and development. I will say this, I can not imagine what the R&D is worth today 15 years later? Interesting thought, that would mean technically this whole New College Development would fall under the R&D portion of the Funding Costs, and it would certainly get our “Groove Thing” working for the benefit of the Canadian people. I wonder how much of a percentage this $R&D Institution would be entitled to today? A one time check required in the form of ($M,$B, or $T) $illion(s) should be a very good start for Canadians?
University Programs
There are more than 10,000 undergraduate and graduate degree programs offered in Canadian universities, as well as professional degree programs and certificates. Most institutions provide instruction in either English or French; others offer instruction in both official languages. In 2005, Canadian universities employed close to 40,000 full-time faculty members.
Note; I had always liked the sitcom called the Jefferson's “Moving On Up” was the theme. I am sure there is room for one more Unprecedented Competitive Meaningful College Development entry into the realm of education and skills training. Assisting in the development of our all English Speaking Canadian Colonial Heritage without the burden of Tuition, Student Loans, and No Debt.
University Degrees
Universities and university colleges focus on degree programs but may also offer some diplomas and certificates, often in professional designations. University degrees are offered at three consecutive levels:
Students enter at the bachelor's level after having successfully completed secondary school or the two-year cégep program in Quebec. Most universities
also have special entrance requirements and paths for mature students. Bachelor's degrees normally require three or four years of full-time study, depending on the province and whether the program is general or specialized.
A master's degree typically requires two years of study after the
bachelor's degree.
For a doctoral degree, three to five years of additional study and research plus a dissertation are the normal requirements.
The Canadian Degree Qualifications Framework outlines the degree levels in more detail. In regulated professions, such as medicine, law, education, and social work, an internship is generally required in order to obtain a license to practice.
Note; Outlined in the Canadian Degree Qualifications Framework. Here we will address and reconfigure the process to achieve the same results as stipulated, two things will be created within this new college development. One being a good start that benefits the English speaking students coupled with a broad experience of exposure not obtained within the standard institutional process of delivery. Secondly, and most importantly the Costs of achieving one’s ambitious goal. These two things create sustainable inroads to a strong economy, enhancing our demographics, and early personal economic benefits which leads to such things as buying a house, car, and starting a family. Not years down the road paying off Debt created by the High Cost Institutions other means of development. Leash Led.
Attendance and Graduation at Colleges and Institutes
Colleges and Institutions Canada has reported that, in 2004–05, full-time public college and institute enrollment was almost 515,000 students in credit programs. Including both full- and part-time students, there were about one million students in credit programs and about 500,000 in non-credit programs. Just over 173,000 students graduated from public colleges and institutes in 2004–05.
Note; Old news is good news it shows where we were and where we are going. Here again I am quite sure the numbers have been increased dramatically over the past 15 years and with the “Exit Strategy of Covid-19” approaching soon hopefully, both industry and students will be looking for an honest “Earn your Learn” opportunities moving forward. However, creating educational opportunities and developing the essential workers, this new college development may be subject to becoming an “Essential Business Educational Institution” based upon the criteria of the Essential Work Place and the needed development of the “Essential Workers”?
Governance in Colleges and Institutes
In publicly-funded colleges and institutes, government involvement can extend to admissions policies, program approval, curricula, institutional planning, and working conditions. Most colleges have boards of governors appointed by the provincial or territorial government, with representation from the public, students, and instructors. Program planning incorporates input from business, industry, and labour representatives on college advisory committees.
Note; Our initiative in developing a Strong Board of Directors First for this New Private College will indeed be involved overseeing our “Work Earn Learn” program(s) that takes place within our Internal Campus processes. Our directive is as always, it evolves around experience as indicated and stated above as “Input”, considering we are Business, Industry, and Labour, and where Labour representation becomes our Bishop over just being a Pawn Traditionally becoming Greater in achieving a good start for Canadians. And where, Life Long Learning takes on a whole new meaning of opportunities.
College Activities
There are thousands of public and private colleges and institutes in Canada. Of these, over 150 are recognized public colleges and institutes. These educational institutions may be called public colleges, specialized institutes, community colleges, institutes of technology, colleges of applied arts and technology, or cégeps. The Private Colleges are most often called Career Colleges.
Note; I would like to be very clear about this Unique Private College Development, there is "No Other", we are, and will continue to be unique in our delivery of education, skills training, and apprenticeships for the next generation and beyond. Let me elaborate briefly in regards to the name “Phate” that reflects the term “Fate” meaning destiny etc… Having a Choice of One’s Destination making it as clear as in A, B, C, or step 1, 2, 3? Therefore, Choice for a name of an institution is as critical as the programs being delivered. An Unprecedented College Development to inspire where hypothetically speaking meaning “Choosing Your (Fate) Phate wisely" is important. Moving forward Phate Vocational Technical College Development in translation would be “I go to PHC or one day PHU/University” both achieving our integrated process of delivery.
College Programs
Colleges and institutes offer a range of vocation-oriented programs in a wide variety of professional and technical fields, including business, health, applied arts, technology, and social services. Some of the institutions are specialized and provide training in a single field such as fisheries, arts, paramedical technology, and agriculture. Colleges also provide literacy and academic upgrading programs, pre-employment and pre-apprenticeship programs, and the in-class portions of registered apprenticeship programs. As well, many different workshops, short programs, and upgrades for skilled workers and professionals are made available.
Note; This new college will build upon and apply many vocational programs as we move forward eliminating the “Pre” in both areas of “Employment” and “Apprenticeships”. You are either in it or your not, meaning our internal prerequisites will bring light to the student early of the criteria of our program(s) of choice and the prerequisite(s) expectations required, this will truly save time, costs, and clarity for both the student and this college, and for those sponsored by industry or a direct individually who applied to engage? My Fellow Tradesman We Will Requires Your Critical Thought?
College Credentials
Diplomas are generally awarded for successful completion of two and three-year college institutional programs, while certificate programs usually take up to one year. University degrees and applied degrees are offered in some colleges and institutes, and others provide university transfer programs. Les collèges d'enseignement général et professionnel (cégeps) in Quebec they offer a choice of two-year academic programs that are prerequisite for university study or three-year technical programs that prepare students for the labour market or for further post-secondary study.
Note; Is it not “All for One and One for All”, why does each province have variables that benefit others differently (“Awe the Colonial French Mind Set”)? Earn your Learn creates a foundation of Choice and Opportunities through ones deeply rooted ambition to succeed? Through this new college development the call for experience from Industry is applied throughout this college from the Floor to the Board addressing the skills shortages, knowledge, education, and technology, however and where ever it is to be applied. This New Private Industry Based Vocational Technical College Development is designed to help directly, not hinder (Leashed Led) the efforts of Canadians. “No Holds Barred On Ambition”
Colleges in their Communities
Colleges work very closely with business, industry, labour, and the public service sectors in the provision of professional development services and specialized programs and, on a wider basis, with their communities to design programs reflecting local needs.
Note; This article reflects 2005, today is 2023, 18 years later and multi-million dollars spent and still here we are talking and talking and talking on how closely they work with businesses, industry and labour? (The Picture Looks Blurred). However, I am sure they made some progress? It is truly time for Canadians to have a greater choice of directional opportunities to engage in life, and where industry, students, communities, and our economy benefits from such a specialized English Speaking innovative college process of delivery.
Prior Learning Assessment and Recognition
About 80 per cent of colleges also recognize prior learning assessment and recognition (PLAR) in at least some of their programs. Some universities also recognize it, and a growing number of provinces offer PLAR to adults at the secondary school level. PLAR is a process that helps adults demonstrate and gain recognition for learning they have acquired outside of formal education settings.
Note; This is not new it is the personal evaluations of what one will require to meet their criteria to succeed in ones Ambitious Goals Of Employment. In some cases when applying for a job even the employers have a form of (PLAR) an evaluation/aptitude for Example; Dexterity, Blueprint Drawings, Aptitude Varieties, Math, English, and today’s Technology Factor. This new college will also have a form of (PLAR) to distinguish ones abilities to achieve in both the students personal ability, and the requirements needed to achieve their ultimate goal throughout our internal prerequisite(s) of achievement. Example; Drop-Outs would reflect positively in our form of (PLAR) development.
Vocational Education and Training
Public Providers
Vocational education refers to a multi-year program or a series of courses providing specialized instruction in a skill or a trade intending to lead the student directly into a career or program based on that skill or trade. It is offered in secondary schools and at the post-secondary level in public colleges and institutes, private for-profit colleges, and in the workplace, through apprenticeship programs. At the secondary level, vocational programs may be offered at separate, specialized schools or as optional programs in schools offering both academic and vocational streams. The secondary school programs prepare the student for the workforce, a post-secondary program, or an apprenticeship. The role of public colleges has been described above.
Note; As indicated in the above paragraph all streams, academic, practical, vocational, apprenticeship, and other specialized programs to prepare and develop the interest of the student(s) for the work force will be applied directly throughout this New Private Industry Based Vocational Technical College development.
Private Providers
Private colleges may be licensed by provincial governments or may operate as unlicensed entities. They may receive some public funding but are largely funded through tuition fees and offer programs in such areas as business, health sciences, human services, applied arts, information technology, electronics, services, and trades. Programs usually require one or two years of study, although some private career colleges offer programs of shorter duration.
Note; Truly, this New Private Industry Based Vocational Technical College+ would be extremely grateful to have our government(s) offer a one time funding of $illion(s) to assist in this alternative institutional development of choice and greater opportunities for English Canadians. Funding for this Private College Development will lead to becoming an Accredited Private Vocational Technical College and a (TDA) Training Delivery Agent alongside our continuous pursuit in achieving our goal of University Status. However, as indicated this particular college development will not be of the “Norm” we will be Unique, Private, and a Direct Career College with a (TDA) development for the next generation and beyond.
Apprenticeship
Apprenticeship programs in Canada have been generally geared toward adults, with youth becoming increasingly involved in some jurisdictions. The related industry is responsible for the practical training, delivered in the workplace, and the educational institution provides the theoretical components. Apprenticeship registrations have shown a steady increase, reaching almost 300,000 in 2005. The largest increases have been in the building construction trades.
Note; Here in the paragraph above they indicated 300,000 in 2005 apprenticeship registrations at this rate over the past 15 years would have added that up to 4.5million registrations to date so what happened? "WHY ALL THE HYPE" The legal age of an adult is 18 years of age, also indicated above is that youth are becoming increasingly involved, this would reflect in one of my earlier articles stating how the “Drop Out Rate” has increased dramatically out side of other youth interests? Here within this integrated college development both the Industry Practical Training is acquired along with Theoretical and Academic components within our internal prerequisites. Promoting our "Get I, Get Out, Get On With Your Life" program of delivery.
Adult Education and Skills Training
Many institutions, governments, and groups are involved in the delivery of adult education and skills training programs, with the providers varying by jurisdiction.
Colleges offer adult education and skills training for the labour force; government departments responsible for literacy, skills training, second-language learning, and other adult programs may provide programs themselves or fund both formal and non-formal educational bodies to develop and deliver the programs.
Some jurisdictions have established dedicated adult learning centres.
Community-based, not-for-profit, and voluntary organizations, school boards, and some private companies, largely funded by the provincial, territorial, or federal governments, address literacy and other learning needs for all adults, with some of them focusing on specific groups such as rural populations, the Indigenous communities, immigrants, displaced workers, and those with low levels of literacy or education.
The federal government works with the provincial and territorial governments to fund many of the skills training and English and French second- language programs.
The Program for the International Assessment of Adult Competencies (PIAAC), 2012, revealed that Canadians were among the most equipped with the new skills demanded in the 21st century. Canada also had one of the most skilled and educated labour forces in the OECD. However, several sub-groups of the population had disproportionately low levels of proficiency in literacy, numeracy, and problem solving in technology-rich environments, most notably individuals who had not completed high school, immigrants, and Indigenous people.
Note; Phate Vocational Technical College will be in the form of a Not-For-Profit College/University/Development which was clearly stated early in our development and also clearly stated throughout our many articles working along side PH. Industrial Incorporated. This college will assist in developing the skills, education, and apprenticeships of adults, young adults, and dropouts where they see that opportunities are achievable. Along with helping the transitioning process of our Indigenous peoples addressing the means of achievement and employment.
Activities of the Government of Canada
The Federal Contribution
The federal government of Canada provides financial support for post-secondary education and the teaching of the two official languages. In addition, the federal government is responsible for the education of Indigenous Canadians on reserve, personnel in the armed forces and the coast guard, and inmates in federal correctional facilities.
Note; I will point out that in meeting a Member of Parliament at the time and sending a letter to the Minister of Aboriginal Affairs Sept. 12/2008 12 years ago. Stating, “I had the opportunity to meet with constituent Thomas J. Forbes, who is seeking to develop a vocational/technical college. This program, links corporate business and institutional education, may be of interest to your department”. Needless to say our Typical Government(s) have selective hearing and it reflects upon our Public Institutions. Other areas such as our Armed Forces and correctional facilities may be worth a conversation if there is an interest?
Indigenous Education at the Elementary and Secondary Levels
The federal government shares responsibility with First Nations for the provision of education to children ordinarily resident on reserve and attending provincial, federal, or band-operated schools. In 2006-07, Indian and Northern Affairs Canada supported the education of 120,000 First Nations K–12 students living on reserves across Canada. Band-operated schools located on reserves educate approximately 60 per cent of the students living on reserves, while 40 per cent go off reserve to schools under provincial authority, usually for secondary school. First Nations children living off reserve are educated in the public elementary and secondary schools in their cities, towns, and communities, with the provinces and territories providing the majority of educational services for Indigenous students.
Indigenous Post-secondary Education
Funding is also provided for post-secondary assistance and programs for Status Indian students residing on or off reserve, as Indian and Northern Affairs Canada supports approximately 23,000 students annually for tuition, books, and living allowances. The department also provides support to some post-secondary institutions for the development and delivery of college and university-level courses designed to enhance the post-secondary educational achievement of Status Indians and Inuit students.
Federal Funding Support for Post-secondary Education
In addition to providing revenue for universities and colleges through transfer payments, the federal government offers direct student support. These programs, and many similar ones offered by the provinces and territories, are designed to make post-secondary education more widely accessible and to reduce student debt:
Every year, the Canada Student Loans Program and related provincial and territorial programs provide loans, grants, and interest forgiveness to over 350,000 post-secondary students.
The Canada Millennium Scholarship Foundation awards $350 million in bursaries and scholarships each year to about 100,000 students throughout Canada.
In 2009-10, the Canada Student Grant Program will replace the foundation, providing income-based grants to post-secondary students.
For parents, the Canada Education Savings Grant program supplements their savings for post-secondary education.
Official Languages
Reflecting its history and culture, Canada adopted the Official Languages Act, first passed in 1969 and revised in 1988, which established both French and English as the official languages of Canada and provided for the support of English and French minority populations. According to the 2006 Census, 67.6 per cent of the population speak English only, 13.3 per cent speak French only, and 17.4 per cent speak both French and English. The French-speaking population is concentrated in Quebec, while each of the other provinces and territories has a French-speaking minority population; Quebec has an English-speaking minority population.
Language Education
The federal government's official-language policy and funding programs include making contributions to two education-related components — minority-language education and second-language education. Through the Official Languages in Education Program, the federal government transfers funding for these activities to the provinces and territories based on bilateral and general agreements that respect areas of responsibility and the unique needs of each jurisdiction. The bilateral agreements related to these contributions are negotiated under a protocol worked out through the Council of Ministers of Education, Canada (CMEC). Two pan-Canadian federally funded programs, coordinated by CMEC, provide youth with opportunities for exchange and summer study to enhance their second-language skills.
Below are a list of interesting article as stated, enjoy the read. However, pointing out in the first Link above in this article the time lapse stated in one of our articles called "North America Unleashed" and others supporting articles that this new Unprecedented Non-Traditional Private Industry Based Vocational Technical College Development can and will deliver. Question; Deliberately Ignored, where Competition that is beneficial to the people for the people is not invited?
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