Notice bibliographique
Résumé
This study explored the responsiveness of two Ontario Colleges (called Eastern and Western for the purposes of this study) in the Greater Toronto Area (GTA) to internationally trained immigrant (ITI) students accessing college education for retraining purposes. Many highly educated immigrants are unable to have their credentials recognized because professional regulatory bodies and employers are reluctant to accept their previous education and work experience. Therefore, many ITIs access Ontario college education in the hope that, upon graduation, they will find skill-related employment that will contribute to their settlement in Canada. The purpose of this research was to examine how the two participating colleges address the ITI students’ occupation-specific needs in their current institutional policies and practices. Qualitative research methods, interviews and document analysis, were utilized to examine the admission and program delivery practices at each of the study colleges. Interviews were conducted with 13 ITI student participants and 14 college personnel to provide an opportunity for them to voice their opinions about their college experiences. To provide direction for interpreting and analyzing the research findings, the single- and double-loop organizational learning framework developed by Argyris and Schon (1974, 1978) was used. The findings suggest that Eastern and Western Colleges have different approaches in valuing and placing importance in responding to ITI students’ retraining needs. The data indicated that ITI students at Eastern College were not perceived by college personnel as a unique group of students having specific retraining needs; rather, they were seen as part of the larger student constituency. On the other hand, Western College recognized the ITI students’ distinctive occupation-specific needs and made commitments towards improving its policies and practices to increase the College’s effectiveness in meeting the ITIs needs. Although limited to only two Ontario colleges, the study findings have some important implications for theory and practice. The findings have contributed to increased awareness and a better understanding of challenges ITI students face in accessing Ontario college education, and it has offered recommendations for college efforts to respond to ITI students’ educational needs.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,008 | 0,004 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».