User:Xxdriftwoodxx/Higher Education in Quebec

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=quickfacts=

Prior to the Quiet Revolution, A Bachelor's of Science Degree took an English student four years of University, His French counterpart was required to complete an undergraduate degree in general arts before entrance into three additional years of Science Studies. (Henchey and Burgess 1987 p. 10)

=History=

In 1789, the Commission on Education, chaired by Judge William Smith...

By the 1960's there were three French Universities: Laval, Montreal and Sherbrooke and four English universities, there were 2 teacher colleges (St. Joseph, Teacher College), 2 liberal arts (Loyola and Mariaopolis) and 3 Universities (McGill, Bishop's and George Williams University),ref(Henchey 99:1987)

According to Henchey and Burgess, there were 5 major changes to the Quebec Higher Education system since the 1960’s:

1. The demand on the post secondary system – an increase of 60% per decade.(112:1987 Henchey and Burgess)


 * ...between 1967 – 1983 enrolment increased 150% (101:1987 Henchey and Burgess)
 * Increasing levels of student participation saw the need to develop a joint committee composed of secondary school personal and University Admissions Officers. This committee was responsible for the consolidation and expansion of regular programs. This helped to smooth articulation between colleges and the various levels. (101:1987 Henchey and Burgess)

2. The establishment of CEGEPS and the Univeristy of Quebec System changed the institutional patterns


 * The CEGEPs assumed the role of instructing advanced general courses; essentially removing the freshman year from university. Because the CEGEP graduate was given 30 credits toward a Bachelor's Degree leaving only 90 credits, the university courses became more specialized and of course shorter. (Henchey and Burgress 1987:112)


 * University of Quebec was a network of universities administered via a centralized administration office located in Quebec City. This allowed access for social and economic groups that may have otherwise restricted from pursuing further education due to there geography location. Specialized courses are offering at the various regional campus are designed with local representatives and ecological orientation. The initial philosophies were meant to be more democratic, less elite and more flexible.

3. Attempts to coordinate and rationalize the traditionally independent universities into a network that reflects the growing financial dependence of universities on government grants.

4. Curriculum changes involving new programs, more specialized B.A.’s and short certificates and diplomas, and the integration of teacher education into the universities


 * The Quiet Revolution in the 1960's was instrumental in the development of the current higher education system. The parent report released in 1964 reported that Quebec primary and secondary school teachers ranked signidicantly lower than those in other jurisdictions. (Magnuson 1980:113) 1961-62 figures indicate that 90% of Catholic (French) teachers and 65% of Protestant (English) teachers had less than or equal to 13 years of schooling. The Quebec Government believed that success in school reform hinged on having well qualified teachers, and teacher education underwent major changes in the preparation and qualification for those entering the profession.  The Quebec universities assumed the duties of administering teacher education. By the end of the 1960's, undergraduate degrees became the minimum requirement for new teachers in the K-V system. (Magnuson 1980:113)

5. Periodic analysis of the role of Universities in society and the kind of policies that would be appropriate for future university development. (112:1987 Henchey and Burgess)

Essentially, "the reforms fundamentally altered the character and pattern of education, changing it from a decentralized, church dominated system serving an elite to a centralized, state controlled one catering to a mass population." (Magnuson 114:1980)

=Chronology=


 * 1) henchey 1987|Henchey and Burgess 1987 p. 107

=Equity and Access=

CEGEP (College d'ensiegnment general et professional)

 * The new CEGEP institutions were polyvalent offering both pre-university and technical programs. The association with the various religious interests was replaced with a secular and public approach with the intention of increasing access for all social groups. By developing a single structure, it allowed for equality of educational opportunity. (100:1987 Henchey and Burgess)


 * Admissions into CEGEP
 * Students apply to regional admission services, not to individual cegeps. The exceptions to this are Dawson College and Champlain Regional College. There are three regions: Québec (Service régional d'admission au collégial de Québec - SRACQ), Metropolitan Montréal (Service régional d'admission du Montréal métropolitain - SRAM), and Saguenay-Lac-Saint-Jean (Service régional d'admission des cégeps du Saguenay-Lac-Saint-Jean - SRASL). Metropolitan Montréal (SRAM) is the only region that offers English-language cegeps. (http://www.cegepinternational.qc.ca/etudiantsetrangers/demande.html)

Univerisities

 * Since the 1960's, expanded education systems and open access to all who can benifit from it. Reducing or eliminating desparities between men and women, metropolitian and rural and French and English (Henchey and Burgess, 115:1987)


 * "Quebec is clearly moving in the direction of equality access, especially for French women; however, gaps still remain for other language groups, poor and the isolated." (Henchey and Burgess, 115:1987)


 * There are transfer programs available for secondary school grads from outside the province (99:1987 Henchey and Burgess)


 * The Faculty of medicine has increased residency capacity by 60% since 2003 largely due to International Medical Graduates (IMG's) (2008 CREPUQ)

=Structure=

CEGEP (College d'ensiegnment general et professional)
In 1967, the CEGEP system was created during the Quiet Revolution to allow French and English students the ability to follow the same educational route. It was intially formed as an amalogmation of the classical colleges, normal schools and technical schools. (Smith, Foster, Donahue 6:1999) The CEGEP system quickly replaced the provinces classical colleges,which numbered 98 in 1966-67, to less than 20 in five years time. (Magnuson 112:1980); however, the English schools were created from scratch because at the time their were only two English colleges - Loyola and Marianopolis. These colleges were not to become CEGEPs because Loyola merged with Sir George University and became Concordia University, and Marianopolis became a Private College (Smith, Foster, Donahue 7:1999)

Two types of programs are offered:

1) 2 year general education (pre- university) leading to university(Smith, Foster and Donahue 6:1999) and (Henchey and Burgess 99:1987)

General Arts include: Science, social sciences, creative arts, music, fine arts, language & literature and oral communications (Smith, Foster, Donahue 7:1999)

2) various 3 year vocational programs leading to the wokforce (Smith, Foster and Donahue 6:1999) and (Henchey and Burgess 99:1987)

Vocational Programs: Biological Sciences, Physical Sciences, Social Sciences, administrative sciences and fine arts (Smith, Foster and Donahue 7:1999)

48 CEGEPs 25 private colleges 10 institutes operated by government departments what are these? 1 college under university (Smith, Foster, Donahue 6:1999)

Upon completion of the CEGEP program, a student is awarded a DEC - Diploma of college studies. This certification is awarded to student who have o either the vocational stream or the academic stream. (7:1999 Henchey and Burgess)

Universities

 * The CEGEP system streamlined access to Universities, as English students were eligable for post secondary studies after eleven years of schooling and previously was fifteen years of schooling for French students. (Magnuson 112:1980) Smith et al, suggest that the years of schooling are ast 16 years, with the English still being increased by one and the Francophone students reduced by 2 years (6:1999 Smith et al.)


 * (1970’s through early 1980’s) “The Colleges became heavily involved in programs of continuing education, community development and recently programs of international cooperation with developing nations.” (Henchey and Burgess 101:1987)
 * 1999 - According to Michaud (1999:28) rates of completion in Quebec were:


 * >40% high school
 * >25% University

General overview of university education http://www.meq.gouv.qc.ca/rens/brochu/ens-univ.htm

One of the objectives of the system of education is to make it possible the whole of the population of Quebec to have access to university services. Physical accessibility with these services results either in the presence of an university campus or a center of teaching establishment in the area, or by means of remote teaching.

University services are offered in all the areas of Quebec. Thus, the majority of the universities have several pavillions of teaching and research, which constitutes the university campus. In general, the head office of the university is found at this centre. However, in order to meet the needs of the populations far away from the campuses, the universities often offer teaching from university centres distant from their principal campus. These offerings are generally offered part-time.

Another way of making university services available to the population is through the integrated use of several media, such as in printed paper form, television and telematics. The Télé-university, establishment of the network of the University of Quebec, is particularly specialized in this mode of remote formation. More than 5 100 students are registered there, including more than 3 200 women and nearly 1 900 men. Most of these students enter in the first cycle (September), although some are enrolled part time. Lastly, three students out of four are 30 years old and more.

The Québécois universities deliver annually more than 35 000 university degrees crowning of the studies of baccalaureat, control or doctorate. In the last decade, the annual number of decreed university degrees grew considerably. The rate of obtaining a baccalaureat in Quebec is among the highest in the world.

CAUT

 * Follow this link for the CAUT: http://www.caut.ca/home.asp?page=432 Greg Allain is the current president (and a Francophone) find more information

Ministère de lÉducation, du Loiser et du Sport

 * Follow this link for a list of past Ministers at the Ministry of Education, Recreation and Sports (Quebec).

CREPUQ

 * Conference des recteurs et des principaux des universities du Quebec (Conference of Rectors and Principles of Quebec. This group is an association of university institutions. (113:1987 Henchey and Burgess) The CREPUG currently have a campaign promoting the importance of higher education titled KNOWLEGDGEMATTERS to promote the benefit of having a well educated, highly skilled society.

FAPUQ

 * Federation des association des professeurs des universities du Quebec, which was created in 1970. This organization grew out to the new Quebecios identity triggered by the societal changes in higher education follwoing the Quiet Revolution, and according to Greg Allain ([|Allain, CAUT Bulletin 2008])was the central body in the formation of the FQPPU (113:1987 Henchey and Burgess)

FQPPU

 * Fédération québécoise des professeures et professeurs d’université - founded on May 16, 1991, the federation is made up of 15 unoins whose is primarily concerned is the maintaining, defending, promoting and developing the university as a pulblic service and to defend a University access and quality.

The Office of Professions (Office des Professions)

 * controls the admission totals for certain professions and through which certain professional programs are accredited. (113:1987 Henchey and Burgess )

CSN

 * Confederation des Syndicaux Nationales, most CEPEG instructors are associated with this union. (Henchey and Burgess 1987 p. 113)

CEQ

 * the chief teachers union

FEESP-CSN

 * Federation of Employees of public services

=Goverance=

CEGEP (College d'ensiegnment general et professional)

 * "CEGEP Education is governed by the provisionsof the General and Vocational Colleges Education Regulations." (7:1999 Smith et al.)


 * Private CEGEPs are governed by the Act Respecting Private Education, and regulations adopted under this act known as the Regulation Respecting the Application of the Act Respecting Private Education, but they are still subject to the same College Education Regulations, which apply to public CEGEP’s. (7:1999 Smith et al.)


 * The public colleges are legal institutions each with a Board of Goverors (BOG) composed of 20 members appointed by the Ministry of Higher Education. It includes senior adminstrators, personal and students of the college, parents and representatives of regional groups. Each College also has an Academic Council with 20 members of which the majority are instrutors. The administrative head of the institution is the director general. The colleges level below the director general is the academic dean and the director of student services. Other adminstrators, directors, deans and coordinators make up the next teir of the institution. (105:1987 henchey and Burgess)

Universities
"Since the 1960’s the Quebec government has assumed a more commanding presence in university policy than was previously the case, allocating resources, standardizing procedures, setting broad policies objectives and attempting to rationalize the university system in the interest of the common good” (118:1987 Henchey and Burgess)

In December of 2006, the Institute for Governance of Private and Public Organizations, announced the creation of a study group on the governance of Quebec universities.

The mandate of the group was three-fold: 1. Assess current practices and challenges for the proper governance of universities in Quebec and elsewhere. 2. Assess various principles and practices put in place to improve the quality of university governance in Quebec and around the world. 3. Make specific recommendations that are likely to enhance the quality of university governance in Quebec.

The 11 member group consisted of university rectors/chancellors/principals as well as board members of various universities across the province. Their report was released in September of 2007. It was rejected by the Fédération québecoise des professeures et professeurs d’université (FQPPU) as well as the McGill Association of University Teachers (MAUT) and the Concordia University Faculty Association (CUFA).

In February 2008, representatives of CUFA and MAUT denounced the report’s recommendations in a written response to the study group’s report. The report recommended a 15-member board of governors, where 10 members are external. The board would also be responsible for hiring and compensation of senior administration as well as strategic planning and establishment of performance measures for teaching and research. The report did not take into account the current bicameral system of a board of governors as well as a senate, a system in place across North American universities. CUFA and MAUT were concerned about the lack of academic presence, both in teachers and in students, as well as the overwhelming presence of corporate and business interests on the proposed structure of the board.

=Funding=

Univerisities
Late 1970/early 1980’s serious under funding lead to difficulties in basic financial planning due to the uncertainty in funding policies...priorities for programs leading to careers and professions and for research and development in the priority areas of information technologies were not always easily engaged at a time of little growth and financial constraint. (115:1987 Henchey and Burgess )

In 1979, 9% of the total cost of post secondary education was collected as student fees. This compares to 3% from foundation gifts and 88% from the provincial government. This compares to Ontario's total funding sources, where 13% is from user fees, 9% from foundation gifts and 78% from the provincial government. (118:1987 Henchey and Burgess)

Currently, McGill University has the third largest endowment of all Canadian educational institutions, approaching $1 billion.[96]

The University of Quebec(UQ) was unique to Quebec when it was first created in 1968 by the University of Quebec Act. The UQ system was a product of the Quiet Revolution, and was modeled after the state run universities of California and New York State. "The University of Quebec was intended to extend higher education to thoughout Quebec in response to expanding enrolments allowing accessable to students in rural communities." (Magnuson 112-113:1980) The main language of instrution at all nine of the University of Quebec campuses is French.

"Its mission is to facilitate the access to university education, contribute to the scientific development of Quebec and regional development." http://www2.uquebec.ca/siteuq/objets/Depliant/Diffusion/depliant_anglais.pdf

Télé-université http://www.teluq.uquebec.ca/index.html

The Télé-university, or TÉLUQ, is the first university educational establishment specialized in remote formation in Quebec. Component of the University of Quebec in Montreal (UQAM), the TÉLUQ has the role the university education and research. It is characterized by its mode from flexible teaching, which makes it possible to continue academic works per hour and the rate/rhythm desired. It accomodates annually more than 17.000 students. Its programs are sanctioned by a diploma of the University of Quebec in Montreal. The amalgamation of TÉLUQ and UQAM form the largest bimodal francophone university, combining an on campus and a remote formation.

A short history of TELUQ: 1972 Creation of Téluq: In October 1972, the Parliament of the governors creates on an experimental basis, for one five years period, the Commission of the TV-university.

1974 First course – COO 1001 Initiation with co-operation: Created in partnership with Desjardins.

1976 First program – Certificat in knowledge of the man and medium (CHEM): First graduate, Mr. Pierre Vincent of Holy-Foy, Quebec.

1990 First baccalaureat in communication

1992 Granting of the letters patent

1997 25th birthday of Téluq

1997 Subsidy of 9 million dollars for technological modernization

1999 The head office of Téluq in Quebec, just as its office of Montreal, have their own buildings henceforth

2005 The government of Quebec authorizes the fastening of the TÉLUQ and the UQAM. This decision was made by decree of the Council of Ministers on May 18, 2005 on recommendation of the Minister for Education, the Leisure and the Sport, Mr Jean-Marc Fournier. This fastening, which makes of Téluq a component of the UQAM within the University of Quebec, was carried out by the delivery of additional letters patent to the UQAM.

2007 35th birthday of Téluq

Funding of TELUQ The budget of Téluq, which is a public agency, is mainly made up of subsidies from the Minister of Education, Leisure and Sport. These subsidies are calculated starting from the number of student who are registered annually. Other sources of revenue are added to the governmental subsidies. The budget of the year 2006-2007 presents incomes of 32 912 000 $ coming from three sources: Subsidies: 73% Incomes of education rights: 13% Other incomes: 14%

Tuition fees vary significantly between in-province, out-of-province and international students, with full-time Quebec students paying around $3,500 per year, other Canadian students paying around $7,500 per year, and international students paying over $15,000 per year.[101][102] - Mcgill wikipage - I am still trying with my linkage

CEGEP

 * For the year 2007-2008, tuition fees for Québec students are as follows:


 * public college: free
 * CEGEP courses are free for Quebec residences unless a student fails a set number of courses: 5 failures for general and 7 failures for vocational; however, the Private colleges are fee based. (Smith et al 1999 p.6)


 * subsidized private college: the amount varies from one institution to another but is generally between C$800 and C$3700 per semester, depending on the program of studies


 * For the year 2007-2008, the additional financial contributions required of foreign (non-Canadian) students are as follows:


 * public college: between C$4010 and C$6215 per semester, depending on the program of studies


 * subsidized private college: between C$2404 and C$3732 per semester, depending on the program of studies

Univeristy
Québec has the lowest tuition fees in Canada, but only for in-province students. In 2006-07, Québec residents paid $1916 in tuition for undergraduate programs due to a tuition-freeze that has kept fees at less than half the national average since the 1990’s. (http://www.statcan.ca/Daily/English/060901/d060901a.htm). The tuition freeze was lifted in 2007, but students continued to pay less than half the national average at $2025. Graduate fees also remained low at $2137, on average. In comparison, Canadian graduate students paid $5387, on average. (http://www.statcan.ca/Daily/English/071018/d071018b.htm)

Differential tuition http://tuitionandfees.concordia.ca/07_08/u_pg1.shtml http://www.ubishops.ca

Residents of Québec pay less tuition than non-residents of the province. For the 2007-08 academic year at Bishop’s University in Lennoxville, a Québec resident paid $58.94 per credit (one course is 3 credits) while a Canadian, non-resident of Québec paid $112.41 per credit. At Concordia University, Québec residents paid $58.94 per credit and Canadian non-Québec residents paid $171.36 per credit, again in 2007-08.

For the year 2007-2008, the additional financial contributions required of foreign (non-Canadian) students are as follows:

university: o undergraduate level: C$306.60 per credit for activities in the human and social sciences, geography, education, physical education, administration, humanities and law; C$348.60 for other activities o master's level: C$306.60 per credit o doctoral level: C$269.85 per credit (http://www.mels.gouv.qc.ca/ens-sup/ens-univ/droits_scolarite-A-2007.asp)

Student Financial Aid http://www.afe.gouv.qc.ca/fr/pretsBourses/conditionsAdmissibilite.asp

Student financial aid is administered provincially through the Minister of Education, Leisure and Sport.

Conditions of admissibility You are acceptable with the Program of loans and purses if:

• you have the Canadian citizenship or the statute of permanent resident, refugee or anybody protected under the terms of the Law on immigration and protection from the refugees; • you reside at Quebec or are famous to reside at it at the time of presenting your demand for financial aid; • you were allowed or will be allowed in an educational establishment recognized by the Minister for Education, the Leisure and the Sport. • you follow full-time of the recognized studies or are considered to follow full-time such studies; • you did not exceed the limiting number of months of studies for which an financial aid can be allotted; • you did not reach the limit of debt fixed for your order of teaching, your academic cycle or your program of studies; • you do not have sufficient financial resources to continue your studies.

Note that you are not acceptable with the Program of loans and purses if you are imprisoned.

If your spouse and you are students, only one among you can be considered to continue full-time studies during the same year of attribution.

Provisions for pregnant students and students with families are given when applying for financial aid.

Students who are pregnant during the time of their studies can apply for financial aid with the following provisions: • Students are recognized as independent and contributions made by parents are not taken into account as income when calculating eligible amounts • recognition, in the allowed expenditure, of living expenses for a child; • recognition, in the allowed expenditure, of expenses for non-residence in the parents, whom you reside or not in your parents; • if you do not have a spouse, recognition, in the allowed expenditure, of expenses as household head single-parent.

Other provisions for students with families include: • Admissibility with the Program of loans and purses - normally intended for the full-time students -, even if you are being studied part-time (you must be registered at least 20 hours of teaching per month); half of the number of months during which you are being studied part-time is then taken into account to determine your period of admissibility. • Recognition, in the allowed expenditure, of expenses if you are household head single-parent. • Recognition, in the allowed expenditure, of living expenses for a dependent children 18 years or more which is being studied full-time. • The cover of the expenses of guard according to what it costs for a place subsidized in an on-call service childhood. If your child does not have access to such a place, a supplementary loan is granted to you during waiting of the refundable tax credit for this purpose. • The cover of the expenses dependent on the purchase of drugs and care chiropratic (portion not - glaze by the Control of the health insurance of Quebec or by an insurance company) as well as expenses related to the visual purchase of ortheses for you or your child. • The exemption, in the evaluation of your contribution, of the first 1.200 $ of the entire amount of alimony received annually. • Admissibility with an financial aid during the period of summer, even if you are not being studied during this one. • Prolongation, in certain cases, of your period of admissibility to a purse, to allow you to provide for the expenses related to one or more children on your load. • The temporary exemption of the refunding of the debt of studies when you stop your studies for a certain time because of a pregnancy or following the birth or of the adoption of a child.

=Glossary=

=Future Directions=

=References=

*Allain, Greg (2008) Francophones in the CAUT: The Long March CAUT/ACPPU Bulletin, Envision Online Media Incorporated

*Henchey, Norman and Burgess, Donald (1987) Between Past and Future: Quebec Education in Transition Calgary: Detselig Enterprises Limited

*Magnuson, Roger (1980) A Brief History of Quebec Education: from New France to Parti Quebecois Montreal: Harvest House

Michaud, Andre (1999)Our Bankrupt Elite: State of University Teaching in 1999 Quebec: SRP Books

Smith, William; Foster, William and Donahue, Helen (1999) The Contemporary Education Scene in Quebec: A Handbook for Policy Makers, Administrators and Educators Montreal: Office of Research on Educational Policy (OREP)