trends-2011-vol1-enrolment-e
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1976 1981 1986 1991 1996<br />
Source: Statistics Canada, Labour Force Survey and Census<br />
2001<br />
2006<br />
<strong>2011</strong>e<br />
2016e<br />
• Bursaries of up to $2,000 for First Nations, Métis or Inuit<br />
students (these are still available);<br />
• Peer mentoring to ease the transition to university;<br />
• Research apprenticeships which provided the opportunity<br />
to participate in hands-on academic research; and,<br />
• Staff and faculty cultural training to support<br />
Aboriginal students.<br />
University degree - post-graduate<br />
University degree - bachelor's<br />
This program has been instrumental in breaking down social<br />
and cultural barriers for Aboriginal students at the University<br />
of Victoria, and increasing their learning skills in order to better<br />
succeed during their university studies. 42 lE,nonET identified<br />
a number of key principles in supporting success and was one<br />
of the first programs to be able to empirically measure changes<br />
in success.<br />
High school graduate<br />
Some secondary<br />
Canada<br />
British Columbia<br />
Alberta<br />
Saskatchewan<br />
Manitoba<br />
Ontario<br />
Quebec<br />
New Brunswick<br />
Nova Scotia<br />
Prince Edward Island<br />
Newfoundland and<br />
Labrador<br />
FIGURE 47: High school drop-out rates have declined<br />
significantly during the last two decades<br />
0% 5% 10% 15% 20%<br />
50%<br />
The lessons learned from this pilot project and other successful<br />
university programs 43 are being shared with institutions across the<br />
country. Both the federal and provincial governments (the latter<br />
through the Council of Ministers of Education, Canada and the<br />
Council of the Federation) have identified the goal of broadening<br />
university Less than high access school to students from under-represented groups –<br />
including Graduated high low-income school students, Aboriginal students and children<br />
of recent immigrants. Some measures are already in place, and to<br />
Some postsecondary<br />
the extent that they and similar programs are successful, they<br />
Trades , vocatioanl, apprenticeship<br />
will create greater demand for university education and upward<br />
pressure Community on college, university CEGEP participation rates. 44<br />
AUCC<br />
University graduation<br />
These types of programs have also contributed to a significant decline<br />
of high school drop-out rates across Canada. Over the last two<br />
decades, the drop-out rate fell from 16.6 percent at the beginning of<br />
the 1990s to just 8.5 percent of 20-to-24 year-olds not completing<br />
high school between 2007 and 2010. This has created a bigger pool<br />
Full-time students at degree granting institutions<br />
2007 to 2010<br />
1990 to 1993<br />
Source: Statistics Canada<br />
from which universities draw their students. While some further<br />
growth can be achieved, future improvements will not provide the<br />
FIGURE 48: Tuition fees vary widely across Canada<br />
scale of growth that has been achieved over the last two decades.<br />
As projects and programs such as Pathways to Education<br />
Canada<br />
demonstrate, more can be done to change the aspiration levels of<br />
Newfoundland and<br />
students Labrador from traditionally under-represented groups. Creating<br />
capacity and support for these students will help them achieve their<br />
Nova Scotia<br />
new-found aspirations for additional education as more of them<br />
complete<br />
New Brunswick<br />
high school.<br />
Prince Edward Island<br />
Quebec<br />
Ontario<br />
Manitoba<br />
Saskatchewan<br />
Alberta<br />
British Columbia<br />
Trends in Higher Education | Volume 1. Enrolment | 49<br />
0 $1,000 $2,000 $3,000 $4,000 $5,000 $6,000 $7,000<br />
2010<br />
2000<br />
1990<br />
1980<br />
ion