The final report of Bob Rae’s Postsecondary Review is out. This is the full report. I previously blogged the Discussion Paper.
Added quotes on Feb. 2005 – See notes below.
Here are some quotes of interest. The numbered items are recommendations.
Ontario now has an opportunity to lead. Around the world, the transformation of the modern economy is turning higher education into a critical issue. Where higher education was once the prerogative of an elite, it is now the clear need of the majority of the population. (p. 5)
Before Ontario created the college system, some 8% of young people went on to university. Now about 40% go to college or university. For parents in the lowest income quartile, the likelihood of their offspring attending university is 17%, but for parents in the highest income quartile, the likelihood rises to 40%. (p. 6)
Going to college or university is important enough that governments should invest more, but it is also important enough that we need to encourage students and parents to save and invest in it themselves. We also must convince the private sector that continued investment in research and innovation and philanthropy for student support are crucial to the future social and economic health of the province. (p. 7)
When the foundations of Ontarioís postsecondary system were put in place forty years ago, education was the single biggest item in the provincial budget. Today that is no longer true: the costs of health care have soared, and health careís share of the provincial treasury has increased dramatically. Since 1987, there has been an 18% decline in real per capita provincial operating spending on postsecondary education (at the same time that health expenditure per capita has risen more than 30% in real terms). Ontarioís postsecondary system is decidedly underresourced compared to its U.S. and Canadian peers. (p. 9)
The relative importance of different sources of funding has also changed. Provincial operating transfers account for a smaller share of institutional revenue, while federal and provincial research dollars, private donations, tax credits and tuition make up a larger share. Overall revenue to the institutions may have grown, but it has not kept up with enrolment, higher costs and new technologies. Contact hours between students and faculty have been reduced, because we have far more students and not enough new teachers. (p. 9)
On the teaching front, there is a generational transformation thatís about to take place. College and university faculties are composed of significant numbers of people who are on the verge of retiring. It is estimated that by the end of the decade there will be a need for 7,000 new college faculty and 11,000 new university faculty. Weíve assumed for far too long that the numbers would take care of themselves. Itís very clear that weíre at the point of a major demographic shift. And with a shortage of graduate students (compared to our peer U.S. states) we wonít have enough qualified people. We need to invest in graduate education immediately. (p. 10)
The evidence is overwhelming that thriving and vital postsecondary institutions are a critical element in community economic development. It is equally true that the partnership needs to extend further, to include local school boards. (p. 14)
Perhaps more important than the new technology is a renewed commitment to something very basic: teaching excellence. Academics make a point of saying that teaching and research go together and should not be placed in conflict. I agree with this, but I am concerned about the quality of the relationship between student and teacher. … The most common complaint from students, in addition to concerns about money and the affordability of their education, has to do with the quality of contact time with professors and teachers. This must be addressed. If students feel that they come and go and no one cares, something is out of balance. A commitment to excellence includes a commitment to an outstanding student experience. (p. 17-18)
7. ACADEMIC RENEWAL: Direct new investments towards teaching excellence and educational innovation so that students have increased opportunities for meaningful contact with faculty, and better facilities and equipment. A single Ontario digital library should be developed. (p. 30)
9. EXPERIENCE ABROAD: In co-operation with the institutions and with the support of the private sector, establish an Ontario International Study Program to increase the opportunities for Ontario students to complete a portion of their studies abroad. (p. 30)
10. INTERNATIONAL STUDENTS: Pursue marketing efforts, jointly with the sector and the federal government, to ensure that Ontario remains an important ìeducational destinationî for international students. Encourage the federal government to allow international students in Ontario to obtain off-campus work permits. (p. 30)
23. GRADUATE EDUCATION: Expand graduate enrolment at those institutions that can demonstrate quality and a capacity to provide the necessary supports to students to ensure the successful and timely completion of their studies.
24. CAPITAL NEEDS: Over a 10-year period, make available to institutions up to $200 million per year for facility renewal and up to $300 million per year for new facilities and equipment for increased enrolment. (p. 34)
According to the Conference Board of Canada, global demand for international higher education is set to grow from 1.9 million international students today to 7.2 million international students by 2025.
Students from other countries who study in Ontario help promote our international reputation, contribute to future trade and economic development opportunities, bring expertise ñ including high quality researchers and graduate students ñ to Ontario, and enrich the postsecondary experience for all students.
… The United States receives the largest share of the global total (30%), followed by the United Kingdom and Germany (12% each), Australia (10%) and France (9%). By contrast, Canadaís total share of postsecondary international students is less than 1% (of which about 40% come to Ontario). (p. 58)
The federal government estimates that up to 70% of all future jobs created in Canada will require some postsecondary education. With a current participation rate of around 40%, Ontario must take a more active approach if it is going to meet its labour market needs and improve its economic performance. (p. 62)
Ontario is facing a faculty shortage due to retirements, and the province needs to close the productivity gap with competing jurisdictions.
To respond, the government should move to double the number of graduate students in Ontario to approximately 60,000 over ten years. (p. 87)
The Ontario Task Force on Competitiveness, Productivity and Economic Progress has pointed to underinvestment in university education, particularly at the graduate level, as a leading contributor to the 10% productivity gap between Ontario and peer U.S. states.
In its Third Annual Report, the Task Force also noted that Ontarioís graduate level participation rate is about half that of peer U.S. states. (p. 88)
The government should provide sufficient funding to permit colleges and universities to contract for up to $300 million in capital construction in each of the next ten years. The distribution of funds should be tied to enrolment plans.
Partner donations have figured prominently in recent capital strategies. They should continue to be encouraged and given priority, but should not be made mandatory.(p. 89)