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Canada’s immigration goals are multifaceted and ambitious, reflecting both a desire to attract those who can contribute economically and culturally and offer protection to the displaced and the persecuted. Alongside these goals is a pledge that newcomers will receive the services and supports they need to fully integrate into Canada’s cultural and economic landscape. This chapter argues that post-secondary institutions, working in partnership with community organizations and primary/secondary schools, are well positioned to facilitate economic and cultural integration, particularly for otherwise vulnerable refugee groups. However, the authors’ previous research illustrates the many barriers refugee youth face in accessing Canadian post-secondary education. The authors hypothesize that efforts to increase post-secondary access – and, thereby, facilitate the accomplishment of immigration goals – will be most effective when specific age groups within the refugee demographic are targeted; in particular, younger children who have spent more time in the Canadian education system. This approach requires a shift in settlement practice from that of meeting only initial, urgent settlement needs, to one that enables the development of economic and cultural capacity. The authors envision a program that, on the one hand, helps refugees to value and gain the broad benefits of post-secondary education, while, on the other hand, directs post-secondary institutions to offer programs and pathways that are more inclusive to the unique challenges faced by this vulnerable demographic.

The aim of the chapter is to investigate the changing structural position of post-secondary schools in Poland, seen from the perspective of the expansion of higher education from one side and the current reform of vocational education from the other. Do post-secondary schools enhance opportunities for those who might not otherwise consider further education, especially when we consider lower cost, open admissions and greater accessibility in comparison with higher education institutions? Or do they play a role of a ‘discounted’ and ‘undervalued’ education for those who could not manage to enter three-year-bachelor cycles in tertiary education and thus were forced to lower their initial educational aspirations? The opening up of higher education to new student populations was done by the rapid expansion of the private (paid for) sector and the fee-paying courses in the public sector. Liberal educational policy not only opened an opportunity for the privatization in higher education, but also expanded the market-driven provision at the post-secondary level. The discussion on the relevance of post-secondary vocational qualifications must be seen within the context of the continual inflation of diplomas/degrees and the unemployment of graduates after finishing higher education. Since 2010, there has been a reverse process initiated at the governmental level in Poland: reform schemes to increase the participation of young people in vocational education and training. However, the structural position and functions of post-secondary schools, as well as their role in the employability of young people, are not subject to any open discussion at the political level. This sort of status quo concerning post-secondary institutions means that their institutional identity issues are resolved and their structural position defined predominantly by market forces.

Describes the perceptions of administrators of post‐secondary institutions in Alberta with respect to various aspects of the resource‐environment of their institutions. While administrators of post‐secondary institutions in Alberta are divided on the issue of government funding ideology, the vast majority of them agreed that the attitude of the government to funding was changing. Other problems of concern to these administrators include the lack of public awareness of the true situation in their institutions, the growing competition among post‐secondary institutions, and the unpredictable funding direction from the government. Recommends a clear funding direction with multi‐year budget plan and internal restructuring to prepare for an increasingly competitive environment.

The present study adopts the analytical framework of new managerialism (NM) to explore the progress, challenges and outlook of self-financing post-secondary institutions in Hong Kong since 2000. This study also identified issues and related managerial implications for developing this niche form of higher education in Hong Kong.

This study conducted a critical review of self-financing post-secondary institutions in Hong Kong, including the sub-degree and degree sectors, via collecting a series of policy documents and archives from the Legislative Council of Hong Kong, the Public Records Office and other government bodies. To supplement the findings, semi-structured in-depth interviews of 18 academic staff of Hong Kong's self-financing post-secondary institutions were carried out.

The study shows that self-financing post-secondary institutions not only encounter challenges related to insufficient resources but also face pressure from accreditation requirements of various international organisations. The study also suggests that massification and privatisation of self-financing post-secondary institutions, and embracing a managerial approach for operation and governance will induce a new wave of self-financing post-secondary institutions in the near future.

This study offers insights for self-financing post-secondary institutions into implementing appropriate strategies to maintain competitiveness and retain talents in the coming years.

Young men and women dominate different niches of science education in Australia, but how this divide varies between university and post-secondary vocational education and training (VET) is not well understood. Therefore, I compare courses in both sectors to assess if the male–female gap at later stages of education mirrors adolescent career plans and subject choices made in secondary school. Multinomial logistic regressions estimated on data from the Longitudinal Survey of Australian Youth (Y06) illustrate the extent to which the gender divides in secondary and post-secondary education correspond with one another. Y06 started with the 2006 Australian Programme for International Student Assessment (PISA). Each year until 2013, a nationally representative sample of youth, who were nearly 16 years old in 2006, reported their schooling and work experiences. I find that Australian women rarely specialise in physics, engineering and technology (PET); in contrast, they dominate the life sciences. While post-secondary science is segregated by gender everywhere, the disparity within VET is much deeper due to a large share of PET enrolments. VET students, who come from modest socio-economic backgrounds and have less academic success at school, learn in more segregated environments than their university peers. This analysis suggests that gender divides will be particularly hard to close within post-secondary VET, even if schools succeed in eradicating gender differentials in students’ career aspirations, science performance, self-concept and choices of science subjects.

Inclusion Alberta and Concordia University of Edmonton share a long history of providing students with intellectual disabilities fully inclusive post-secondary education through active participation in university courses and campus life; enhancing the learning environment for all. The chapter begins with a synopsis of the partnership between Inclusion Alberta and Concordia University of Edmonton described by a senior university administrator, an overview of Inclusion Alberta and their innovative approaches to enabling children, youth, and adults with intellectual disabilities and their families to be fully included in community. Inclusion Alberta works to deeply embed individuals with disabilities in the natural pathways of life while capitalizing on community capacity, with inclusive post-secondary education as one example of how many young people normatively transition into adulthood. An Inclusion Alberta coordinator will detail her work supporting the inclusion of students at Concordia University of Edmonton. A current faculty member, and former inclusive post-secondary student, will share their experience with academics and co-curricular inclusion. The chapter provides a diversity of perspectives on inclusive post-secondary education within Alberta; this range of perspectives and deep partnership is critical for successful inclusive learning experiences.

The aim of this paper is to investigate the extent to which post-secondary educational institutions in Greece have incorporated into their curriculum modules related to occupational stress management in order to equip graduates with the required knowledge to cope with the stress caused by the precarious and intensified nature of contemporary jobs.

In the present study, extensive secondary data analysis was undertaken, which was complemented by an empirical quantitative survey. Regarding the secondary data analysis, an in-depth examination of all the available core and elective modules was undertaken in 150 programs of 35 Greek post-secondary educational institutions. The analysis involved the detailed examination of the curriculum content across 20 disciplines. As for the empirical part of the study, a self-administered questionnaire survey was used involving 100 students across the 20 selected disciplines.

The findings revealed that in Greek post-secondary education there is minimal systematic training provision for students around work-related stress management. The results show that stress management education is not incorporated in the curriculum as part of a key skills development scheme (either in the form of stand-alone modules or embedded in the curriculum) in most disciplines, which raises questions on the contribution of educational institutions in developing graduate employability.

The study argues that there is an immediate need for post-secondary educational institutions across the country to develop relevant modules around managing occupational stress in order to respond to society's contemporary needs. To this end, the study argues that stress management training should be introduced in all VET and HEIs in Greece in the form of compulsory, stand-alone modules across all disciplines. The module should cover at least three main thematic areas: symptoms of work-related stress; impact of stress on individuals and organizations; and ways to cope with occupational stress.

The present study is particularly relevant to education policy makers throughout the world, due to the high levels of organizational change and uncertainty generated by the present global financial crisis and recession. Stress at work is likely to remain a “hot” topic in the agenda of government officials across the world, and finding ways to cope with occupational stress is likely to become a key challenge of post-secondary education.

Despite the importance of stress management training for graduate employability, very few studies have been conducted around that topic. This work comes to fill a significant knowledge gap in relation to the nature and extent of occupational stress management training provision for students in the context of post-secondary education.

In a paper shared at the 2004 Canadian Society for the Study of Education (CSSE), Marie Battiste urged Canadian academics and policy makers to become part of a transformative process of reconstructing Canada's colonial education system which she describes as shaping “Indigenous peoples’ trauma and disconnection with many aspects of education and themselves” (p. 2). Battiste calls for the repositioning of Indigenous knowledges in post-secondary institutions, a process through which institutional structures and practices, curriculum foundations, and traditions are substantially changed and, in particular, that these are changed in ways that value and engage the capacities of Aboriginal students. Battiste's argument is significant for both Aboriginal post-secondary students and for their communities.

This chapter provides a framework for ethical decision making related to inclusive educational opportunities for secondary students with intellectual and developmental disabilities (I/DD) based on policies and practices in the United States. Relevant research findings are utilized to explore ethical principles involved in educational decision making for secondary students with I/DD, with discussions on how these are intertwined with U.S. policy. I/DD and inclusion, as described in the research literature and U.S. policy, are defined and the current status of inclusive practices are described. Next, an exploration of the rationale, as supported by empirical evidence, for educating students at the secondary level with I/DD, primarily with their peers who do not have identified disabilities, is shared along with the counter-narrative. Connections of inclusion to post-school outcomes and the lived educational experiences of students with and without disabilities and educators are considered, including ethical dilemmas and conflicts. Finally, factors influencing the application of inclusionary practices are provided.