Abstract

As more students enter postsecondary education without the numeracy and literacy skills necessary for success, Ontario colleges are facing a challenge. While enrolment-based funding drives the colleges to seek growth to ensure financial stability, the quality assurance mechanism leads them to divert millions of dollars from their operating budgets to support at-risk students through a multitude of remediation interventions. Improving the effectiveness of remediation supports is worth much attention, but it will not eliminate the need for continued investment. Overall, a system-wide funding mechanism change may be required to help colleges strike a balance between the incentives for growth and quality.

Citation

Dziwak, K. (2014). Tackling Student Literacy and Numeracy Underpreparedness in Ontario Colleges: Access, Quality and Funding. College Quarterly, 17(2),. Retrieved August 10, 2024 from https://www.learntechlib.org/p/153246/.

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Keywords

• At risk students
• Change
• College Entrance Examinations
• College Students
• Colleges
• Developmental Studies Programs
• Educational Attainment
• Educational Finance
• Educational Quality
• Exit Examinations
• Financial Support
• Foreign Countries
• Intervention
• Literacy
• Mathematics Skills
• Numeracy
• Outcomes of Education
• Postsecondary Education
• Reading Skills
• Student Costs
• student evaluation
• Technology Uses in Education