Admissions of High School Non-Graduates to Post-Secondary Institutions in BC

Autor/inn/en	Beatty-Guenter, Patricia; Cowin, Bob; James, Ted
Institution	British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
Titel	Admissions of High School Non-Graduates to Post-Secondary Institutions in BC
Quelle	(2018), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Dropouts; College Admission; College Applicants; Admission Criteria; Access to Education; Contract Training; Continuing Education; Barriers; Academic Support Services; Institutional Mission; Student Characteristics; Age Groups; Gender Differences; Family (Sociological Unit); Indigenous Populations; Ethnicity; Institutional Characteristics; Developmental Studies Programs; Apprenticeships; Credentials; College Readiness + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Hochschulzugang; Hochschulzulassung; Zulassung; College applications; Studienbewerber; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Education; Access; Bildung; Zugang; Bildungszugang; Weiterbildung; Age grop; Altersgruppe; Geschlechterkonflikt; Familie; Sinti und Roma; Ethnizität; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Apprenticeship; Lehre; Studienbuch
Abstract	The project presented in this report examined how the public post-secondary education system in British Columbia (BC) uses various means to admit applicants who have not achieved high school graduation -- the normal criterion for admission -- to universities, colleges and institutes in the province. The criteria by which post-secondary institutions admit non-graduates -- and every public post-secondary in the province does enrol such students -- reflect not only the institution's mission and educational philosophy, but also the philosophies held about non-graduates. While some philosophies take into account the life situations of non-graduates (such as chronic illness during the teenage years or chaotic family situations) and developmental considerations (such as the readiness of youngsters in remote settlements to relocate to continue their education), others may apply when non-graduation is viewed as resulting primarily from a lack of academic ability or motivation. In a similar vein, the model of students applying for admission to institutions and programs before taking courses is not always applicable: some non-graduates access courses through contract training and continuing education, and some institutions permit enrolment in courses without the student ever applying to enter a program for a credential. Finally, the assumptions that the main barriers facing non-graduates concern entry into the institution in order to take courses that are primarily academic in nature, or that the mere availability of support services ensures that the services will be used effectively, or that successful student orientation and transition can be completed in a matter of weeks, are not robust assumptions. This study contextualized admissions policies not only according to institutional missions but also according to the characteristics of the students and the various ways of framing issues. The report focuses on key findings and conclusions, with supporting evidence and additional data available in the appendices. (ERIC).
Anmerkungen	British Columbia Council on Admissions and Transfer. 709-555 Seymour Street, Vancouver, BC V6B 3H6, Canada. Tel: 604-412-7700; Fax: 604-683-0576; e-mail: info@bccat.ca; Web site: http://www.bccat.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01