Two Policy Approaches to Native Education: Can Reform Be Legislated?.
The evolution of Canadian federal policy for Native elementary and secondary education has followed a pattern remarkably similar to that in the United States. A significant difference in the provision of educational services to indigenous peoples is, however, that whereas the United States has historically attempted to regulate and reform Native education through federal legislation, Canada has generally eschewed such a proactive strategy in favour of what Hall (1992) refers to as the “No Policy-Policy.” In this article I examine the evolution of Native education policy in both countries to determine which approach has brought Native people closer to their desired goal of having control over their children’s education. La politique federale canadienne d’enseignement primaire et secondaire destinee aux autochtones suit une evolution semblable a celle des Etats-Unis. ll existe toutefois une difference significative dans la prestation des services educatifs aux peuples autochtones: les Etats-Unis ont toujours tente de reglementer et de reformer l’education des autoch- tones par le biais de lois federales tandis que le Canada evite, en regle generale, ce genre de strategie proactive et prefere ce que Hall (1992) designe comme une “politique de non-politique.” Dans cet article, l’auteur analyse l’evolution, dans les deux pays, de la politique en matiere d’enseignement aux autochtones afin de determiner quelle approche permet aux peuples autochtones de se rapprocher de leur objectif, qui est de controler l’education de leurs enfants.
A comparison of Aboriginal and non-Aboriginal students on the inter-related dimensions of self-concept, strengths and achievement
Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. The current study explored the relationships between multidimensional self-concept, perceived strengths and academic achievement among a sample Aboriginal and non-Aboriginal students. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings are explored within the context of existing research and theory.
Project management education: The human skills imperative
Abstract This paper is intended to provide an insight into the importance of human skills in project management success and the apparent lack of emphasis placed on this within the context of university education. The discussion will call upon the viewpoints of many notable authors in respect to the human or ‘soft’ skills that are necessary in the management of projects. Against this background a review will be conducted into how well project management literature and university education equips potential project managers in the area of human skills. As the PMBOK ® Guide is one of the major recommended texts in Australian universities offering project management education, the paper will identify that it predominantly emphasises the required ‘hard (technical) skills’ at the expense of the ‘soft (human) skills’. Subsequent discussion will highlight the need for a balance between hard and soft skills within project management education in universities. It will conclude that educators within this discipline should recognise the importance of incorporating greater human skills aspects into their educational programs.