courses in education in canada

Programs and courses

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Master of Education (Studies in Teaching and Learning)

With approximately 1,600 students and 150 full-time and part-time professors, the Faculty of Education at the University of Ottawa stands out as an enriching environment in which professors, students and community partners contribute to our innovative graduate programs.

Regardless of whether you are looking to become an  expert educator, a school/board administrator, a research leader or a program evaluator , our professors will give you the means to have a positive impact on the community and graduate qualifications to advance and enrich your careers.

To acquire the tools for your professional success, among its unique programs, the faculty offers you:

• The Master of Education (M.Ed.) with course-based option;
• The Master of Education (M.Ed.) with research paper option;
• The Master of Education (M.Ed.)  fully   online ;
• The Master of Arts in Education (M.A.);
• The Doctor of Philosophy in Education (Ph.D.).

The faculty’s location in the heart of Ottawa offers you an exceptional range of programs in  both official languages , which enables you to fully enjoy all the benefits of Canada's capital.

The programs are offered in English and French and are governed by the  academic regulations  in effect for graduate studies.

Master of Education (M.Ed.)

The Master of Education (M.Ed.), coursework option, is a course-based program designed to deepen your knowledge of education, improve your professional practice and expand your career choices.

The Master of Education (M.Ed.) with major-research paper (MRP) option combines courses and research to specialize in a field and acquire research skills, eventually giving you access to the Ph.D. 

All candidates for the Master of Education degree (M.Ed.) must select one of the following concentrations as a focus for their studies:

• Counselling psychology
• Health professions education
• Leadership, evaluation, curriculum and policy studies
• Second Language Education
• Societies, cultures and languages
• Studies in teaching and learning

For further information on our masters' programs, please refer to the Faculty of Education website .

For the most accurate and up to date information on application deadlines, language tests and other admission requirements, please visit the  specific requirements  webpage.

The requirements for admission listed below are minimum requirements and do not guarantee admission to the program.

• Candidates holding an honours bachelor's degree with a minimum overall undergraduate average of 70% (B).
• Applications for admission will not be considered until all supporting documents have been received. Correspondence should be directed to the academic secretariat of the Faculty of Education.
• Students and the Faculty are bound by conditions that exist at the time of admission and initial enrollment.
• All candidates must understand and speak fluently the language of instruction, either French or English.

Application Procedure and Documents Required

Before submitting your application, make sure you read and understand the admission process described on the  Faculty of Education  webpage.

Requirements for this program have been modified. Please consult the  2023-2024 calendars  for the previous requirements. 

This program of study is offered with coursework option or research paper option.

The expected duration of this concentration is as follows:

• M.Ed. coursework option: 3 full-time terms or 12 consecutive months
• M.Ed. with research paper option: 5 full-time terms or 20 consecutive months

The requirements are as follows: 

Master of Education (M.Ed.) with coursework option

Master of education (m.ed.) with research paper option.

This course must be completed in the first term in which it is offered following admission.

This course must be completed in the last term in which the student is enrolled in the program.

Research Fields & Facilities

Located in the heart of Canada's capital and recognized as a national and international leader in research in Education and Counseling Psychology, the Faculty of Education has a number of facilities available for  research  :

• 6  Research Chairs  with researchers working on diverse and exciting projects, such as school democratization, anxiety treatment, children's mental health, or the development of digital literacy among students;
• 5  Research Laboratories  devoted to multiple projects, such as virtual learning, research in psychotherapy or learning mathematics, to name a few;
• 7  Education Research Units , addressing major educational issues that have regional, national or international implications.

Research at the Faculty of Education

Founded in 1967, the Faculty of Education at the University of Ottawa is the official Vendor of Record for the Ministry of Education of Ontario and for the Conseil des écoles publiques de l’Est de l’Ontario (CEPEO). Moreover, our faculty receives one of the highest levels of research funding of all faculties of education in Canada.

For over 30 years, graduate students have organized the Jean-Paul Dionne Symposium – an event that highlights and promotes the research of our students and professors.

The Faculty of Education also publishes annually two issues of our open access online journal, the Education Review, and organizes two conferences annually as part of our Excellence in Education Series.

Our  professors  are engaged in innovative research projects and teaching and evaluation approaches at the cutting edge of their fields.

For more information, refer to the list of faculty members and their research fields on Uniweb . 

IMPORTANT: Candidates and students looking for professors to supervise their thesis or research project can also consult the website of the faculty or department of their program of choice. Uniweb does not list all professors authorized to supervise research projects at the University of Ottawa.

Students who started their program in September 2014 or will start in January 2015 must consult the program description available in the Archive section.

EDU 5101 Perspectives in Education (3 units)

Overview of key concepts, actors, practices and forms of organization in education; examination of diverse contexts and forms of education and their place and function in society; critical discussion of historical and contemporary debates in education. (This course is reserved for students in the M.Ed. extended program).

Course Component: Lecture

EDU 5105 Inter-Professional Education in the Health Professions (3 units)

Examination of educational research, theory and practice related to the professional interdependence of work in the health concentration; study of the impact of interdisciplinary professional principles on teaching and learning strategies, curricular design, and evaluation strategies.

EDU 5113 Inclusive and Special Education (3 units)

Critical examination of current issues and research in inclusive and special education.

EDU 5123 Current Issues in Science Education (3 units)

Overview of theoretical and empirical perspectives on current issues in K-12 science education and their implications for science literacy.

EDU 5125 Social and Emotional Learning. (3 units)

Examination of the development and impact of social and emotional learning, including examination of best practices, research to practice gaps, and the application of social and emotional competencies in social, educational, and professional contexts.

EDU 5127 Mentoring and Coaching in Professional Contexts (3 units)

Exploration of mentoring and coaching through the lens of professional learning and leadership with focus on students’ professional contexts.

EDU 5129 Integrating Patients' Voices into Health Professions Education (3 units)

Study of theory on and current evidence for the active involvement of patients in health professions education (HPE), including strategies for actively involving patients in HPE.

EDU 5146 Social and Political Issues in Second Language Education (3 units)

Examination of social and political aspects of second/additional language education. Study of their influences on the processes of learning and teaching a second/additional language in educational context.

EDU 5148 Technologies, Languages, and Education (3 units)

Study of the links between languages, technology and education. Analysis of the influence of social, political, cultural, material and technological elements on the use of digital technologies in language teaching and experiment with the necessary competences to use digital technologies in teaching languages.

EDU 5160 Mathematical Thinking Across the Mathematics Curriculum (3 units)

Examination of the development of mathematical thinking with respect to a variety of concepts that appear in school mathematics curricula.

EDU 5188 Integration of Technology in Education (3 units)

Examination of the implications on teaching practice and learning outcomes in the integration of technology studies across the curriculum.

EDU 5190 Introduction to Research in Education (3 units)

Introduces students to understanding and applying research in education: researching a topic, critical reading, overview of various types of applied research.

EDU 5199 Synthesis Seminar (3 units)

Integration of theoretical knowledge to contribute to educational practice.

EDU 5202 Teaching Strategies for Health Professions Education (3 units)

Exploration of the concepts, strategies, and methods of instruction for the education of health professionals; examination of how instruction supports health professionals' learning.

Reserved for students enrolled in the Graduate Diploma or Masters of Education in Health Professions Education.

EDU 5206 Program Planning in Adult Education (3 units)

Exploration of the fundamental concepts necessary to understand program development in adult education; review of conceptual frameworks for planning, recruitment, evaluation and research on program implementation and program building, procedures for making programs more meaningful to adult learners.

EDU 5210 Philosophies of Education (3 units)

Inquiry into selected philosophical perspectives and their effects on contemporary educational thought and practice.

EDU 5221 Historical Narratives and Education (3 units)

Critical examination of educational issues in historical perspective: exploration of the roles of race, class, ethnicity, religion and gender in education; historical narratives and their implications.

EDU 5222 Ethnographies in Education (3 units)

Ethnographic perspectives on schools and school cultures, and on the relations between education and broader social-cultural forces.

EDU 5230 Leadership in Educational Organizations (3 units)

Examination of selected approaches to leadership theory, training, and practice pertinent to the challenges of administration in contemporary educational organizations.

EDU 5232 Human Relations in Educational Administration (3 units)

Examination of the working functions of administration in relation to people within and otherwise associated with educational organizations; study of motivation and decision-making within static and dynamic situations and of conflict within organizations.

Prerequisite EDU 5263 is strongly recommended.

EDU 5242 Trends in Second Language Teaching (3 units)

Historical overview and critical analysis of methodological trends in second/additional language teaching and learning.

EDU 5244 Bilingual, Multilingual and Minority Contexts of Language Education (3 units)

Examination of conceptualizations of bilingual and multilingual education in diverse contexts with an emphasis on Canada; analysis of issues related to the educational success of immigrants and members of minority groups and their integration into schools and society.

EDU 5253 Theories of Learning Applied to Teaching (3 units)

Critical survey of theories of learning in historical and contemporary perspectives and their pedagogical implications for classroom practices.

EDU 5258 Inclusive Practices for Students with Diverse Learning Needs (3 units)

Critical inquiry of research on inclusive practices for students with diverse learning needs.

EDU 5260 Introduction to Curriculum Studies (3 units)

Overview of recurring curriculum issues in historical and contemporary perspectives; introduction to the practices of curriculum theorizing; investigation of the effects of shifting research trends within the field of curriculum studies; analysis and synthesis of implications for Indigenous and non-Indigenous equity-seeking communities.

Prerequisite EDU 6110 is strongly recommended.

EDU 5261 Curriculum Design for Health Professions Education (3 units)

Examination of theory for current practices related to curriculum design for the education of health professionals.

EDU 5262 Curriculum, Culture and Technologies (3 units)

Exploration of the theoretical and practical issues of curriculum and program design in relation to culture and technology; examination of the relationships between curriculum, information culture, and E-learning; investigation of the impact of cyber curriculum on cultural identities of teachers and learners.

EDU 5263 Introduction to Educational Administration (3 units)

Survey of the theories, research, and practices that have shaped the field of educational administration as both an applied profession and as an area of scholarly inquiry; implications for people, educational structures, and institutional purposes.

EDU 5265 Internationalization of Curriculum Studies (3 units)

Investigation of contemporary issues in curriculum studies within an international context: analysis of curriculum reform initiatives in other countries; examination of current trends in international and transnational curriculum movements; exploration of alternative curricular arrangements within global, national, and local contexts.

Prerequisites EDU 6110 or EDU 5260 are strongly recommended.

EDU 5267 Leadership for Social Justice and Equity (3 units)

Critical examination of how power is exercised by leaders and how patterns of inequity emerge within educational institutions, including how decision-making impacts issues of race, gender, sexuality, ability, and social class.

Prerequisite EDU 5230 is strongly recommended.

EDU 5269 Equity, Global Research and Policy (3 units)

Critical examination of equity-focused policy debates in international education. Learning to use research to inform policy development and implementation with a focus on low- and middle-income countries.

EDU 5270 Professional Ethics in Counselling Psychology (3 units)

Examination of professional ethical standards and codes of conduct for counsellors and psychotherapists; legal and legislative context of counselling and psychotherapy; application of ethical decision making; ethical dimensions of professional relationships.

EDU 5271 Counselling and Psychotherapy: Theories and Practices I (3 units)

Critical examination of major personality and counselling theories.

EDU 5274 Tests and Measurement in Counselling Psychology (3 units)

Examination of common tests and inventories used in counselling and psychotherapy; selection, administration, scoring and interpretation of tests in counselling and psychotherapy settings.

Reserved for students enrolled in the concentration Counselling Psychology.

EDU 5286 Technology and Health Professions Education (3 units)

Study of the impact of computer technology on communication and instructional techniques for health professions education; exploration of distance education, on-line learning, and low and high fidelity simulation.

EDU 5287 Emerging Technologies and Learning (3 units)

Research, theory and practice concerning the use of emerging technologies to facilitate learning; the impact of new media on teaching and learning strategies, on curriculum change, on learner attitudes and motivation, and on higher order learning.

EDU 5298 Assessment Strategies for Health Professions Education (3 units)

Exploration of strategies used to assess clinical competencies of health professionals at both the undergraduate and postgraduate levels.

EDU 5299 Program Evaluation: Methods and Practice (3 units)

Exploration of principles of effective program evaluation methods; planning; instrument development; data collection, processing and analysis; reporting and follow-up; survey of diverse models of evaluation.

EDU 5301 Principles of Educational Planning for the Health Professions - Part I (3 units)

Exploration of practical approaches to planning, implementing, and evaluating programs in health professions education, examination of learning needs, learning objectives, learning methods and program evaluation.

EDU 5302 Principles of Educational Planning for the Health Professions - Part II (3 units)

Exploration of concepts related to curricular reform, implementation of changes in education, selection of approaches to enable learning, and development of valid methods for evaluation of learning and programs of studies in the health professions.

Prerequisite: EDU 5301

EDU 5357 Current Issues in Mathematics Education (3 units)

Examination of current issues associated with mathematics education, such as educational equity, inquiry-based learning, classroom diversity, and the role of technology.

EDU 5358 Teaching and Learning in the Arts (3 units)

Examination of the theoretical foundations of arts-based instruction and arts integration; investigation of the current methods of teaching, learning and evaluation in, about, with and through the arts in a variety of program areas.

EDU 5381 Creativity in Educational Settings (3 units)

Analysis of theories of creativity in educational settings and their applications to education.

EDU 5384 Integrated Approaches to Language Curriculum (3 units)

Theories and principles underlying the integrated approach to the teaching, learning and assessment of language and literacy (oral and written communication and media literacy); applications of language and literacy practices in specific contexts.

EDU 5385 Critical Perspectives on Children's Literature and Learning (3 units)

Critical investigation of children's literature as a factor in social learning.

EDU 5386 Seminar on Literacy (3 units)

Theoretical perspectives in various areas of the field of literacy.

EDU 5391 Interaction of Research and Practice (3 units)

Examination of the strengths, challenges, limitations and possibilities for enhancing research-based practice and practitioner-relevant research using quantitative and/or qualitative research.

EDU 5399 Development of Assessment Instruments (3 units)

Study of the modalities of assessment of knowledge, skills, attitudes and performance; strategies for developing instruments to assess students learning; examination of instrument quality.

EDU 5461 Managing Change in Educational Organizations (3 units)

Critical examination of current literature on managing change in educational organizations; theories of change, restructuring, organizational reform and improvement.

EDU 5263 is strongly recommended.

EDU 5463 Cultural Studies and Education: Theory and Praxis (3 units)

Introduction to the interdisciplinary study of contemporary popular culture including theories of representation, texts, social identities, and their implications for school practices.

EDU 5465 Globalization and Comparative Education (3 units)

Examination of the interaction between globalization and education; theories of mass education in developing and industrialized countries; comparative perspectives on issues of educational innovation and reform.

EDU 5466 Racism and Antiracism in Education (3 units)

Theories of "race", racism and antiracism in education; exploration of the challenges of anti-racist education and change.

EDU 5471 Skill Development in Counselling and Psychotherapy (3 units)

Examination of counselling and psychotherapy models, methods and skills; focus on developing personal resources in verbal and non-verbal communication within counselling and psychotherapy models.

EDU 5473 Theories of Career Development (3 units)

Analysis of career development theories with emphasis on issues in career decision making and transition.

EDU 5499 Current Methods of Student Assessment (3 units)

Essential principles, concepts, skills relative to the selection, construction, critique and use of current student assessment methods; emphasis on classroom practices and large-scale assessments.

EDU 5501 Perspectives en éducation (3 crédits)

Vue d'ensemble du domaine de l'éducation : concepts clés, pratiques professionnelles, différents acteurs et organisations en éducation; examen des divers contextes éducationnels et leur place dans la société; discussions critiques des grands débats historiques et contemporains en éducation. (Ce cours est réservé aux étudiants inscrits au programme prolongé de la M.Éd).

Volet : Cours magistral

EDU 5504 Séminaire d'intégration en évaluation de programmes (3 crédits)

Intégration des théories, de la recherche et de la pratique en rapport avec l'évaluation de programmes. Production d'un rapport de recherche sur un thème lié à la théorie et/ou la pratique en évaluation de programmes.

Préalables : EDU 5699 ou PSY 7503 ou CRM 6759 ; EDU 6699 ; PSY 7502 . Les cours PSY 5104 et EDU 5504 ne peuvent être commbinés pour l'obtention de crédits.

EDU 5505 Formation interprofessionnelle dans le domaine de la santé (3 crédits)

Étude des théories et pratiques reliées à l'interdépendance professionnelle du travail et de l'éducation dans le domaine de la santé. Étude de l'impact des principes interdisciplinaires et interprofessionnels sur les stratégies d'enseignement, d'apprentissage et d'évaluation ainsi que sur l'élaboration des programmes d études.

EDU 5513 Langues, minorités et inclusion (3 crédits)

Études des fondements sociolinguistiques et sociodidactiques de l’éducation et de l’inclusion en milieux linguistiques minoritaires. Comparaison entre les francophonies canadiennes et autres contextes linguistiques minoritaires dans le monde. Analyse d’enjeux liés à l’oralité, l’insécurité linguistique et la variation linguistique dans ces contextes et d’approches pédagogiques, évaluatives et communicationnelles.

EDU 5514 Education dans une perspective autochtone (3 crédits)

Examen des perspectives autochtones sur l’école et la culture scolaire. Relations entre l’éducation et les contextes socio-culturels chez les Premières nations, Inuits et Métis. Explorations des réalités autochtones en milieu francophone minoritaire.

EDU 5515 Récits et éducation (3 crédits)

Analyse de la multiplicité des récits historiques et de leurs implications en éducation et inclusion dans les francophonies canadiennes et autres contextes linguistiques minoritaires. Étude de l’impact sur l’éducation et l’inclusion de catégories ethnoraciales, de classes sociales, de langues, de religions, d’ethnicité, de genres en milieux linguistiques minoritaires.

EDU 5517 Education et genre (3 crédits)

Étude des thématiques recoupant les questions portant sur l’éducation à la sexualité, l’égalité filles-garçons à l’école, les constructions genrées, l’intersectionnalité, l’inclusion des personnes LGBTQ2S+ et les normativités de genre et d’orientation sexuelle en contexte éducationnel. Intégration de ces diverses questions dans les différentes matières scolaires en contexte minoritaire.

EDU 5519 Antiracismes et éducation (3 crédits)

Étude du courant de pensée et de recherche critique/antiraciste en tenant compte des politiques, des programmes et des pratiques en éducation de langue française. Examen des intersections entre perspectives antiracistes, multiculturalistes et interculturalistes en lien aux pédagogies dans un contexte francophone minoritaire

EDU 5520 Stages en Éducation et inclusion en milieux linguistiques minoritaires (3 crédits)

Stages en éducation et inclusion en milieux linguistiques minoritaires

Volet : Stage

EDU 5522 Séminaire en curriculum (3 crédits)

Examen critique des programmes, des narratifs sous-jacents, étude comparative et spatio-temporelle des curricula et examen de ceux-ci en milieu éducatif minoritaire.

Volet : Séminaire

EDU 5546 Aspects sociaux et politiques de l'apprentissage et de l'enseignement d'une langue seconde (3 crédits)

Examens des aspects sociaux et politiques inhérents à l'apprentissage et à l'enseignement d'une langue seconde en contexte éducatif. Étude de leur influence sur l'apprentissage et l'enseignement d'une langue seconde.

EDU 5548 Technologies, langues et éducation (3 crédits)

Étude des liens qui unissent langues, technologies et éducation. Analyse de l'influence d’éléments sociaux, politiques, culturels, matériels et technologiques sur l'utilisation des technologies numériques dans l'enseignement des langues et expérimenterons de façon créative avec les compétences nécessaires à l’usage des technologies numériques dans l'enseignement des langues.

EDU 5578 Information scolaire et professionnelle (3 crédits)

Aperçu de l'organisation et du fonctionnement des services d'orientation et d'information scolaires et professionnelles. Étude des différents systèmes provinciaux. Analyse, évaluation, classification et utilisation de différents types de documents. Initiation aux banques de données informatisées.

EDU 5581 Sciences et diversités (3 crédits)

Analyse des conditions de production du savoir scientifique dans divers contextes socio-culturels. Identification et analyse des principales problématiques reliées à l'enseignement et à l'apprentissage des sciences.

EDU 5582 Modèles médiatisés d'enseignement (3 crédits)

Étude des modèles médiatisés d'enseignement et de leurs applications en présentiel et à distance. Analyse des facteurs individuels et structurels de la réussite de ces modèles.

EDU 5583 Créativité et éducation (3 crédits)

Analyse des théories de la créativité. Identification de liens entre le processus créateur, l'enseignement et l'apprentissage auprès d'une diversité d'apprenants. Mise en perspective dans les champs disciplinaires.

EDU 5584 Dimensions, stratégies et gestion des apprentissages (3 crédits)

Étude des dimensions entrant en jeu dans la gestion des apprentissages en milieu éducatif et scolaire. Conception et révision de modèles d'enseignement et de leurs liens avec la gestion des apprentissages.

EDU 5585 Psychopédagogie de l'enfance et de l'adolescence (3 crédits)

Étude du développement et de l'apprentissage des compétences physiques, émotives, sociales et cognitives d'enfants d'âges préscolaire et scolaire, incluant l'adolescent. Analyse de modèles d'intervention éducative adaptée et des modèles de prévention des difficultés chez l'enfant et l'adolescent.

EDU 5590 Introduction à la recherche en éducation (3 crédits)

Initiation à la consultation et à l'utilisation de la recherche en éducation : documentation d'une problématique; lecture critique; initiation aux différents types de recherche appliquée.

EDU 5599 Séminaire de synthèse (3 crédits)

Démarche vers une intégration des savoirs théoriques et pratiques qui doit contribuer à la pratique éducative.

EDU 5600 L'apprentissage à l'âge adulte (3 crédits)

Examen des théories de l'apprentissage appliquées à l'éducation de l'apprenant adulte. Analyse critique des modèles de mises en pratique de ces théories en situation d'apprentissage.

EDU 5602 Stratégies d’enseignement en santé (3 crédits)

Études des concepts, des stratégies et des enjeux de la formation des professionnels de la santé. Examen de la manière dont les pratiques d'enseignement favorisent l'apprentissage des étudiants.

EDU 5611 Éthique et gestion stratégique (3 crédits)

Étude des concepts et principes du jugement éthique dans la gestion stratégique. Développement d’une vision systémique de l’organisation. Analyse de situations complexes, des choix et des stratégies à privilégier pour la réussite éducative.

EDU 5618 Éducation comparée (3 crédits)

Analyse comparative des systèmes éducationnels au Canada et sur le plan international. Analyse des différentes réformes en cours. Étude des tendances en éducation.

EDU 5630 Leadership en milieu éducatif (3 crédits)

Étude des théories du leadership. Examen des ressources personnelles des leaders et de leur impact dans la pratique. Analyse de la vision, des valeurs et des pratiques de leadership pour la réussite éducative.

EDU 5631 Comportement organisationnel (3 crédits)

Étude des interactions entre la structure organisationnelle des entités scolaires et les comportements des acteurs.

EDU 5635 Forces politiques et administration éducationnelle (3 crédits)

Étude des courants et des concepts liés à l’analyse politique. Analyse de la construction et de l’implantation des politiques en éducation. Examen des enjeux politiques et de leur impact sur les pratiques.

EDU 5642 Courants en didactique des langues secondes (3 crédits)

Survol historique et analyse critique des courants méthodologiques associés à l'enseignement et à l'apprentissage des langues secondes.

EDU 5653 Théories et modèles de l'apprentissage (3 crédits)

Analyse des principales théories de l'apprentissage. Étude des applications de ces théories aux pratiques éducatives.

EDU 5658 Éducation différenciée (3 crédits)

Description et analyse critique d'études et de pratiques de différenciation auprès de l'apprenant en difficulté. Dimensions sociales et politiques de la différenciation. La construction sociale de la différence. La prise en charge de l'apprenant en difficulté dans une construction de compétences.

EDU 5661 Conception de programmes en enseignement en santé (3 crédits)

Étude des fondements et des pratiques en matière de conception de programmes d'études pour les professionnels de la santé.

EDU 5662 Technologie et francophonie (3 crédits)

Exploration des enjeux théoriques et pratiques liés à l’intégration des technologies dans les curricula. Examen des liens entre curriculum, culture et apprentissage en ligne. Réflexions portant sur les identités professionnelle et d’apprenant au sein des nouveaux environnements d’enseignement et d’apprentissage en contexte linguistique minoritaire.

EDU 5670 Éthique professionnelle en psychologie du counselling (3 crédits)

Examen des normes et des codes déontologiques de la profession pour les conseillères et conseillers. Étude du contexte juridique et législatif du counselling et de la psychothérapie. Mise en pratique de la prise de décision éthique. Approfondissement des dimensions déontologiques des relations professionnelles.

EDU 5671 Counselling et psychothérapie (3 crédits)

Étude des théories de la personnalité et du counselling et examen de leur impact sur la pratique du counselling et de la psychothérapie.

EDU 5674 Psychométrie et mesure d'évaluation en psychologie du counselling (3 crédits)

Initiation à la sélection, à l'administration et à l'interprétation des principaux tests associés à la psychologie du counselling et au counselling professionnel (planification de carrière, intérêts, aptitudes, attitudes, valeurs). Accent sur l'utilisation et l'interprétation quantitative et qualitative des tests utilisés.

Réservé aux étudiants inscrits à la concentration Psychologie du counselling.

EDU 5686 Technologie en enseignement en santé (3 crédits)

Étude des enjeux théoriques et pratiques liés à l’intégration des technologies en enseignement en santé. Examen des rôles et des identités professionnelles et d’apprenants en lien avec l’intégration des TIC selon différents contextes en enseignement en santé.

EDU 5687 Modèles d'intégration des technologies de l'information et de la communication en contextes éducatif (3 crédits)

Examen des mécanismes d'exploitation des technologies de l'information et de la communication (TIC) et de leurs liens avec les théories d'apprentissage. Analyse des pratiques exemplaires et des modèles émergents.

EDU 5698 Stratégies d’évaluation des apprentissages en enseignement en santé (3 crédits)

Étude des modèles utilisés pour évaluer les domaines de compétence clinique au cours de la formation des professionnels de la santé, tant au niveau des études de premier cycle que des études supérieures. Analyse des examens écrits et oraux et d'épreuves portant sur l'accomplissement de tâches.

EDU 5699 Évaluation des programmes (3 crédits)

Étude des notions de base sur la conception et la gestion de programmes. Analyse des aspects théoriques et pratiques de l'évaluation des programmes. Examens des modèles d évaluation, de la planification du projet d évaluation, de la rédaction du rapport d'évaluation et de la méta-évaluation.

EDU 5701 Principes de planification systématique en enseignement aux professionnels de la santé, partie I (3 crédits)

Exploration d'une démarche méthodique de planification, de mise sur pied et d'évaluation de programmes éducatifs pour les professionnels de la santé; réflexion sur l'analyse des besoins, les objectifs, les stratégies d'enseignement et d'évaluation des apprentissages et de programmes.

EDU 5702 Principes de planification systématique en enseignement aux professionnels de la santé, partie II (3 crédits)

Exploration des concepts rattachés à la mise en oeuvre d'un changement dans un milieu éducatif, au choix des méthodes qui favorisent les apprentissages et au développement d'outils valides pour évaluer les apprentissages et les programmes d'études en santé.

Préalable : EDU 5701 .

EDU 5752 Enseignement en milieu minoritaire francophone (3 crédits)

Examen des enjeux reliés à l'apprentissage et l'enseignement en milieu minoritaire francophone permettant de préciser les démarches éducatives pertinentes.

EDU 5757 Problématiques actuelles en enseignement et apprentissage des mathématiques (3 crédits)

Étude des problématiques actuelles en éducation mathématique telles que l'équité, l'apprentissage par investigation, la diversité en salle de classe et le rôle de la technologie.

EDU 5760 Compréhension et raisonnement mathématiques en milieu scolaire (3 crédits)

Étude du développement de la pensée mathématique associée à différents concepts présents dans les programmes de mathématiques en milieu scolaire.

EDU 5799 Élaboration d'instruments d'évaluation des apprentissages (3 crédits)

Étude des modalités d'évaluation des connaissances, des attitudes, des performances et des compétences. Étude des stratégies d'élaboration d'instruments d'évaluation des apprentissages. Examen de la qualité des instruments élaborés.

EDU 5830 Enjeux actuels en administration éducationnelle (3 crédits)

Application des théories et principes en administration éducationnelle à partir de problèmes, d'événements et de politiques éducationnelles récents.

Préalable : EDU 5616 ou EDU 5630 .

EDU 5832 Développement des relations avec la communauté scolaire (3 crédits)

Examen des modèles et des conditions qui favorisent les relations entre l’école, la famille et la communauté centrées sur la réussite éducative. Sensibilisation aux dynamiques familiales et à leur diversité.

EDU 5833 Éducation et changement social (3 crédits)

Étude de l'impact des changements sociaux, technologiques, économiques, législatifs et médiatiques sur l'éducation. Redéfinition des liens entre l'école et la société. Examen des nouvelles réalités pédagogiques à l'ère de l'information.

EDU 5871 Développement des habiletés en counselling et psychothérapie (3 crédits)

Étude des principales approches en counselling et psychothérapie dans un contexte d'acquisition des techniques d'interventions qui y sont associées. Accent mis sur le développement des ressources personnelles tant sur le plan verbal que sur le plan non verbal.

EDU 5873 Théories du choix de carrière (3 crédits)

Une analyse du développement professionnel avec insistance sur les problèmes du choix de carrière et d'adaptation.

EDU 5881 Tendances de la recherche en éducation inclusive (3 crédits)

Fondements théoriques et enjeux actuels de l'approche inclusive à l'éducation. Perspectives des élèves, du personnel scolaire, des intervenant/es communautaires et associatifs/ves et des parents.

EDU 5899 Enjeux actuels en évaluation des apprentissages (3 crédits)

Étude des principes, politiques et concepts courants en évaluation des apprentissages. Examen critique d'application des procédures dans diverses situations actuelles d'évaluation. Approfondissement de problématiques en salle de classe et en contexte des évaluations à grande échelle.

EDU 6101 Seminar in Health Professions Education (3 units)

Critical examination of selected topics in health professions education based on research and disciplinary issues. (Open to MEd Students with permission of the program director).

EDU 6102 Seminar in Curriculum Studies (3 units)

Critical examination of research within the field of curriculum studies; synthesizing implications for Indigenous and non-Indigenous equity-seeking communities.

EDU 6103 Researching Professional Practice (3 units)

(Teaching, Learning and Evaluation) Critical examination of the scholarship and research on professional practice of teaching, its application to knowledge building and pedagogical improvement.

EDU 6106 Science, Technology, Society and Environment (3 units)

(Teaching, Learning and Evaluation) Critical examination of the social impact of science and technology and their educational implications. Study of the roles of ecological and scientific literacies.

EDU 6107 Diverse perspectives in health and physical education (3 units)

Research in health and physical education from diverse perspectives and their implications for pedagogy

EDU 6109 Youth Culture, Popular Culture and Pedagogy (3 units)

(Society, Culture and Literacies) Research in youth culture, popular culture and their implications for pedagogy.

EDU 6110 Educational Policy and Politics (3 units)

Critical examination of policies and policy processes in education; the political organization of education, including the role of governments and other actors in shaping policies and curricula; the politics of organizational and curricular change.

EDU 6111 Teaching and learning as second languages in cultural contexts (3 units)

Critical analysis of pedagogical practices and concepts related to teaching, learning and evaluating in various second/additional language cultural contexts. Studies of different trends and related concepts.

EDU 6146 Second Language Learning Theories (3 units)

Critical study of second/additional language learning theories from linguistics, cognitive and social perspectives in educational context.

EDU 6191 Quantitative Research (3 units)

An introduction to planning, analysis and interpretation of quantitative research within experimental, quasi-experimental, observational, and mixed method designs.

EDU 6193 Foundations of Measurement and Testing (3 units)

Classical test theory; composite variables; reliability; validity; applications to norm-referenced and criterion-referenced tests; scales standardization.

EDU 6200 The Adult Educator: Roles and Behavior (3 units)

Study of functions and tasks, and the various roles of adult educators as volunteers, as trainers, as teachers of adults, as researchers; examination of the pre service and on going training of adult educators and professionalization in adult education.

EDU 6203 Learning and Literacies (3 units)

Examination of literacy in relation to the construction of ethnicity, gender, social class and racialized difference; exploration of literacy theories from historical, psychological, political and educational perspectives; study of school, family, workplace and community literacy practices.

EDU 6204 Learning in Adulthood (3 units)

Examination of theories and stages of adulthood with emphasis on adult psychological development and implications for education. Critical study of adult characteristics, motivation, gender roles and other concepts related to development.

EDU 6241 Second in Language Program and Policy Development and Evaluation (3 units)

Study of second language policy and how it affects program design and implementation; needs analysis, setting goals and objectives, syllabus design, materials development and classroom implementation; learning assessment, program evaluation and revision.

EDU 6271 Counselling and Psychotherapy: Theories and Practices II (3 units)

Advanced critical examination of major personality and counselling theories.

Prerequisite: EDU 5271

EDU 6290 Research Methodologies (3 units)

Critical study of epistemological and methodological foundations of research, implications for ethics and research design. (Reserved for MA and MRP students.)

Reserved for students registered in the Master's of Arts and Master of Education with research paper.

EDU 6293 Assessment for Learning (3 units)

Nature and role of formative assessment in instructional settings; conditions and contexts favorable for effective use of assessment for learning.

EDU 6299 Program Evaluation: Theory and Contemporary Issues (3 units)

Critical exploration of theoretical orientations to program evaluation and in-depth examination of selected contemporary issues confronting evaluators.

EDU 6371 Selected Topics in Counselling Psychology (3 units)

An examination of current issues in counselling psychology.

EDU 6372 Models of Consultation and Case Management in Educational Counselling (3 units)

Analysis of the roles of a counsellor as a leader, a team member, and an integral resource in developing, mobilizing, and/or utilizing school/community resources within a systems approach; personal development of the skills of co-ordination, collaboration, brokering, and consultation.

EDU 6373 Education of Marginalized Youth (3 units)

Examination of the social ecology and educational problems and needs of diverse groups of marginalized youth in different contexts in Canada and in other countries; related socio-political issues, policy implications, and intervention strategies.

EDU 6375 Psychopathology and Assessment (3 units)

Critical analysis of diagnostic features and assessment of psychological disorders including: etiology, symptomatology, prevalence, as well as the methods and instruments for clinical evaluation.

EDU 6421 Public Memory, Lived Histories and Education (3 units)

Critical examination of the social construction of public memory through schooling; relations between public memory, peoples' lived histories and the making of communities; the roles of public memory in shaping social identities of race, nation and gender.

EDU 6422 Education and Democratic Communities (3 units)

Inquiry into the democratic purposes of schooling and the theory and practices of democratic education; implications for civic engagement, curriculum, school organizations and leadership.

EDU 6426 Citizenship and Global Education (3 units)

Theories of citizenship, global education and their related pedagogies.

EDU 6428 Social Contexts of Education (3 units)

Examination of education and its role as part of the fabric of society; exploration of changing norms of schooling, school organization, and social environments; the effects of schooling on social stratification, the relationships between schools and other social institutions, and the paradoxes of education in pluralistic societies; inquiry into issues of authority, power, socialization and culture.

EDU 6429 Pedagogies of Difference (3 units)

Exploration of diversity and education from cultural, economic, historical and political perspectives including critical pedagogy and pedagogies of transformation.

EDU 6460 Inquiries in Between Curriculum, Culture and Language (3 units)

Examination of the ways in which curriculum works to reproduce and/or suppress certain identities; interdisciplinary inquiries into how current curricular language is situated in relation to identity formations; deconstruction of the marginalization of identities across various curricular contexts.

Prerequisite: one of EDU 5260 , EDU 5262 or EDU 5265

EDU 6470 Multicultural Counselling (3 units)

Exploration of practical and theoretical issues relevant to counselling individuals, groups, and families from diverse cultural backgrounds. Emphasis on development of attitudes, values, and skills that promote effective interpersonal relations and counselling.

EDU 6472 Seminar and Practicum in Group Counselling (3 units)

Examination of group counselling theory and technique; emphasis on dynamics of group behaviour, social-psychological interactions in small groups, and practice in developing and providing group counselling services.

Prerequisites: EDU 5271 , EDU 5471 .

EDU 6473 Practicum in Counselling Psychology I (3 units)

Seminar and minimum of 200 hours of supervised on-site experience in an approved counselling setting. Examination of organizational issues in the delivery of counselling and psychotherapy services; development of professional competence.

Prerequisites: ( EDU 5271 or EDU 5671 ) , ( EDU 5471 or EDU 5871 ).

EDU 6474 Practicum in Counselling Psychology II (3 units)

Seminar and minimum of 200 hours of supervised on-site experience in an approved counselling setting. Critical examination of selected helping techniques; critical examination of ethical and legal issues in counselling psychology.

Prerequisite: EDU 6473 or EDU 6871 .

EDU 6501 Séminaire en enseignement aux professionnels de la santé (3 crédits)

Examen critique des thèmes reliés à l'enseignement aux professionnels de la santé et inspirés de la recherche et des enjeux disciplinaires. (Ouvert aux étudiantes et étudiants du M. Éd. avec la permission du directeur des études supérieures).

EDU 6504 Éducation dans une perspective historique (3 crédits)

(Société, culture et littératies) Étude du rôle de la langue, de la culture, de l'ethnicité, du genre et de la religion dans le développement de l'éducation en milieu majoritaire et minoritaire au Canada et dans le monde. Analyse de diverses perspectives en histoire de l'éducation.

EDU 6505 Enjeux actuels en enseignement (3 crédits)

(Enseignement, apprentissage et évaluation) Étude des problématiques actuelles en éducation et de leurs enjeux en enseignement.

EDU 6506 Sciences technologies, société et environnement (3 crédits)

(Enseignement, apprentissage et évaluation) Examen critique de l'impact social des sciences et des technologies, et leur implication éducationnelle. Rôle des littératies écologiques et scientifiques.

EDU 6508 Perspectives de la didactique du français langue seconde en contextes nationaux (3 crédits)

Étude des particularités de l'enseignement et de l'apprentissage du français langue seconde au Canada. Analyse des conditions qui favorisent l'enseignement et l'apprentissage du français langue seconde parmi diverses populations et dans différents contextes.

EDU 6511 Enseignement et apprentissage des littératies en langues secondes selon les contextes culturels (3 crédits)

Analyse critique de pratiques pédagogiques liées à l'enseignement, à l'apprentissage et à l'évaluation des langues secondes en fonction de différents contextes culturels. Étude de divers courants et concepts qui s'y rattachent.

EDU 6516 Enseigner la grammaire à l’ère moderne (3 crédits)

Étude des courants linguistiques et didactiques qui sous-tendent l’enseignement de la grammaire. Identification des pratiques actuelles en enseignement de la grammaire (par la littérature, les technologies, etc.). Examen du rôle des langues dans l’enseignement grammatical.

EDU 6529 Approches théoriques et pratiques en littératies multiples (3 crédits)

Études des approches théoriques et pratiques associées aux différents champs des littératies tels que la littératie familiale, scolaire, personnelle et critique.

EDU 6530 Interprofessionnalisme en enseignement en santé (3 crédits)

Étude des fondements et des théories de l’interprofessionnalisme en enseignement en santé. Études des principes généraux de l’enseignement interprofessionnel en santé et de ses modalités, dont la simulation. Analyse de modèles de compétences interprofessionnelles en santé. Étude des rôles et de l’identité professionnelle en santé. Élaboration de l’enseignement l’interprofessionnalisme. Initiation au choix d’instruments de mesure et d’évaluation des compétences interprofessionnelles. Rappel de principes généraux de la recherche interprofessionnelle et de l’approche de recherche collaborative.

EDU 6531 Enseigner en santé (partie 1) (3 crédits)

Étude de la physiologie de l’apprentissage. Étude des fondements et des théories pédagogiques appliqués en enseignement en santé. Étude des éléments fondamentaux et de la planification systématique en enseignement en santé. Analyse des compétences requises pour accomplir les tâches professionnelles en enseignement en santé. Étude du parallèle entre la pratique clinique et la pratique éducative.

EDU 6532 Enseigner en santé (partie 2) (3 crédits)

Intégration des principes et des notions pédagogiques dans la planification systématique et le développement des formations en santé à l’ère du numérique. Initiation à l’évaluation des trois savoirs en santé et au choix d’instruments de mesure. Intégration de l’utilisation des données probantes en enseignement en santé. Planification d’un atelier pédagogique pertinent à la pratique professionnelle en santé. (préalable : EDU6531/MED6531)

EDU 6533 Séminaire en enseignement en santé (3 crédits)

Examen critique des thèmes reliés à l'enseignement en santé et inspirés de la recherche et des enjeux disciplinaires.

EDU 6536 Introduction à la recherche en enseignement en santé (3 crédits)

Initiation à la recherche en enseignement en santé. Élaboration d’une problématique et d’une recension d’écrits relative en enseignement en santé. Analyse de différentes approches de recherches appliquées.

EDU 6537 Méthodologie de la recherche en enseignement en santé (3 crédits)

Étude des approches, méthodes et étapes de la recherche en enseignement en santé. Examen de la complémentarité de divers types de recherche.

EDU 6538 Stages en enseignement en santé (3 crédits)

Insertion en tant que stagiaire dans un contexte professionnel. Analyse de pratiques et de thématiques actuelles en enseignement en santé. Rédaction d'un rapport de stage ciblant un thème lié au contexte d’enseignement en santé et intégrant les apprentissages sous forme de liens théorie-pratique.

EDU 6546 Théories d'apprentissage appliquées à l'enseignement des langues secondes (3 crédits)

Étude critique des théories d'apprentissage des langues secondes selon les perspectives linguistiques, cognitives et sociales.

EDU 6571 Séminaire en développement professionnel et en planification de carrière (3 crédits)

Approfondissement de certains aspects conceptuels du counselling et de la recherche appliquée au domaine du développement professionnel et de la planification de carrière.

EDU 6573 Travail et santé mentale (3 crédits)

Analyse des problèmes de santé mentale provoqués par le travail ou l'absence de travail : perte d'estime de soi, d'identité, de motivation, humiliation, culpabilité, épuisement professionnel, mise en chômage technique, etc. Nature et diagnostic. Mise en contexte de ces troubles dans divers courants de pensée. Étude des effets thérapeutiques du travail.

EDU 6591 Recherche quantitative (3 crédits)

Introduction à la planification, à l'analyse et à l'interprétation de la recherche quantitative selon les devis (méthodes) expérimentaux, quasi expérimentaux, observationnels et mixtes. (Ce cours de base s’adresse à des débutants en recherche quantitative)

EDU 6593 Fondements en mesure et testing (3 crédits)

Examen de la théorie classique des tests. Initiation aux concepts de fidélité et validité. Étude de notion d'échelle et des scores composites. Applications des notions précédentes dans le contexte d'une évaluation normative et d'une évaluation centrée sur un critère.

EDU 6600 Formateurs d'adultes et contextes de formation (3 crédits)

Étude des rôles et des fonctions des formateurs d'adultes. Analyse des savoirs, des savoir-être et des savoir-faire des formateurs. Développement de programmes et contextes de formation.

EDU 6604 Développement de l'adulte (3 crédits)

Étude des théories du développement de l'adulte et de leur impact sur son apprentissage. Analyse des dimensions psychologiques, sociales et existentielles de la vie de l'adulte.

EDU 6631 Coaching en milieu éducatif (3 crédits)

Examen de la culture de coaching et de son soutien à l’administration, aux politiques éducatives et au leadership en milieu éducatif. Étude des modèles de coaching dans une perspective d’accompagnement individualisé. Analyse des éléments et des processus favorables aux prises de conscience et aux changements de comportements.

EDU 6633 Climat collaboratif et relations interpersonnelles (3 crédits)

Analyse du climat de travail et des conditions pour favoriser l’inclusion, la collaboration et la bienveillance entre les membres de l’équipe. Sensibilisation à la dynamique de groupe, à la diversité et à l’engagement de ses membres. Examen des difficultés rencontrées lors de projets collaboratifs et exploration des solutions possibles.

EDU 6634 Planification et gestion de l'amélioration continue (3 crédits)

Examen des approches et pratiques de planification et de suivi de l’amélioration continue en milieu éducatif. Examen de la littératie concernant les données (type de données, collecte, analyse et utilisation éthique) et élaboration d’un cadre d’imputabilité.

EDU 6637 Accompagnement et gestion des ressources humaines en éducation (3 crédits)

Étude des principaux cadres de gestion des ressources humaines, tels que la santé et sécurité au travail, l’équité en emploi et les conventions collectives. Étude des pratiques d’accompagnement pour la croissance individuelle et collective du personnel ainsi que de l'évaluation du rendement du personnel.

EDU 6651 Éducation à la citoyenneté (3 crédits)

Études des différentes approches théoriques et pratiques associées à la citoyenneté et leur lien avec les inégalités et la marginalisation sociales.

EDU 6652 Littératie et diversité (3 crédits)

Examen des divers concepts associé à la littératie et leurs rapports avec la construction de la personne en lien avec le langage et l'identité ethnique et sociale.

EDU 6670 Counselling et orientation auprès des groupes minoritaires (3 crédits)

Études des caractéristiques des groupes minoritaires tels que les femmes, les gais et les lesbiennes, les handicapés, les minorités linguistiques et/ou ethniques, etc., selon la perspective du counselling et de l'orientation de carrière.

EDU 6671 Counselling et psychothérapie : Théories et pratiques II (3 crédits)

Théories et techniques portant sur le développement des habiletés, des attitudes et des savoir-faire en counselling et psychothérapie.

Prerequisite: EDU 5271 or its equivalent.

EDU 6672 Modèles et stratégies d'intervention en contexte de counselling scolaire (3 crédits)

Différents modèles d'intervention associés au développement d'habiletés interpersonnelles et sociales des élèves. Stratégies de solution de problèmes, de gestion de classe, de résolution de conflits et de gestion du temps.

EDU 6690 Méthodologie de la recherche (3 crédits)

Examen des étapes de la recherche ainsi que des devis méthodologiques et des fondements épistémologiques.

EDU 6693 Évaluation axée sur l'apprentissage (3 crédits)

Étude de la nature et du rôle de l'évaluation formative des apprentissages scolaires. Sensibilisation aux conditions de mise en application dans le contexte de la salle de classe.

EDU 6699 Évaluation des programmes : Théorie et problèmes actuels (3 crédits)

Analyse critique des aspects théoriques et techniques des différentes approches en évaluation de programmes.

Préalables: EDU 5299 ou PSY 7103 ou PSY 7503 ou CRM 6359 ou CRM 6759

EDU 6771 Thèmes choisis en psychologie du counselling (3 crédits)

Étude approfondie d'un thème en psychologie du counselling.

EDU 6775 Psychopathologie et évaluation (3 crédits)

Analyse critique des particularités reliées au diagnostic et à l'évaluation des désordres psychologiques incluant : la pathogénie, la sémiologie, l'étiologie, la fréquence ainsi que les méthodes et les instruments pour l'évaluation clinique.

EDU 6871 Stage en psychologie du counselling I (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière.

Préalables : EDU 5671 , EDU 5871 .

EDU 6872 Séminaire et practicum en counselling de groupe (3 crédits)

Application des techniques de groupes à divers milieux : la communauté, les institutions et organisations, le milieu scolaire. Dynamique du comportement de groupes. Interactions psychologiques et sociales des groupes restreints.

Préalable : EDU 5671 and EDU 5871 .

EDU 6873 Stage en psychologie du counselling II (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière. Approfondissement de la pratique du counselling et de la psychothérapie.

Préalable : EDU 6871 .

EDU 6874 Stage en psychologie du counselling III (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière. Consolidation théorique et pratique des apprentissages et des stages en psychologie du counselling I et II. Utilisation systématique des principaux tests psychométriques requis par les associations et ordres professionnels.

Prerequisite: EDU 6473 .

EDU 6997 Proposition de thèse de maîtrise / Master's Thesis Proposal

Volet / Course Component: Recherche / Research

EDU 6999 Mémoire de recherche / Major Research Paper (6 crédits / 6 units)

Production d'une recherche à petite échelle. Les activités y étant liées incluent la préparation de la proposition de recherche et l'analyse des données, la soumission du mémoire et la présentation orale de ce dernier. / Completion of a small-scale research project. Activities include preparation of a research proposal, analysis of data, submission of the major research paper, and an oral presentation of the research.

EDU 7000 Lecture dirigée / Directed (3 crédits / 3 units)

Volet / Course Component: Cours magistral / Lecture

EDU 7101 Selected Topics in Health Professions Education (3 units)

Critical analysis of selected topics and their implications for health professions education.

EDU 7141 Current Research in Second Language Education (3 units)

Examination of current research in second language education representing diverse contemporary issues and conceptual frameworks.

EDU 7151 Sociocultural Perspectives on Learning (3 units)

Critical examination of theories of learning from sociocultural perspectives and their effects on educational practices.

EDU 7163 Research Perspectives in Mathematics Education (3 units)

Study of theoretical perspectives in mathematics education, examination of the connection between theory, research and practice in mathematics teaching and learning.

EDU 7190 Qualitative Research (3 units)

Critical study of qualitative methodologies (e.g., case study, ethnography, phenomenology, narrative inquiry, grounded theory) and approaches to research design.

EDU 7210 Decision-making in Educational Organizations (3 units)

Overview of key theories concerning decision-making and policy making at individual, organizational and system levels and application to educational decisions and policies.

EDU 7214 Contemporary Topics in Environmental Education (3 units)

Introduction to environmental education, an intellectually dynamic and rich field, by critically examining current conversations and tensions within it.

EDU 7216 Decolonization and Anti-Colonialism in Education (3 units)

Critical examination of theories, challenges and opportunities of decolonization in relation to educational and community contexts.

EDU 7220 Mamatowisin (Mindfulness) in Scholarly Research (3 units)

Critical examination of Indigenous research methodologies, protocols, and ethical dilemmas.

EDU 7224 The Body, Movement and Affect in Education (3 units)

Examination of literature that pertains to philosophies and theories of the body, movement and affect in curriculum and pedagogy

EDU 7240 Feminist Perspectives in Education (3 units)

Collaborative inquiry into the intersections of racialization, gender, sexualities, social class, able-bodiedness, ethnicity, and culture in education through a feminist lens.

EDU 7242 Critical Disability Perspectives in Education (3 units)

Critical analysis of research and practice related to the intersectionality and lived experiences of learners and educators with disabilities in historical and contemporary settings.

EDU 7244 Queer Pedagogies (3 units)

Critical examination of intersectional gender issues, including theories of representation, texts, identities, and their implications for questioning pedagogical practices in social institutions.

EDU 7299 Selected Topics in Program Evaluation (3 units)

EDU 7300 Selected topics (3 units)

Indepth study of a current topic, developing field of inquiry or issue of importance in education.

EDU 7380 Methods of Knowledge Syntheses in Education (3 units)

Principles and techniques for gathering and synthesizing various sources of information in the form of scoping, systematic or other types of reviews.

EDU 7395 Methods of Quantitative Analysis (3 units)

Application and interpretation of quantitative analysis techniques (e.g., factor analysis, path analysis, meta-analysis and other selected techniques) in educational contexts. (Recommendation to have EDU 6191 or the equivalency).

EDU 6191 is strongly recommended.

EDU 7396 Methods of Qualitative Analysis (3 units)

Study of qualitative approaches to data analysis, interpretation, and application to educational contexts.

EDU 7190 is strongly recommended.

EDU 7397 Development and Evaluation of Data Collection Instruments (3 units)

Study of the construction of data collection instruments and of the validation of interpretations of findings.

EDU 7501 Thèmes choisis en enseignement aux professionnels de la santé (3 crédits)

Études critiques de thèmes choisis et les implications dans l'éducation aux professionnels de la santé.

EDU 7533 Thèmes choisis en sociétés, cultures et langues (3 crédits)

Étude approfondie d'un thème en sociétés, cultures et langues.

EDU 7541 Enjeux actuels de la recherche en didactique des langues secondes (3 crédits)

Analyse de la recherche en didactique des langues secondes fondée sur des questions propres au contexte éducatif et des cadres conceptuels divers.

EDU 7550 Séminaire en enseignement et apprentissage (3 crédits)

EDU 7563 Perspectives de recherche en éducation mathématique (3 crédits)

Étude des différentes perspectives de recherche en didactique des mathématiques. Examen des implications pour l'enseignement et l'apprentissage.

EDU 7590 Recherche qualitative (3 crédits)

Examen et revue critique des aspects fondamentaux des méthodologies et approches qualitatives associées aux devis de recherche tels que l’étude de cas, l’ethnographie, la phénoménologie, la recherche narrative et la théorie ancrée.

EDU 7662 Séminaire en curriculum (3 crédits)

Volet : Groupe de discussion, Laboratoire, Cours magistral, Recherche, Séminaire, Stage, Théorie et laboratoire, Tutoriel

EDU 7696 Méthodes d'analyse qualitative (3 crédits)

Étude de diverses approches qualitatives d'analyse de données. Utilisation de différents logiciels. Interprétation et mise en application des résultats.

EDU 7590 ou un cours équivalent est fortement recommandé.

EDU 7700 Sujet d'actualité (3 crédits)

Étude approfondie d’un sujet d’actualité, d’un domaine de recherche en développement ou d’une question d'importance en éducation.

EDU 7780 Méthodes de synthèse des connaissances (3 crédits)

Collecter, évaluer, synthétiser et intégrer des informations complexes de sources diverses pour développer des modèles conceptuels et les présenter efficacement sous forme de revue de la portée, revue systématique, etc.

EDU 7795 Méthodes d’analyse quantitative (3 crédits)

Planification et analyse de la recherche quantitative : application d’analyses statistiques avancées, y compris l’analyse factorielle, l’analyse de chemin, la méta-analyse et d’autres techniques sélectionnées. Interprétation et mise en application des résultats. (Il est recommandé d’avoir réussi le cours EDU6591 ou un cours équivalent)

EDU 6591 est fortement recommandé.

EDU 7797 Développement et évaluation des instruments de collecte de données (3 crédits)

Étude et mise en application des méthodes de construction et de validation d'outils de collecte de données en recherche qualitative, quantitative et mixte.

EDU 8002 Lecture dirigée / Directed (3 crédits / 3 units)

EDU 8105 Contemporary Issues in Education (3 units)

Examination of current issues in education from multiple research traditions; exploration of students' prospective PhD projects in relation to major trends in educational research. (Reserved for PhD students.)

EDU 8106 Epistemology and Research (3 units)

Critical study of epistemological foundations of research; implications for ethics and epistemological assumptions underlying diverse research designs. Application of research skills. (Reserved for PhD students.)

Reserved for students enrolled in the Doctorate.

EDU 8107 Seminar in Counselling and Supervision (3 units)

Examination and critique of current scholarship from multiple research traditions in counselling and supervision; implications for counselling and supervisory practice.

EDU 8190 Perspectives and Paradigms in Qualitative Research (3 units)

Critical examination of methodological, organizational, ethical, and political issues within qualitative research. (Recommendation to have EDU 7190 or the equivalency)

EDU 8253 Cognitive, Embodied and Ecological Perspectives on Learning (3 units)

Examination of neuroplasticity, the bodily basis of cognition, and dynamic interactions to understand the biological-cultural nature of learning.

This course is open to master`s students with permission of the instructor.

EDU 8505 Questions contemporaines en éducation (3 crédits)

Examen critique des questions contemporaines et interdisciplinaires en éducation selon diverses traditions de recherche. Critique des avant-projets doctoraux en fonction des tendances en recherche éducationnelle. (Réservé aux étudiants de doctorat.)

EDU 8506 Épistémologie et recherche (3 crédits)

Étude de l’épistémologie comme rapport au savoir et des principaux paradigmes de la recherche. Distinction de leurs fondements et des manières de les mettre en application (Réservé aux étudiantes et étudiants du Ph.D.)

Réservé aux étudiants inscrits au doctorat.

EDU 8507 Séminaire en counselling et supervision (3 crédits)

Étude critique des approches théoriques en counselling et supervision; implications pour les pratiques de counselling et de supervision.

EDU 8590 Recherche qualitative II (3 crédits)

Examen des questions méthodologiques, organisationnelles, déontologiques et politiques reliées à la recherche qualitative.

EDU 8653 Séminaire sur les processus cognitifs dans divers contextes éducatifs (3 crédits)

Analyse de processus cognitifs essentiels à partir de diverses perspectives théoriques; mise en application de théories d'apprentissage dans divers contextes.

EDU 8908 Internat en counselling et en supervision / Internship in Counselling and Supervision

Internat de 600 heures en counselling et en supervision dans un centre approuvé par la direction du programme; développement des compétences en supervision et application des normes éthiques relatives à la pratique et à la supervision en counselling. Noté S (satisfaisant) ou NS (non satisfaisant). / Internship of 600 hours of counselling and counsellor supervision in approved settings; development of advanced counselling and supervisory competence; application of ethical principles to counselling and supervisory practice. Graded S (Satisfactory) / NS (Not satisfactory).

EDU 8999 Rapport périodique / Interim Report

EDU 9997 Proposition de thèse de doctorat / Ph.D. Thesis Proposal

EDU 9998 Examen de synthèse (doctorat) / Ph.D. Comprehensive Examination

Undergraduate Studies

For more information about undergraduate studies at the University of Ottawa, please refer to your faculty .

Graduate and Postdoctoral Studies

For more information about graduate studies at the University of Ottawa, please refer to your academic unit .

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Master of Education

Experiential Learning

World-Class Faculty

Research Opportunities

Career Development

Program program overview & highlights.

Advance your studies with our Master of Education program. You will build a solid foundation in the field of education while exploring current theory. Understand strategies and principles of research to study education while becoming an informed and critical educator.

Four year Master of Education program is taught by a highly diverse faculty team that strives to enhance your professional and scholarly growth. They are active and internationally recognized for their important contributions to research, theory, policy, performance, and practice.

The Master of Education program will challenge and inspire you to be a leader in education and training, provide a one-of-a-kind learning experience in small and medium-class sizes and enrich your learning experience through an innovative program.

The University of Windsor has research partnerships with local schools and institutes to provide you with real-world experience.

Admission Requirements

• Four-year, bachelor-level degree (or equivalent) in an acceptable discipline from an academic institution approved by the University of Windsor
• The equivalent of a 70% average or higher in undergraduate studies and at least 70% average in the final two years of study.
• The Statement of Academic Objectives and Research Interests describes your reasons for pursuing graduate study at UWindsor's Faculty of Education. Your statement should include, but not be limited to, a description of: Your research interests; how your previous studies and experience have prepared you for the program; your career and scholary objectives; and how you perceive the graduate degree will advance these objectives. Click here for more information.
• International Students interested in enrolling in the M.Ed. must demonstrate a certain level of proficiency in English, as the working language of instruction in the Faculty of Education. Students must have an IELTS test score of 7.0 (or above) in three of the four areas of reading, writing, listening and speaking, with the other being no lower than 6.5, or a TOEFL score of 100 (ibt)*. The Master of Education Program also has a new language pathway partnership with ICEAP Toronto . Students who successfully complete the ICEAP pathway programs will satisfy the English language requirements for the course. Click here for more information. *English programming is available if you require extra training prior to entry into the academic program, or have received lower-than-required test scores.

Enrolment is limited. Preference will be given to candidates who exceed the above minimum requirements and those with relevant work experience.

“The Faculty of Education, in particular, and grad studies in general, at the University of Windsor have transformed me holistically from what I was in the past as a teacher to who I am today. It has impacted me intellectually, emotionally, creatively, artistically and socially.”

Syed Ali Nasir Zaidi MA, MEd (SLACS)

Program Details

Program Length: Course based – 3 to 4 terms (18 months) Major Paper/Thesis: 3-6 terms Program Delivery: Face to Face & Online Faculty: Education Intake: Fall

Career Tracks

• Education departments in museums and galleries
• School publishing companies
• Online and digital learning content development
• Open learning system creation

Concentrations & Streams

Upon being admitted to the program, students chose one of three areas of concentrations in which to conduct their studies:

Curriculum Studies

Examine philosophical orientations, conceptual frameworks, and research methodologies relevant to the study of theoretical and developmental aspects of curriculum in a Canadian and international context. This program will allow you to develop your skills and knowledge to enhance your professional practice.

Educational Administration and Leadership

Gain leadership skills while you examine philosophical orientations, theoretical frameworks, and research methodologies. Study of educational administration and leadership, policy and leadership in a Canadian and international context.

Second Language Acquistion, Culture and Society

Obtain skills to teach in linguistically and culturally diverse schools with a more robust sense of cultural and linguistic responsiveness. Explore the importance of international and interdisciplinary collaborations in teaching and research.

Furthermore, students have the option to complete the M.Ed. degree by following one of three streams:

Course-based stream

Course-Based Stream students are required to complete successfully the equivalent of a minimum of 10 term courses, where the tenth course is the Final Project Seminar. Find below some of the mandatory courses the student will be taking:

• → Research in Education
• → Qualitative Methods in Educational Research
• → Fundamentals of Curriculum Theory For candidates enrolled in the Curriculum Studies Specilization
• → Theory of Educational Administration and Leadership For candidates enrolled in the Educational Administration and Leadership Specilization
• → Theories and Approaches in Language Acquisition and Instruction For candidates enrolled in the Second Language Acquisition in Culture and Society Specilization
• → Final Project Seminar

Major Paper Stream

Major Paper stream students are required to complete successfully 8 graduate courses, plus 2 credits for the Major Paper. Find below some of the mandatory courses the student will be taking:

• → Statistics in Education
• → Major Paper

Thesis Stream

Thesis stream students are required to complete successfully 6 courses plus 4 credits for the Thesis. Find below some of the mandatory courses the student will be taking:

• → A research project resulting in a Thesis

Courses are primarily on-site in the M.Ed. regular program. Occassionally courses may be offered online. Full-time and part-time study opportunities are available. Students can choose the online delivery model and can take one of the two concentrations: Educational Administration and Leadership, and Curriculum Studies. Students are required to complete 10 credits in the M.Ed. Program. The credits are determined by the stream being completed.

Dr. ShiJing Xu

Professor Canada Research Chair Ph.D University of Toronto

The Master of Education (M.Ed.) program at the Faculty of Education, University of Windsor, is a comprehensive program, equipping students with rich knowledge and necessary research skills. It opens up new career possibilities and provides opportunities for students to be engaged in educational research projects. Both faculty members and administration team are supportive and readily available. It is an inclusive learning environment for both Canadian and international students.

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The University of Windsor sits on the traditional territory of the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomi. We respect the longstanding relationships with First Nations people in this place in the 100-mile Windsor-Essex peninsula and the straits – les détroits – of Detroit.

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Diplomas & Certificates in Education

Diplomas & Certificates in Education

Increase your leadership & expertise.

The Faculty of Education offers teachers and other education professionals a variety of learning options – including certificates and diplomas – that will add value to, and increase your expertise in, your chosen specialization. Or, why not choose something brand new to add to your professional skills?

The 30-credit diplomas listed on this site do not lead to teacher certification, but if you are a teacher, they will lead to a category upgrade with the Teacher Qualification Service .

Our programs are designed to meet the needs of teachers working in school districts and educators working in other settings. With programs in a variety of teaching specializations that range from early childhood, through school-aged children, to educating adults, there is a program that will deliver the skills you want.

Want to become a K-12 teacher?

Join our Bachelor of Education 11-month program in Vancouver or 16-month program in Kelowna .

Find Your Program

Undergraduate Certificate Programs

Graduate Certificate Programs

Next Steps and FAQs

Admission & Registration Information

To register in courses offered for credit you must be admitted to the UBC Faculty of Education, Vancouver campus.

• If you were previously a student here, you will need to apply for re-admission.
• If you are a UBC Okanagan students, or interested in a program offered by UBC Okanagan, please see Admission Categories below.

See here for the full details on How to Apply & Register .

Application Deadlines

Please refer to the application form for the application deadlines.

Requirements

The diploma requires the completion of 30 credits of courses numbered 300 or above, with an average of 65% or higher. In most specializations, 12-18 credits of coursework are designated as core requirements, while 12-18 credits may be selected from approved supporting or related courses.

A maximum of 18 credits of appropriate courses completed at UBC previously and not credited toward the requirements of any other degree, diploma, or teacher certification program may be applied to a diploma program.

See the full details on the Diploma in Education .

Tuition Fees

Note that tuition fees are subject to review and change by the University.

Diploma programs.

Tuition fees for Education Diploma (DEDU) programs are found in the UBC Calendar: Post-baccalaureate Tuition .

If you have additional questions regarding tuition and fees, please contact an Enrolment Services Professional . 604.822.9836 | [email protected] .

Certificate Programs

Tuition for courses applied toward a certificate will be charged on a per-credit basis. Current tuition fees are found in the UBC Calendar: Non-Degree Studies Tuition .

If you have additional questions regarding tuition and fees for Non-Degree or Unclassified studies, please contact Enrolment Services . 604.822.9836 | Contact via the Ask Me Form .

Student Assessed Fees

Certain additional fees apply to students who take courses on campus.

Students who meet certain requirements may opt out of the U-Pass and AMS Extended Health and Dental Plan, during the first two weeks of the term.

To see if you qualify for the U-Pass fee exemption, read the U-Pass FAQ information .

If you think you qualify for an exemption , login to the Student Service Centre ( SSC ) and click on the Financial Summary tab to navigate to the U-Pass fee exemption page.

If you already have medical/dental coverage (other than BC MSP), you may be able to apply for an exemption if you meet certain requirements and follow the opt-out procedures . Visit the Student Service Centre ( SSC ) for more information.

Students registered in on-campus courses in the summer session are not assessed Health/Dental Plan fees.

UBC Tuition Fee Certificates

Current UBC students may use Tuition Fee Certificates for tuition only for UBC credit courses. The certificates do not cover the cost of course materials, texts, or other fees. Redeem your Tuition Fee Certificate online via the Tuition Fee Certificate Redemption form .

Student Loans

Please note that all Faculty of Education Certificate and Diploma programs do not qualify for student loan funding.

Transfer Credits

Acceptable courses may be transferred into the Diploma in Education program when they meet these conditions:

• Courses are conceptually consistent with the topic area of your specialization. Please consult a program coordinator to establish their acceptability.
• A total of 18 UBC credits, or 12 non-UBC credits, if acceptable, may be advanced or transferred to the diploma program. Courses need to be at the 300-400 (senior) undergraduate level.
• Only surplus or undeclared credits may be used for transfer credits, i.e. credits which have not been used towards meeting requirements for another degree/diploma program. If surplus credits were completed during your degree program, please provide an email verification from your degree advisor.
• When courses have been taken prior to starting the diploma, the five-year time frame for the diploma will begin with the date of the first transferred course. If courses have been taken beyond five-years prior to admission to the diploma, they will not be acceptable for transfer.
• You seek prior approval to take acceptable courses at another university, in which case a Letter of Permission (LOP) will be written by a program coordinator to the university where you will take the courses.
• Upon successful completion of courses taken outside UBC, you need to forward your official transcript to the program coordinator in TEO.

Official transcripts may be sent directly to:

Attn: Diploma Transfer Credits Teacher Education Office Faculty of Education The University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4

Or emailed by university to: [email protected]

When the program coordinator receives your official transcript, the credits will be transferred to your diploma program and will be listed on your UBC transcript.

Transferring 300–400 level courses to a graduate program in the Faculty of Education

If you have completed your diploma program, but you wish to retain the ability to transfer certain credits to a subsequent graduate program in the Faculty of Education, there is a process you must follow.

• Do not apply to graduate from your diploma program, as once you graduate, diploma credits are no longer available for applying to a graduate program.
• Obtain permission from your Graduate Advisor to use non-conferred diploma credits towards meeting requirements for your graduate program. To do this, download a Diploma Credit Re-Allocation Application Form , list the 300–400 level courses you wish to be applied to your Graduate program, and submit it for approval to your program’s Graduate Advisor.
• Once approved, your Graduate Advisor will also send this form to the Faculty of Graduate Studies (FOGS) and to the Teacher Education Office (TEO) for approval from a Program Coordinator to release these credits for use towards your graduate program.
• Once the credits have been re-allocated to a graduate program, please note that they may not be used towards completing diploma requirements in the future.
• Upon completion of your graduate program, if you wish to complete your diploma, you must take additional credits to replace those which were re-allocated, in order to meet the diploma requirements (total 30 appropriate credits). A diploma program must be completed within 5 years of its start date, which is counted from the date of the first course(s) taken. You’ll need to complete and re-submit the Diploma Program Admission Application in order to be re-admitted. You do not need to pay the application fee. Please contact the TEO for academic advising on completing your diploma program.

Can I use credits from a certificate for the diploma?

In most cases the certificate in a particular area is the first half of the associated diploma. The credits can be used towards the diploma, but one must apply for admission to the diploma program in order for this to happen. Application to the diploma program must be completed immediately as a maximum of 18 credits of non-diploma work can be transferred.

Can I transfer credits from outside of UBC towards a certificate or diploma?

No credit transfer is permitted towards completion of certificate programs. For individuals in the diploma program, a maximum of 12 credits of suitable courses can be transferred towards diploma completion.

Can I use credits from a certificate for a Master’s program?

This decision is made by the graduate advisor for the Master’s program, but in most cases one can use 6 undergraduate credits of suitable coursework to the Master’s.

Can I use credits from a diploma for a Master’s program?

Credits used towards graduation in the diploma program cannot be used a second time for a new qualification. Should one be admitted to a Master’s program before completing the diploma, undergraduate credits could be used, but then the student would not be eligible for graduation in the diploma program.

See full information on our online courses .

How do I register in a course?

• Visit the UBC Course Schedule
• Once you have been admitted to UBC, login with your Campus-Wide Login (CWL) ID and password to the Student Service Centre . You must pay the non-refundable acceptance deposit in order to register in a course.

When does course registration open?

• Registration dates and times are determined by your admission category, find current dates here .

What if the course I want to register in is full?

• Pick another course.
• Look at online courses that are available.
• Consider courses at other institutes for Transfer Credit.
• Keep checking the website for drops.

Diploma Completion Time Frame:

• If enrolled in the Diploma program, you have 5 years to complete all 30 required course credits.
• This five-year time period is counted from the date of the first course started. For example, Winter 2017, Term 1 is when you started your first course. Your completion date would be Winter 2022, Term 1.

Registration Eligibility:

• You may take as many courses as you wish within a given term. If you skip a term, you need to notify TEO Admissions to have your registration eligibility re-activated when ready to start again.

Core Courses:

• If you are enrolled in the diploma program, certain courses are core courses that are mandatory to fulfilling the diploma. Each diploma will list options for electives; in some cases, these are approved electives .

Elective Courses:

• Electives that are optional must be conceptually consistent with the topic of the diploma specialization. Please contact a program coordinator in the Teacher Education Office before registering in elective courses. You are responsible for ensuring that the elective courses you choose are acceptable for your specialization.

Credit/D/Fail:

• Students in the diploma program are not eligible for Credit/D/Fail grading, as this is not a direct-entry program ((i.e., a program from which a student may be admitted directly from secondary school).For more information, see the Credit/D/Fail Grading page.

Course Information:

• For course descriptions, course schedules and registration, please visit the UBC Student Services site. To accommodate working teachers, on-campus diploma courses are offered 4:30 – 7:30 p.m. in Winter Term 1 (September to December) and Term 2 (January to April), and Summer Term 1 (May) and in Summer (Term 2) in modules. Register for Winter Terms 1 and 2 in August before course seats fill up.
• For online course descriptions, please visit the PDCE Online Courses site .
• Graduation from UBC requires that you apply to graduate, upon completion of your Diploma in Education program, through the Student Service Centre ( SSC ).
• We include full information about how to graduate on the Teacher Education website for your assistance.
• Be sure to have a Program Coordinator first check your 30 credits (if you haven’t already done so) to ensure you have met all the requirements.

Graduation & Program Completion

Graduation Information

Diploma completion (30 credits).

If enrolled in the Diploma program, you have 5 years to complete all 30 required course credits. This five-year time period is counted from the date of the first course started. For example, Winter 2017, Term 1 is when you started your first course. Your completion date would be Winter 2022, Term 1.

Consult with with a program coordinator to confirm successful completion of 30-credits of your diploma program.

Every candidate for a degree must make formal application for graduation. For important application information, dates, and deadlines, please visit the graduation information available on the Student Service Centre (SSC) website .

Full details are posted on UBC’s Graduation website .

Certificate Completion (15 credits)

When you have successfully completed your 15-credit certificate program, you may apply for a certificate by filling out the Certificate of Completion Request Form .

• This applies to all except the TESL Certificate which must be requested from the department using the TESL Certificate Request Form .

IMPORTANT: If you enrolled in a Certificate program before September 2019 , upon successful completion of all required courses, you apply for your Certificate by filling out the Certificate of Completion Request Form .

If you enrolled in a Certificate program in September 2019 or later , you must make a formal application for graduation, as with Diploma students. For important application information, dates, and deadlines, please see the SSC website: students.ubc.ca/enrolment/graduation .

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Kelia Losa Author Kelia Losa Reinoso is a qualified content writer with a Master of Arts degree in Journalism and Media Studies https://www.canadianvisa.org/author/kelia-losa-reinoso

Shireen Fisher Author <p>Shireen Fisher is a widely-published writer with nine years of experience. She started her media career in radio before heading back to university to pursue her National Diploma and BTech Degree in Journalism.</p> https://www.canadianvisa.org/author/shireen-fisher

David Allon Fact Checker David Allon is a fact-checker and a professional and knowledgeable RCIC consultant with a passion for migration and international policies https://www.canadianvisa.org/about-us/experts/david_allon

We Make Immigration Simple

2022-08-05T08:41:00

2023-06-27T10:00:00

Some of the best courses to Study in Canada will help ensure you have a successful career and future in Canada

• Immigration

10 Best Courses to Study in Canada

Kelia Losa Reinoso is a qualified content writer with a Master of Arts degree in Journalism and Media Studies

Shireen Fisher

Shireen Fisher is a widely-published writer with nine years of experience. She started her media career in radio before heading back to university to pursue her National Diploma and BTech Degree in Journalism.

Reviewed by David Allon

Reviewed by:

David Allon

A professional and knowledgeable RCIC with a passion for migration and international policies. He will ensure that you are provided with the best immigration service and business guidance on your journey to Canada.

Canada is one of the most popular destinations for international students. The country markets itself as inclusive and culturally diverse, which attracts people from all over the world. Its top-tier education standards, quality of education and vast resources make it one of the world's best places to study for international students. One of the major benefits of moving to Canada to pursue post-secondary education is that you can work and study in Canada .

When deciding what to study, you must consider several things. Over and above your aspirations and academic results, you also need to consider your career goals and prospects. Going for one of the best courses to study in Canada will ensure your future in Canada is a good way to go. So, when taking the next step in your studies, consider the best courses to study in Canada in 2023.

The 10 Best Courses to Study in Canada

Canada has record-breaking vacancies across all sectors, so plenty of opportunities await you once you finish your course. While you're deciding what to study, look at some of the best courses in Canada, with tips on where to study.

Health & Medicine

Medicine is one of the best courses in Canada. Canada always needs graduates in the medical field. Candidates who want to work in healthcare or medicine can apply for medical courses. These courses provide students with opportunities to pursue careers such as Doctors, Health Policy Specialists, Respiratory Therapists and Healthcare Managers, to name a few.

The Canadian government is placing more emphasis on healthcare occupations. Canada is a preferred study location for international medical students worldwide due to its rigorous medical education program. There is a massive demand for numerous medical professions throughout Canada, from surgical specialists to pharmacists, and demand is exceptionally high for registered nurses .

Where to Study

Top-tier universities such as the University of Toronto , McMaster University, and the University of British Columbia offer these courses.

Engineering

What courses are in demand in Canada? Engineering and management are two of Canada's most PR-friendly programs. As a well-equipped professional engineer, the degree is so valuable that it usually offers international students opportunities to remain in Canada after completing their studies. A degree from any Canadian university improves your professional prospects and chances of permanent residence. Engineers in Canada are well-paid.

Canada has a severe shortage of skilled workers, and many regions, such as Toronto, attract jobs in these fields due to its large manufacturing sector. Other Canadian cities, such as Montreal , Calgary , and Edmonton , are considered the most profitable markets for such degrees. Civil, mechanical, electrical-electronics, chemical, and engineering management professionals can easily find work.

Some of the more popular engineering courses are:

• Petroleum engineering
• Mining engineering
• Computer systems engineering

The University of British Columbia, McGill University , and the University of Toronto are among the best universities in the area for engineering studies.

Information Technology (IT) Computer Science

IT is one of the best courses to study in Canada. Students from all over the world are drawn to information technology, engineering and computer science. Artificial intelligence, machine learning, data science, big data, and other exciting courses are available in the field of information technology.

Students who complete these Public Relations (PR) courses in Canada are qualified for Software Developer, Engineer, Cloud Architect, Data Scientist, and Technical Writer jobs. Expect high salaries if you graduate with a degree in IT.

There are various popular bachelor courses for a tech-loving student to consider:

• Bachelor of Computer Science
• Bachelor of Information Technology
• B.Sc in Applied Computing
• B.Sc in Computer Science

The University of Toronto, McGill University, the University of British Columbia and the University of Montreal are among the best places for international students.

Business Management

Due to its opportunities for gaining valuable foreign work experience and strong career possibilities, business management is one of the most sought-after programs in Canada. Not only are Canadian business education programs among the top 100 business administration programs, but they are also renowned for their unwaveringly excellent educational standards.

Your professional prospects will be more varied, thanks to a Master of Business Administration (MBA), which also exposes you to a diversified corporate network, new knowledge, and a thorough awareness of the business world.

Some management and administrative-related jobs remain in the "Skill Shortages" category. These positions fall under banking, investment finance, and management consulting.

In business management, you can opt for the following courses:

• Bachelors of Business Management

One of the best courses to study in Canada is Economics. An Economics degree from a Canadian university will guarantee a fighting chance in the labour market and assist you with your permanent residency application.

Here are the best courses you can take to study Economics:

• Bachelors in Economics
• Macroeconomics for Business Management

The best universities to study economics are the University of Toronto, the University of British Columbia, Western University and the University of Alberta .

The medical colleges in Canada provide top-notch programs and exposure to other cultures when it comes to studying nursing abroad - this gives students the knowledge and abilities they need to join the core of the international medical sector. You can select from a wide variety of nursing courses in Canada, whether you're seeking a nursing diploma or comprehensive degree programs.

In Canada, nursing programs  emphasize giving students practical training in various areas, including disease prevention, disease treatment, and more.

Canadian medical universities and nursing schools collaborate internationally with other health organizations to give students the finest exposure. These institutions are also well-known for their research and development.

You can attend various colleges and universities that allow you to study a bachelor of nursing science, including Ryerson University, Langara College and Conestoga College of Applied Arts and Technology.

Media & Journalism

In major media companies across Canada, students with journalism degrees work as reporters, associate producers, associate media directors, content developers/managers and media operations managers.

Using the media efficiently allows media workers to explore more branches, such as history and current events.

After graduation, there are numerous career opportunities because most businesses seek creative writers, content creators, journalists, publicists, and digital managers who are familiar with the industry and can aid businesses in growing in the digital sphere.

Additionally, candidates may pursue positions in the advertising industry and other branches of marketing. It gives pupils several opportunities to demonstrate their abilities and develop their interests.

You can choose to do the following courses:

• Bachelors in Journalism
• BA in Media Studies

Consider applying to the University of Alberta, University of Montreal, University of Calgary or the University of Ottawa for your journalism degree.

Agriculture & Forestry

Agriculture Science and Forestry is a highly sought-after course in Canada. Studying plants, animals, and the environments in which they flourish is the main objective of the essential scientific discipline of agriculture and forestry.

You'll learn about maintaining the beauty of nature around us, managing natural resources, producing food, and restoring forests. Crop rotation and maintaining the mineral properties of the soil are other topics covered by agriculture and forestry.

Agricultural Science and Forestry graduates guarantee that goods comply with industry requirements and make it to the marketplaces. This is crucial for large-scale food production, whose demand will rise with the population.

You can study the following courses:

• Bachelor of Science in Agriculture
• Bachelor of Science in Agribusiness
• Master of International Forestry
• Master of Sustainable Forest Management

The best Agriculture Science and Forestry can be found at the University of Guelph, the University of British Columbia, McGill University and the University of Alberta.

Hospitality

Hospitality management is a great option to pursue in Canada. These degrees equip students with the necessary business strategies for the tourism industry. Hospitality students learn various skills - like how to control the quality of food, handle lodging, entertain guests, and organize activities - all of which contribute to keeping clients satisfied.

Canada's tourism and hospitality industry desperately needs qualified individuals to fill management and entry-level to mid-level positions in hotels, restaurants, and resorts nationwide. These positions are in high demand, partly because Canada is a popular tourist destination with a young, mobile population.

Numerous students choose to enroll in courses in this area. Canada provides its students with cutting-edge food technology and highly skilled programs to provide the skills they need to succeed in the workplace.

Educational institutions such as Ryerson University, Georgian College, and Fanshawe College train and promote students to be the best in their fields.

Human Resources & Public Relations

Public relations, one of the most in-demand careers, is one of the many industries where students might find employment. Additionally, human resources are at the top of the in-demand list for many provinces.

Human Resources (HR) management is the approach to managing people within a company or organization. Human resource managers must ensure the organization runs smoothly, effectively and efficiently. The goal is to maximize work performance and satisfaction among employers, and employees ought to ensure company goals are met.

Organizational development and human resource management are crucial to the success of contemporary businesses because of the growing need for talent among enterprises. Organizations require HR professionals with the training and experience to find, nurture, and inspire great employees.

You can pursue courses in HR in Canada at several institutions, including Tent University, University of Windsor and York University .

Choosing The Right Course to Study in Canada

Choosing your future path can be a difficult and daunting task. You'll need to dedicate time to weigh up your options and then make a decision based on what will work best. Factors to consider include:

• Consider your potential career : What career do you want to pursue, and what do you need to achieve this dream academically? Some careers can be very course-specific, so you must complete the correct programs to qualify.
• What are your strengths and weaknesses: You will always do better in a program that excites and inspires you, which should be an essential factor to consider when choosing your career path. If you naturally excel at a subject or topic, it is always good to explore the options that will allow you to perform to the best of your ability.
• Job opportunities: When choosing a career, you should always research the market opportunities. Some industries can be more lucrative, while others have high competition and are difficult to enter.
• Work and learn opportunities: One of the best opportunities to get involved when you start your studies is to work in your field of study or volunteer in your spare time. If this is something that you want to pursue, these educational programs can be found at many different schools. Working during the day and studying in the evenings can be a good step forward. You can gain work experience, meet potential employers, and ensure you have an excellent place to start your career after your studies.

How to Choose the Right University or College

Choosing the right place for your tertiary education can be stressful and often confusing. With many factors to consider, we're simplifying things with some steps to follow to make your selection process easier.

Step 1: Research Each Potential Institution

Research is key when looking for the ideal university or college. Explore the institutions you're considering online. Some may have virtual tours to give you a better idea of what to expect. If you are in Canada, you may also want to attend some university fairs. Remember to keep your options open and try not to limit yourself.

Step 2: Look at the Location

Canada has about 223 public and private universities and 213 public colleges and other institutes. With so many options spread across the country, the possibilities are endless. So narrow it down by thinking about the setting you'd like. A bustling city vibe or a more relaxed and quaint town atmosphere? Coastal or inland? You're bound to find the perfect Canadian University for you.

Step 3: Size of Institution

When it comes to university settings, you may also want to consider the size of the institution you apply to. Do you want small classes with lecturers that can give you individual attention or a bigger class with hundreds of students? Whichever option you choose, universities and colleges often have tight-knit communities and a great support system.

Step 4: Affordability

This is probably one of the most significant factors in choosing a school, as certain institutions and courses may be well out of your budget. Luckily, university fees in Canada are quite affordable, although they may vary from institution to institution. You'll also find that many scholarships and financial aid systems are in place to help foreign students in need. To help cover costs, you can work up to 40 hours a week.

Step 5: Reputation

Canada has a reputation of prestige across education levels, so when it comes to the university level, it's no surprise that it has several institutions that rank high on the world rankings. While a university's reputation is important, consider whether it fits your academic needs and interests.

Step 6: Recreational Activities

Watch our video on how to choose the right university to study the best courses in Canada below

The availability of This may or may not factor into your decision, but some students like to know that sports and cultural activities are available on the premises. These activities can help you make friends, meet new people and learn something new, making life at a new school much easier.

Why Study in Canada?

International students choose to study in Canada because of the exciting opportunities for world-class and best courses in Canada, experienced faculties, affordability, and a high standard of living. The country offers incredible Canadian post-graduate job opportunities in almost every sector, with high salaries, easy access to work permits, and an overall healthy environment.

World-Class Education

Canada is renowned for its world-class education system. The country has numerous prestigious universities and colleges offering a wide range of courses and programs. These institutions maintain high academic standards, ensuring that students receive quality education and gain valuable skills for their future careers.

Experienced Faculties

Canadian universities and colleges boast highly experienced faculties who are experts in their respective fields. These knowledgeable professors and instructors provide students with excellent guidance and mentorship throughout their academic journey. The opportunity to learn from such distinguished professionals is a significant attraction for international students.

Affordability and High Standard of Living

Compared to other popular study destinations, Canada offers a relatively affordable education. Tuition fees and living costs are generally reasonable, making it more accessible for international students. Additionally, Canada is known for its high standard of living, with safe cities, excellent healthcare facilities, and a welcoming society, ensuring students' well-being and comfort.

Post-Graduate Job Opportunities

One of the major advantages for international students in Canada is the abundance of post-graduate job opportunities. The country has a thriving job market in various sectors, including technology, engineering, healthcare, business, and more. International students often find well-paying jobs after completing their studies, allowing them to gain valuable work experience and contribute to Canada's economy.

Easy Access to Work Permits

Canada provides international students with a straightforward pathway to obtain work permits. Graduates can apply for a Post-Graduation Work Permit (PGWP), which allows them to work in Canada for up to three years after graduation. This opportunity provides a smooth transition from student life to a professional career.

International students choose to study in Canada due to the exciting opportunities for world-class education, experienced faculties, affordability, and high standard of living. Moreover, the country's abundant post-graduate job prospects, easy access to work permits, and streamlined student visa process make it an attractive destination for students from around the world.

However, perhaps one of the top reasons international students choose to study in Canada is because it's easy to obtain a Canadian student visa .

How to Get a Study Permit in Canada

You must follow several steps to obtain a Canadian Study Permit successfully.

• Step 1: Choose Courses to Study in Canada
• Step 2: Find a Designated Learning Institution (DLI) that offers your course.
• Step 3: Get a letter of acceptance from a DLI
• Step 4: Gather your supporting documents
• Step 5: Apply for a study permit

Can I Stay in Canada After I Have Completed My Studies?

There are various ways to remain in Canada once your studies are completed. If you have gained enough work experience, you may be able to apply directly for a permanent residency. You can also apply for a  Post Graduate Work Permit (PGWP) , which allows you to stay in Canada longer. If you have sufficient Canadian work experience, you may later apply for permanent residency through the Express Entry system  using the Canadian Experience Class (CEC).

Is Studying In Canada Expensive?

While some universities in Canada are expensive, international tuition in the Great White North is more affordable than in many other first-world countries. Additionally, you can apply for scholarships to assist you in paying for your studies, and you can get a part-time job which will go a long way in covering your tuition fees and living expenses.

Do I Need English to Study at a Canadian Institution?

One of the requirements for successfully getting a study visa from Canada is to pass an English test such as the International English Language Testing System (IELTS). To enrol at a Canadian institution and apply for a study permit, you must understand English or French, as these are the two national languages. In most universities, the language medium of instruction is English. At the same time, in some provinces like Montreal, it is a dual medium, meaning lectures and classes are offered in both French and English.

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Highlights on Indigenous new entrants to postsecondary education

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The data used to create this interactive web application is from the following data table:

Table 37-10-0264-01 New entrants to postsecondary education by Indigenous identity, educational qualification, field of study (STEM and BHASE (non-STEM) groupings), gender and age

The data used to create this interactive web application is from the following listed data tables:

Additional information

For more information on how to use this tool, consult the guide “How to use” available on this page (top right).

• All data displayed are for the entry cohort of 2021/2022. Additional entry cohorts can be found in the source data table.
• The data and methods are subject to revision. Percentages are calculated using rounded counts. Totals may not add up to the sum of all categories due to rounding. See the technical reference guide " Persistence and graduation indicators of postsecondary students, 2011/2012 to 2021/2022 " for further information.
• Estimates in this table are produced by integrating data from the Postsecondary Student Information System dataset (PSIS) with data from the 2016 Census and the 2021 Census. Non-linkage weights have been derived and applied to these estimates in order to be representative of the entire PSIS population.
• These estimates include only students who identified as First Nations, Métis, Inuit, Canadian citizens and permanent residents. The concept of status of student in Canada is defined at the end of the winter term, during the first year of enrolment.
• An entry cohort is based on the new entrants to a program leading to a specific educational qualification who were enrolled full time during the fall term of that Postsecondary Student Information System (PSIS) reporting year.
• The educational qualifications pursued and obtained by the new entrants are grouped according to the definitions in the Classification of programs and credentials .
• Indigenous identity refers to whether the person identified with the Indigenous peoples of Canada. This includes those who identify as First Nations (North American Indian), Métis and/or Inuk (Inuit), and/or those who report being Registered or Treaty Indians (that is, registered under the Indian Act of Canada), and/or those who have membership in a First Nation or Indian band. Aboriginal peoples of Canada (referred to here as Indigenous peoples) are defined in the Constitution Act, 1982, Section 35 (2) as including the Indian, Inuit and Métis peoples of Canada.
• The category “Indigenous identity” includes persons who identify as First Nations (North American Indian), Métis and/or Inuk (Inuit) and/or those who report being Registered or Treaty Indians (that is, registered under the Indian Act of Canada), and/or those who report having membership in a First Nation or Indian band.
• The field of study is derived using the Cannabis STEM and BHASE groupings variant of the Classification of Instructional Programs (CIP) Canada 2016, which classifies fields of study into STEM (science, technology, engineering, and mathematics and computer sciences) and BHASE (business, humanities, health, arts, social science and education) categories. BHASE also includes fields in legal studies, trades, services, natural resources and conservation.

How to use this interactive visual

The interactive dashboard is separated into multiple pages detailing highlights on new entrants to postsecondary education by Indigenous identity. Users can navigate between the pages using the buttons at the top of the dashboard.

In each of the charts, it is possible to extract and import the data into a data table. From the selected graph, right-click and select “Show as a table”. A data table will be accessible below the graph. Click on “Back to report” button on the upper left of the graph to return to main view.

Keyboard shortcuts and screen reader tips

Keyboard shortcuts and screen reader tips are available by entering the visual and pressing CTRL + Enter.

While in the visual, pressing SHIFT + "?" will open the keyboard shortcuts.

When focus is on a visual, the data table can be displayed by pressing ALT + SHIFT + F11.

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Canada owes the success of its statistical system to a long-standing partnership between Statistics Canada, the citizens of Canada, its businesses, governments and other institutions. Accurate and timely statistical information could not be produced without their continued co-operation and goodwill.

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Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner. To this end, the Agency has developed standards of service which its employees observe in serving its clients.

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Use of this publication is governed by the Statistics Canada Open Licence Agreement .

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Oral Health Access Fund call for proposals applicant guide: Stream 1: Oral health education and training

Published: May 2024

On this page

About this guide, about the program, how to complete the application form, after you apply, information sessions.

This guide acts as a companion piece to Oral Health Access Fund call for proposals application for funding Stream 1: Oral health education and training , here after referred to as the 'Application Form'. It:

• describes the Oral Health Access Fund
• provides instructions on how to apply
• includes supplementary instructions for key requirements of the application form

Download the application form (PDF)

The Oral Health Access Fund (the Fund) is a new grants and contributions funding program that will expand access to oral health care. The Fund will achieve this by supporting projects that reduce or remove non-financial barriers to accessing oral health care for targeted populations. It will fund projects that aim to:

• connect people to oral health care
• deliver prevention and education efforts to improve oral health
• improve training and capacity for oral health care providers

The May 2024 call for proposals will fund projects that address:

• competency gaps related to the treatment of targeted populations
• training adaptation to ensure sufficient hands-on training opportunities

Projects are anticipated to begin as early as April 1, 2025, and will vary in duration. Regardless of duration, all projects must be completed by March 31, 2028. As the Fund has on-going funding, there will also be future opportunities to submit proposals.

Who can apply

For Stream 1, accredited and non-accredited Canadian oral health training institutions can apply, including those who are:

• not-for-profit
• publicly-funded
• privately funded

This includes training institutions providing programs for all 6 oral health professions:

• dental hygiene
• dental therapy
• dental assisting
• dental technology

Training institutions located outside of Canada are not eligible to apply.

How to apply

Download and complete the application form. Ensure that it is signed and dated by a representative who has legal signing authority for your organization.

Email the completed and signed application form to [email protected] . The application form must be in PDF format. Include all required documentation as attachments (for a full list of documents, see 'Section 14 – Submission Instructions' of the Application Form). Attachments can be included as pdfs, jpegs, Excel or Word documents.

Applications are due by 11:59 PDT on July 31, 2024.

Alternatively, the application form can be mailed to the Oral Health Access Fund at:

The Oral Health Access Fund Oral Health Education and Training Stream c/o Health Canada Mail Stop 0905A 70 Columbine Driveway, Tunney's Pasture Ottawa, Ontario K1A 0K9

All applications submitted by mail must be post-marked no later than July 31, 2024.

If you need any accommodations, email the program as soon as possible at [email protected] .

We will not consider incomplete applications for further review.

Health Canada reserves the right to:

• reject any submission received
• accept any submission in whole or in part (in consultation with the applicant)
• cancel or re-issue this call for proposals at any time (applicants will be notified)

Health Canada is under no obligation to enter into a funding agreement as a result of this invitation to apply.

Parameters your project must follow

Funding priority.

In this 2024 Stream 1 call for proposals, funding will be prioritized for projects that relate to training and capacity building. Ensure your application clearly outlines how your project aligns with this funding priority. Specifically, funding through this stream will support projects that:

• address competency gaps in the knowledge and skills of students and/or oral health care professionals related to the treatment of targeted populations, and/or
• help oral health training institutions adapt to provide students with sufficient hands-on training opportunities

Examples of possible projects could include:

• curriculum development for oral health training programs to improve students' knowledge and skills for treating targeted populations
• professional development opportunities for oral health professionals to develop the knowledge and skills for treating targeted populations
• internships and partnerships with community-based, government or social service organizations for oral health students to gain experience providing treatment to targeted populations in underserved areas
• design adaptations to ensure students continue to have access to sufficient hands-on training opportunities that are also accessible to patients.

These examples are illustrative and do not reflect a comprehensive list of projects that Health Canada will consider.

• Health Canada is committed to funding projects that promote diversity and inclusion. Health Canada funding seeks to improve health outcomes of all people living in Canada, including minority, equity-seeking groups.

Targeted populations

Targeted populations under the Fund include those who experience barriers to accessing oral health care, such as:

• Indigenous Peoples
• newcomers to Canada
• official language minority communities
• people experiencing homelessness
• persons with disabilities
• rural and remote communities

Proposals must identify how a project will reduce barriers to accessing oral health care for targeted populations.

Funding limitations

Funding will support many projects across the country, and so will be dispersed through a highly competitive process. The total funding available from the Fund for projects under stream 1 is limited to:

• $25 million in the 2025 to 2026 fiscal year
• $50 million in the 2026 to 2027 fiscal year
• $50 million in the 2027 to 2028 fiscal year

The amount allocated to stream 1 after 2028 will be determined at a later date.

If a project is funded, recipients may be asked during the negotiation phase to adjust the budget and scope of a project, if needed.

You can submit applications for multiple projects, but you must submit them separately (1 project proposal per application form). Health Canada will determine whether to award project funding as a grant or a contribution.

Projects can receive funding for up to 3 successive fiscal years. Projects do not need to be multi-year to be considered, particularly those wishing to be considered for a grant. All projects must be completed by March 2028.

This section will help you with some of the requirements of the application form. Each section and question number corresponds with those found in the application form.

Section 1 : Applicant information, Question 8: M-30 legislation

Applicants outside of Quebec should select 'My institution is not located in Quebec'.

Quebec-based applicants

Indicate if your institution is subject to the province's Act Respecting the Ministère du Conseil Exécutif (the Act). You can read the Act here:

• the Act Respecting the Ministère du Conseil Exécutif

Verify if your institution corresponds to the definition of 'school body' or any other body as defined in Section 3.6.2 of the Act. You are encouraged to seek confirmation of your institution's status with the Government of Quebec before submitting your funding application.

Your institution's M-30 status will bear no impact on the eligibility or assessment of your proposed projects.

Section 5: Reach and beneficiaries, Question 8: Integration of sex and gender-based analysis

Addressing health equity is a key priority for Health Canada. As such, we have a mandate to apply Sex- and Gender-Based Analysis Plus (SGBA+) to advance health equity, diversity, and inclusion in our:

• initiatives

SGBA+ is an analytical, intersectional approach that assesses how determinants of health interact and intersect with each other and broader systems of power and discrimination.

The "plus" in SGBA+ recognizes the importance of considering multiple intersecting factors that may impact health, or in this case, oral health specifically. These factors shape a population's experiences and lived realities, and go beyond sex assigned at birth and gender, such as:

The "plus" also acknowledges that these experiences occur within different social contexts and are shaped by systems of power and discrimination, such as:

When developing your project, consider how its activities may impact different populations beyond your initial targeted population(s). One of the best ways to do this is to involve members of the targeted population(s) directly in the design, implementation, and evaluation of your project. Integrating a health determinants lens also contributes to an inclusive approach to developing, delivering and evaluating your project.

To more effectively consider different targeted populations in your project, follow these steps:

• Begin by defining the issue: what evidence currently exists related to different demographic factors and the issue you are addressing?
• Use precise language when defining your population or sub-populations. For example, instead of simply "seniors" consider other factors such as age and location: "women over 80 years of age in rural areas".
• quantitatively (such as statistics)
• qualitatively (such as focus groups and discussions)
• Plan how you can track and analyze demographic data to uncover how your project impacts different populations.
• Plan how you will share your lessons learned from this project to make recommendations for future changes to programs, policy and practices in your community or beyond that can address inequities.

Integrating SGBA+ helps you to develop responsive and inclusive projects that meet the unique needs of diverse groups of people.

Learn more at:

• Take the Gender-based Analysis Plus course
• Health Portfolio Sex- and Gender-Based Analysis Plus Policy
• Integrating Health Equity into Funding Proposals: A Guide for Applicants

Section 7: Workplan

A workplan template is available upon request. Use of the template is not a requirement.

The first step in developing your workplan is to consider project lifecycle phases. You may be seeking funding support for 1 or more of these basic phases:

• how big the issues are
• which students or professionals they affect
• what should be done about them
• Once you have identified the specific training and capacity gaps, you will be ready to plan specific activities to address them.
• Once you know the training and capacity gaps and have developed a plan with specific activities to address them, you are ready to start the project. Implementing and evaluating the activities could be the focus of this phase.

Evaluation is an ongoing and essential part of the cycle, occurring throughout the life of the project and informing all phases.

The following steps provide some guidance for what you may consider while developing your workplan:

• Identify your project goal and who you intend to serve.
• Identify the objectives that will lead to your goal.
• These are your broad strategies or service areas.
• Who and what will be required to operate your project?
• Who will do what, and when?
• Be sure to include any knowledge mobilization activities.
• How many participants do you expect?
• What and how many tools, materials or events will be produced?
• If your project involves creating knowledge products, how will they be disseminated?
• Outcomes represent the changes you hope to see result from your activities and are not the delivery of the activities themselves.
• Mention the short-term and intermediate outcomes of your activities, making sure that these in turn link to your overall goals.

A good outcome statement:

• is simply worded
• contains only 1 outcome
• includes a reference to the intended population
• indicates the type of change wanted or the desired state to be achieved
• has clear links to 1 or more outputs

Outcomes have:

• a distinct 'who', 'what', and 'what change in whom' or 'desired state'
• no reference to 'how'

When you identify your objectives and outcomes, be sure they are:

• relevant (and realistic)

Knowledge mobilization

Projects funded under this stream will have important lessons learned that can be applied in the specific context of the project, as well as more broadly for others to learn or build from across the country. For this reason, these lessons learned are important to share beyond your institution, and so a strategy for knowledge mobilization will be necessary.

Knowledge mobilization includes the synthesis, dissemination and exchange of knowledge generated during the project. It should be integrated through the entirety of your project. Consider these points:

• What knowledge products will result from your project?
• What processes do you plan to implement to share the knowledge and information that results from your project with other stakeholders, such as regulatory bodies, associations, training programs and schools?
• How will you share milestones achieved and lessons learned?

Section 8: Performance measurement and evaluation

A performance measurement and evaluation plan outlines a project's proposed approach to measuring and demonstrating:

• a project's progress
• the results against the project's objectives and proposed outcomes

If awarded funding, you will be responsible for:

• implementing your performance measurement and evaluation plan
• completing a final project evaluation report upon completion of project activities

Your plan must include both performance measurement and performance evaluation. These activities should be reflected in the proposal's workplan and budget.

Learn more:

• Splash and Ripple: Using Outcomes to Design and Guide Community Work

Performance measurement

Performance measurement is the ongoing, regular collection of information for monitoring how a project is performing. It is a systematic way of mapping the evidence of the progress you make towards your expected results. The performance measurement component of your plan will support your progress reports, and so must include:

• who your project is reaching
• how it performs against its objectives
• a logic model
• a theory of change
• tools and indicators for measuring the dissemination of knowledge products

Funded projects must collect and submit demographic data on targeted populations reached through your project's activities in project progress reports. You should therefore include plans to collect this information, where applicable, in the development of your:

• deliverables

Demographic data can include:

• other information that can be used to identify the targeted population(s) and the populations impacted by the project

We will share a reporting template with applicants selected to proceed to the funding agreement stage.

Use valid and reliable measurement tools

Valid measurement tools provide information that reflects what they are trying to measure. For example, you might be measuring the impact of new curriculum on students' capacity to treat a targeted population. If so, you might want to look at measuring more than just the number of treatments provided to that population. A more valid tool might also measure the efficacy of those treatments or a dimension of patient experience/satisfaction with how the care was received.

Reliable instruments provide information that is likely to give consistent results over time. It will not be affected by small changes in such things as:

• the mood of people who respond to a survey
• circumstances unique to the day on which people complete the survey

Performance evaluation

Performance evaluation is an in-depth analysis of performance measurement information and outcome measures to draw conclusions about the impacts of a project. The performance evaluation component of your plan will support the final report submitted to the Fund, and must:

• reflect the needs and perspectives of targeted populations
• align with the Fund's intended outcomes, as applicable to your project
• identify resources that will be dedicated to the evaluation

Quality and consistency

Quality evaluations also use consistent data collection procedures. Where possible, collect data before and after a project. When data is collected only at the end of the project, it can be difficult to discern if any change actually occurred.

Good evaluations require resources, like time and money. Some evaluation-related activities may be carried out by:

• project staff (for example, questionnaires can be administered by a project employee)
• research assistants (for example, students may compile and analyze data)
• people with special expertise (for example, an evaluation consultant might draft your questionnaire)

The evaluation plan should include a description of data collection sources and methods, and frequency.

Finally, determine how you will analyze your data and report your findings to:

• your community
• your project partners and stakeholders

Advancing the Fund's intended outcomes

Your project proposal, including its performance and evaluation plan, must indicate:

• how the project would support advancement of the Fund's intended outcomes
• how it will measure the associated indicators of those intended outcomes

These may include describing how the project:

• increased training opportunities
• developed, used or distributed knowledge products
• formed or expanded a partnership or program that will have lasting impacts
• improved knowledge and skills of students and service providers

The Fund's intended outcomes and corresponding indicators are included here as guideposts for the development of your own evaluation plan (see table below). You may have additional outcomes and indicators you wish to measure specific to your project.

In short, performance measurement and evaluation are important for building and sharing evidence on what works, for whom, and in what context.

Section 9: Budget

The budget must take into consideration all activities and project outputs outlined in section 7 of the application form.

The following information is about each expenditure category listed in the application form, including examples of eligible and ineligible expenses under each. These examples are illustrative and do not represent an exhaustive list of what expenditures can be included under each category.

We will closely assess the proposed budget. The final sum of approved funding may be less than the amount you request.

Expenditures

You may only use funding for expenditures that support the objectives of your project.

These eligible expenditures will help you understand what we can fund and will guide you in preparing your budget.

Personnel salaries and benefits

For full- or part-time employees:

• employees' gross salaries (before deductions) for time spent directly on the project
• Employment Insurance
• Canada or Quebec Pension Plan
• other payroll taxes (for example, provincial health tax)

This can also include vacation pay for employees receiving a lump sum payment instead of paid leave.

Contractual services

A contract employee is hired for a specific job at a specific rate of pay and is not considered a permanent employee. For example, a:

• knowledge mobilization specialist

Travel and accommodation

All costs for travel related to carrying out the approved project must be lower than or consistent with the National Joint Council's Travel Directive . These include:

• private vehicle mileage
• accommodations while on travel status
• mileage rates and meal allowances per Federal Government Treasury Board rates in effect at the time of travel.

Materials and supplies

• outreach materials
• clinic supplies
• costs for work done by a printing firm
• cost of postage
• messenger services

The rental of office or clinic equipment required for the project, such as:

• dental chairs
• photocopiers
• filing cabinets
• x-ray machines
• cell phones
• water filtration systems for a mobile oral health van

Purchasing these items is allowed if cost-effective. Equipment purchase should be included as a capital expenditure in the budget.

Rent and utilities

Rent includes the rent of space, if necessary, as well as the cost of any utility that is included in the monthly rental fee.

If the rented space is not used solely for the Health Canada-funded project, you must specify how the Health Canada-funded portion is calculated. For example, by square footage or other reasonable method.

Utilities include utilities that are not already covered in the monthly rental fee. In most cases, it is only telephone charges, but in other cases, heat, electricity and water are not included in the rent.

Performance measurement and evaluation

All costs related to the evaluation of the project, for example:

• contract fees for an external evaluator
• costs for staff dedicated to performance measurement and not included under 'personnel salaries and benefits'
• data collection
• printing or photocopying
• costs for dissemination of results
• survey costs

If you do not include evaluation costs in your budget, include a line item with a value of 'in-kind' or 'in-house'. For example, the evaluator may be:

• providing in-kind services

If in-kind, include this in section 10 of the application form.

Capital expenditures

Capital expenditures are eligible in circumstances where such capital is needed to carry out the project activities and rental is not available or less cost effective.

Capital expenditures for the construction of oral health provision sites are eligible, wherein construction is needed to deliver this specific project and will be used directly during the project. Capital expenditures are defined as:

• renovation and fit-up of existing buildings
• infrastructure changes, upgrades or remodeling
• standard oral health care service equipment

Capital expenditures such as purchase of vehicles are eligible only when no other vehicles could be leased or rented.

There are some exceptions, listed under ineligible expenditures.

Other costs

All costs that are directly related to the project but do not fit within any of the noted expenditure categories. These costs may include:

• registration for seminars
• bank charges
• refreshments

Ineligible expenditures can include:

• any unspecified miscellaneous costs
• ongoing operational expenses of the applicant organization that are not related to project activities

Section 12: Authorization

Official language requirements:.

The Government of Canada is committed to enhancing the vitality of English and French linguistic minority communities in Canada. This includes Francophones living outside the province of Quebec and Anglophones living in the province of Quebec. We also foster the full recognition and use of both official languages in Canadian society. Projects must be accessible in 1 or both official languages depending on the intended reach and audience.

Learn more about:

• The Official Languages Act

Acknowledgement of applications

Within 5 business days of submitting your application, you will receive an electronic notification that we have received your submission.

Assessment of applications

All applications submitted under this call for proposals will first undergo an initial screening process to ensure:

• applicant eligibility
• completeness of application

Health Canada will only consider project proposals from eligible applicants. These are listed in the "Who can apply" section at the start of this guide.

A complete application includes an application form with all sections fully completed, and all necessary documents attached.

Applications that pass the initial screening will then be assessed against certain criteria, such as:

Funding priority and project information

See sections 2, 5, 6 and 7 of the application form. Your application must meet these criteria:

• Project, including objectives and activities, aligns with the call for proposal's funding priority.
• Project objectives are clear, realistic, measurable and achievable.
• Targeted populations are well-described, and the total reach is realistic. Project ensures the expected impact on targeted populations aligns with project activities.
• Geographic locations and settings are well described and relevant.
• amount of funding requested
• geographic location
• complexity of activities
• Workplan provides an accurate representation of what the project involves and demonstrates appropriate milestones and feasibility within the requested duration.
• Identified partnerships are appropriate and sufficient to support the proposed project.

Project details

See sections 4 and 5 of the application form. Your application must meet these criteria:

• community input
• Rationale for the proposed approach is clear and supported.
• Project is tailored to the needs of the targeted populations.
• Evidence that targeted populations have or will be engaged in project design and implementation.
• Proposal demonstrates how access barriers related to determinants of health have been factored into project design.
• This may also be highlighted in the evaluation section.
• Proposal clearly describes how the project will be tailored to the targeted audience or local geographic context.
• Proposal clearly describes the knowledge products that will be created, if applicable.

Performance measurement and evaluation plans (including knowledge dissemination)

See sections 7 and 8 of the application form. Your application must meet these criteria:

• The alignment between project objectives and activities is clearly demonstrated.
• Expected project outcomes are well-described.
• Data collection and analysis methods, including the collection of demographic data, are clearly described and realistic.
• It is clear in the performance measurement and evaluation description that the project can realistically measure its outcomes.
• implementing the project will be monitored
• monitoring information will be used on an ongoing basis to make improvements to the project
• Proposal includes a clear description of how knowledge dissemination will be measured, if applicable.

Sustainability

See section 4 of the application form. The proposal must include a description of how the project will be sustained after Health Canada funding ends. If the proposal is not sustainable, it must:

• clearly outline why
• include a detailed plan for a smooth project completion

See section 9 of the application form. Your application must meet these criteria:

• Budget aligns with proposed project activities and workplan.
• Budget provides enough information to properly assess amounts requested.
• Total funding requested from Health Canada, combined with other sources of confirmed or anticipated funding, is appropriate to support the proposed project with demonstrated value for money.

The total assessment score is one consideration for final funding decisions. Other considerations will also influence the final selection of applications, and may include:

• available funding
• geographic distribution

Health Canada will communicate with applicants when assessments of proposals are complete and let them know whether their application will proceed or not. We will communicate all final decisions by email using the address you provide in the application form. Please make sure this email address is accurate and valid.

All funding decisions communicated will be final. There is no appeal process. Projects deemed strong but not funded during this process may be retained should future funding opportunities arise.

Health Canada will hold information sessions shortly after launching the call for proposals. These sessions will:

• provide additional background on the program
• outline the call for proposals parameters
• include details on the funding priority
• provide guidance for completing the application form
• provide an opportunity to ask questions you may have

Information about these sessions will be available on Oral Health Access Fund: Call for proposals .

Email us if you have questions.

Email: [email protected]

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Universities in Canada

Canada is one of the world’s top destinations for a university education. Why not make it yours? After all, a degree from a Canadian university opens doors and unleashes endless possibilities.

World-class university education

It’s not surprising that so many international students choose Canada for their university studies. Canada is home to 10 of the top 250 universities in the world ( QS World University Rankings, 2021 ). Our higher learning institutions range from small universities with intimate learning environments to large research-intensive universities with world-class reputations.

What’s more, our teaching faculty bring a global perspective to the classroom, 40% have at least one international degree (Statistics Canada, University and College Academic Staff System ). Our graduates are recognized for their critical thinking, research as well as leadership skills across a wide range of programs.

The case for university in Canada

• Canada has exceptional quality and choice: 100 public universities offer 15,000 study programs.
• Our students rank top among English and French speaking countries (Organisation for Economic Co-operation and Development (OECD), Program for International Student Assessment (PISA)).
• Canada has 3 of the top 20 best student cities in the world: Montreal, Vancouver and Toronto ( QS Best Student Cities, 2019 ).

Global leader in research and innovation

Interested in research? So are we! Our universities conduct research at one of the world’s highest rates. Canada’s thriving research culture exceeds the G7 average in terms of impact in the fields of clinical medicine; biology; information and communication technologies; agriculture; fisheries and forestry; earth and environmental sciences; and economics and business.

Our teaching and research programs offer students opportunities to learn in cutting-edge technology and research laboratories.

Programs with endless possibilities

Canada’s 100+ public and private universities offer more than 15,000 programs at all levels and covering all fields of study:

• Undergraduate and postgraduate programs
• Professional designations
• Certificate and diploma courses
• Short career-focused programs
• Co-operative education and internships

University degrees in Canada provide bachelor, master and doctorate (PhD) degrees that are equivalent to those in the United States and other Commonwealth countries, such as Australia and the United Kingdom.

Come learn with us—in English or French. The choice is yours. Some universities offer programs in both official languages. You may also choose to study online or via distance education .

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What could be better than earning a university degree in a beautiful country? Finding a reputable program that you can afford. Many quality universities are found in Canada’s smaller cities and towns where the cost of living is lower. At times, Canada’s larger cities are more affordable than many cities around the world.

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Each university in Canada has its own requirements for admission and transferring credits from other institutions. To learn about admission requirements for the program you want to pursue, visit the website of the university you would like to attend. Contact the university directly to find out whether your existing credits can be applied toward that program. 

To study at a Canadian university, you must provide proof of your English or French language capabilities, depending on the language you choose for your studies.

• English-language universities may require you to write a  Test of English as a Foreign Language  (TOEFL),  International English Language Testing System  (IELTS), Cambridge English Assessment or the  Canadian Academic English Language Assessment  (CAEL).
• French-language universities assess students individually. To learn what a certain university requires, check with the Office of the Registrar at the school you wish to attend.

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