Pierre Canisius Kamanzi
Université de Montréal
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Publication
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Canadian Review of Sociology-revue Canadienne De Sociologie | 2015
Pierre Canisius Kamanzi; Pierre Doray
The increase in available student placements at colleges and universities, the implementation of provincial and federal postsecondary education policies, and the rise of the educational aspirations of families and individuals have all led to the massification of Canadian higher education. Based on Merles typology of the forms of democratization, this article attempts to revisit the theory of equality of opportunities by critically analyzing the link between massification of higher education and social equity. The results of an analysis of longitudinal data from the (YIT) Youth in Transition Survey show that at the age of 24 in 2008, approximately 77% of young Canadians have pursued studies in a college or university. If access to postsecondary education is now higher, to what extent has it improved social equity? The article shows, in light of the Merles typology, that mass university education is achieved in part under the seal of a segregative democratization, while college education tends to be egalitarian.
Irish Educational Studies | 2011
Jake Murdoch; Pierre Canisius Kamanzi; Pierre Doray
In this article, we use data from the Canadian Youth in Transition Survey (YITS). This survey has followed longitudinally the Canadian Programme for International Student Assessment (PISA) students originally surveyed in 2000. The aim of this article is to look to what extent social factors (e.g. gender, parental education and socio-economic status), previous schooling (secondary school grades, etc.), and particularly PISA scores, play a role in shaping pathways to and within higher education. We look at the influence of these factors on access to higher education (university or college), and persistence in terms of graduation or dropping out within higher education. We conclude that PISA literacy scores, schooling and social factors appear to have a much greater impact on access rather than on persistence within higher education. We discuss the implications of these findings for future research and educational policies in favour of participation and persistence.
Archive | 2014
Pierre Canisius Kamanzi; Julie Labrosse
The development of the Quebec higher education system is fairly recent (Conseil superieur de l’education, 2003). Compared to some of the world’s oldest universities founded as early as the 11th century CE, 1 the first Quebec universities only opened their doors some 800 years later: McGill College – later to become McGill University – in 1821 and Universite Laval in 1852. At the beginning of the 1960s there were only six universities in Quebec.
Education et sociétés | 2009
Claude Lessard; Pierre Canisius Kamanzi; Mylène Larochelle
Education et sociétés | 2013
Claude Lessard; Pierre Canisius Kamanzi; Mylène Larochelle
Educar Em Revista | 2010
Claude Lessard; Pierre Canisius Kamanzi; Mylène Larochelle
Canadian Journal of Higher Education | 2010
Pierre Canisius Kamanzi; Pierre Doray; Sylvie Bonin; Amélie Groleau; Jake Murdoch
Sociologie et sociétés | 2008
Claude Lessard; Pierre Canisius Kamanzi; Mylène Larochelle
Téléscope | 2014
Pierre Canisius Kamanzi; Christine Guégnard; Christian Imdorf; Maarten Koomen; Jake Murdoch
Archive | 2014
Pierre Canisius Kamanzi; Christine Guégnard; Christian Imdorf; Maarten Koomen; Jake Murdoch