ANDREW COYNE: Why Conservatives have more at stake than Liberals in Canada’s class war

Coyne, as often happens, nails it. A plague on both houses, but more so for Conservatives:

Liberals, it is true, need to find a way to reach out to less educated voters, but not as badly as Conservatives need to make their peace with the eggheads

Democracy, in G. K. Chesterton’s careful definition, means government by the uneducated, “while aristocracy means government by the badly educated.”

The enduring value of this distinction was suggested by the ruckus stirred up over the weekend by Amir Attaran, professor of law at University of Ottawa. Responding to a recent Abacus Data poll finding the Tories leading the Liberals by a wide margin among Canadians with a high school diploma or less, with the Liberals ahead among those with bachelor degrees or higher, the professor tweeted: “The party of the uneducated. Every poll says this.”

In the ensuing furor, Attaran tried to protest that he was just stating a fact, but the disdain in the tweet was clear enough to most. For their part, while some Tories quibbled with the data (just one poll, within the margin of error, misplaced correlation etc), most seemed less offended by the sentiment — every poll does show the less formal education a voter has, the more likely they are to support the Conservatives — than by the suggestion there was something shameful about it.

It was, in short, another skirmish in the continuing class war: class, now defined not by occupation or birth, as in Chesterton’s time, but by education. Conservatives, true to form, professed outrage at this arrogant display of Liberal elitism, while Liberal partisans protested that they were not snobs, it’s just that Conservatives are such ignorant boobs (I paraphrase).

The professor compounded matters by objecting, not only that he is not a Liberal, but that he is not an elite, since his parents were immigrants. And everyone did their best to be as exquisitely sensitive (“let us respect the inherent dignity of labour”) as they could while still being viciously hurtful (“not uneducated, just unintelligent”).

There is, of course, much to object to in Attaran’s remark. Not all or even most wisdom is to be found in higher education. Lots of people who go to university don’t learn a thing, while much of what they do learn is tendentious rubbish. A society that sneers at tradespeople is a society on its way to the poorhouse.

Today’s populist conservative is prone to dismiss the analysis of experts, on everything from sex education to climate change, not in spite of their expertise but because of it.

But Conservative rhetoric too often seems to go beyond attacking snobbery to attacking education itself: expertise, knowledge, the whole notion that people who know more about a subject than the rest of us ought to be listened to with respect.

There is a rich tradition, to be sure, of conservative skepticism of intellectuals — recall William F. Buckley’s crack about preferring to be governed by “the first two thousand names in the Boston telephone directory” than the faculty of Harvard. But the target then was the hubris of intellectuals, convinced they could plan an entire economy or overturn the accumulated wisdom of centuries of tradition, not intellectualism itself: scientism, not science.

Today’s populist conservative, by contrast, is prone to dismiss the analysis of experts, on everything from sex education to climate change, not in spite of their expertise but because of it. A society that sneers at “so-called experts” is a society on its way to the madhouse.

As in most wars, there is fault on both sides. If Trump and Ford voters brim with resentment at “liberal elites” looking down their noses at them, it is not entirely without cause.

And yet we should beware of drawing the class lines too starkly. Graduates of apprenticeships and community colleges are themselves relative elites — 46 per cent of adult Canadians have no post-secondary education — and earn more accordingly: a premium of 12 and 18 per cent, respectively, over those with only a high school diploma.

At the same time, universities are for the most part glorified trade schools. Only 12 per cent of today’s university students graduate in the humanities, the object of so much (deserved) conservative ridicule. The rest are there to learn a trade — only trades of a tonier kind, like doctoring and lawyering.

It isn’t so much about the level of education, then, as the kind of education. (Trump, as he likes to boast, is a graduate of Wharton.) There is a high degree of overlap between “liberal elites” and “symbolic analysts” (in Robert Reich’s term) — people who make their living manipulating words, numbers, images, code.

It is Conservatives who have played the class card more heavily, and with more destructive results.

What is common to all those doctors and lawyers, academics and bureaucrats, designers, artists, and, yes, media people is that they deal in ideas — with the abstract versus the physical, representation versus reality — and are typically good at communicating these to others. Not for nothing are they sometimes called the “chattering classes.”

The ability to do so earns not only income, but social and cultural “capital,” at least among their fellow class members, clustered in the centres of our major cities. That there should be some degree of estrangement between them and those outside is not surprising, but one wishes political leaders would seek to bridge these divides rather than exacerbate them.

There is fault, as I say, on either side for this; but there is not equal fault. Liberal “virtue-signalling” may flatter the moral vanity of the educated classes, but it is Conservatives who have played the class card more heavily, and with more destructive results. Class wars are always toxic, but class wars organized around “is education a good thing” are suicidal.

And not only for society. Here’s the thing: the numbers of the higher educated are growing. The 2016 census was the first to show more than half the adult population — 54 per cent — with some kind of postsecondary degree, college or university, up from 48 per cent a decade before. And it is only going to continue: younger Canadians are more likely to have a degree than their parents, and their children will be more likely still.

Liberals, it is true, need to find a way to reach out to less educated voters, but not as badly as Conservatives need to make their peace with the eggheads.

Source: ANDREW COYNE: Why Conservatives have more at stake than Liberals in Canada’s class war

The Gender Gap in Computer Science Research Won’t Close for 100 Years

Interesting study, with some comparisons with different fields of study:

Women will not reach parity with men in writing published computer science research in this century if current trends hold, according to a study released on Friday.

The enduring gender gap is most likely a reflection of the low number of women now in computer science, said researchers at the Allen Institute for Artificial Intelligence, a research lab in Seattle that produced the study. It could also reflect, in part, a male bias in the community of editors who manage scientific journals and conferences.

Big technology companies are facing increasing pressure to address workplace issues like sexual harassment and a lack of representation by women as well as minorities among technical employees.

The increasing reliance on computer algorithms in areas as varied as hiring and artificial intelligence has also led to concerns that the tech industry’s dominantly white and male work forces are building biases into the technology underlying those systems.

‘We didn’t talk about the bombs’: How the 1st cohort of Syrian refugees made it through high school in Canada

Encouraging story on how schools helped these refugees integrate and succeed:

Marwa Nakhleh’s voice barely registers above a whisper as she recounts the horrors she witnessed on the streets of Damascus.

“It was terrible,” she says of seeing a car bomb go off in her neighbourhood, vividly recalling the darkness that followed. “There’s no electricity, and it’s dark, and people looking for their family and their friends.” Her mother, she says, ran out of the house in a panic, trying to find her.

Guns, bombs and people dying are the scenes she registered as an 11-year-old growing up in Syria’s capital.

Nakhleh is among the first wave of Syrian refugees Canada admitted in 2015-2016 — and she’s among the first students from that group who are now graduating from a Canadian high school.

When the Arab Spring became a nightmare for Syria’s civilians in 2011, and what would become one of the deadliest wars in history broke out, Nakhleh’s parents gathered their four children and headed for the nearest safe place — Lebanon, which was already teeming with refugees.

Nakhleh, 19, says she was unable to continue school in Lebanon, where her family spent four years awaiting resettlement.

Families on the run

As the war in Syria raged and spread, Ammar Jouma’s family cautiously watched and waited at their home in the coastal city of Latakia. In 2012, they too were forced to flee, leaving everything behind.

Their search for safety took them to Turkey, where Jouma’s father was able to find a job. But the days were long and the pay meagre, so Jouma, 12 years old at the time, went to work to help support his family.

“We faced a lot of problems there. We faced a lot of tragedies until we came to Canada — and that was three years ago.”

School plays a pivotal role

As the humanitarian crisis deepened in Syria, Canada agreed to resettle an unprecedented 25,000 refugees, most of them families with children.

At Edmonton’s Queen Elizabeth High School, principal Sue Bell assembled the staff and prepared for the influx. The school already had a large population of immigrant students and was set to accept as many of the Syrians as it could handle.

“I know that whoever walks through our door, we’re going to be welcoming and we’re going to have a place for them to be, and they’re going to love it here,” Bell told CBC News in 2015.

Among the 33 students who walked in the door the following autumn were Nakhleh and Jouma. Both were exhausted from their four-year ordeals as refugees. Neither of them spoke any English.

It fell to the director of the school’s English as a Second Language program, Sherri Ritchie, to help them integrate.

“Learning English, sure,” she says of the challenges facing the students. “But I think the biggest thing is a sense of wellness, a sense of safety, relationship, trust. That’s been the biggest thing.”

Many of the students who came to Canada had missed years of school. Some who arrived in their teens had only an elementary school education. Ritchie says the school had to toss out the rule book when it came to dealing with the students.

Their fears had to be accommodated, and remedial classes were offered. As well, Arabic-speaking students who were already in the system served as mentors, helping to bridge language and cultural barriers.

“We didn’t talk about the bombs, we didn’t talk about the gunshots. We just provided safety and relationships, humour and lots of time and understanding,” Ritchie said.

Some students dropped out, but many others have risen to the challenge.

Nakhleh couldn’t wait to begin school when her family arrived in Edmonton in February 2016. “That’s when I got hope back,” she says.

Dropped into a strange culture with a new language, she pushed forward with her academic studies while also volunteering in the community and working part-time.

Jouma says he struggled at first. Even though he was unhappy in Turkey, he didn’t relish the thought of another move, learning a new language and leaving his friends behind.

“If you saw me the first day I came to school you will say this guy will never, never, never get out of here or get his diploma. When I took ESL Level 1, English Level 1, I was really confused about what’s going on.”

Of the 33 Syrian refugee children who began at Queen Elizabeth High School in 2015-16, Nakhleh and Jouma are among the 11 who crossed the stage Thursday to receive their Grade 12 diplomas.

Big hopes for the future

Now that she has graduated, Nakhleh intends to use her refugee experience to help others facing a similar fate.

“When you’ve been in a war and you’ve seen a lot of bad stuff, you have lots of feelings and you don’t know what to do, especially when you go to another country way different from yours,” she says.

Jouma plans to follow in his family’s maritime tradition. Recalling his grandfather’s stories of adventures on the seas, he plans want to attend a marine school in Vancouver.

“I love oceans, even though we don’t have oceans in Edmonton. But one day I will work there. This is my dream — to become a captain for a big ship. A really big ship.”

He will also get his Canadian citizenship in a few months.

Both students say they still love and miss Syria. But they say it is not safe to go back. Canada is now their home.

Source: ‘We didn’t talk about the bombs’: How the 1st cohort of Syrian refugees made it through high school in Canada

Undocumented immigrants in the US are increasingly better educated

Always interesting how so much of the debate reflects the past, not the more current situation:

Not much has changed about Washington, DC’s decades-long fixation with illegal immigration—or its inability to do something about it. The profile of immigrants themselves, however, has shifted dramatically.

Consider their education levels. The share of recently arrived undocumented immigrants with a college degree has nearly doubled between 2007 and 2016, according to a recent analysis by the Pew Research Center. Here’s the share of college graduates who’ve been in the United States for five years or less compared with their more established counterparts.

At the same time, the share of recently arrived undocumented immigrants with no high school degree has shrunk, from 44% in 2007 to 31% in 2016. (Pew used government data for its calculations.)

These shifts reflect the changing nature of illegal immigration to the United States. For one, the number of new arrivals has plunged. In 2007, those who had been in the United States for five years or less made up 32% of all undocumented immigrants, according to Pew. By 2016, they accounted for 20%. And while in the past most undocumented immigrants crossed the border illegally, these days the majority are entering the country with legal visas and overstaying them.

The biggest change is the collapse in the number of Mexicans trekking north. Mexicans previously accounted for the lion’s share of undocumented immigrants in the United States. As their numbers have dwindled, the share of Asian immigrants, who tend to be better educated, has grown. In general, improvements in education around the world—including in places like Mexico—mean that immigrants from all regions are arriving to the United States with more schooling, Pew reports.

This new crop of undocumented immigrants is also more likely to speak English. In fact, despite the overall drop in new arrivals, the number of proficient English speakers grew to 3.4 million in 2016 from 2.8 million in 2007, Pew found. A look at Pew’s data on immigrants’ English proficiency and the shifts in their countries of origin help explain why:

Region of origin % English proficient Change in share of recent arrivals 2007-2016 (percentage points)
Mexico 25 -28
Northern Triangle 22 7
Asia 54 9
Other regions 69 12

To be sure, undocumented immigrants are still far less educated than people born in the United States. Only 8% of American adults lack a high school degree, compared with 44% of all undocumented immigrants, for example.

But the changes in undocumented immigration suggest that the gap will continue to shrink in coming years.

Source: Undocumented immigrants in the US are increasingly better educated

Public Services and Administration: What does the Census Say?

To what extent do public services and administration reflect and represent the population they serve? 

To start with, representation matters. The degree to which visible minority populations see themselves in public institutions both fosters and reflects integration, and facilitates how these institutions serve their citizens. This article uses census 2016 data to review how effectively education, healthcare, social services, police services and public administration at the national and provincial levels reflect diversity. Police services and public administration are also reviewed at the municipal level.

Overall, the analysis presents a mixed picture of visible minority representation, whether by area or government:

  • Significant under-representation at the elementary and secondary levels of education in contrast to comparable representation at the university level. Given that visible minorities are less likely to have degrees in education (only 7 percent of all 25-34 year olds are Canadian-born visible minority education graduates), this trend is unlikely to change quickly.
  • Healthcare and social services are broadly representative of the populations they serve. While median income data indicates most groups are reasonable well-represented at the professional level, with the exception of Filipinos, Blacks and Latin Americans, Canadian-born 25-34 year old visible minorities form 16.6 percent of those having healthcare degrees in this age cohort.
  • There is serious under-representation in the police of visible minorities among junior and senior officers, particularly of note in our largest cities. Of particular concern is the low level of “except commissioned” officers in Montreal, Edmonton, Calgary and Ottawa-Gatineau, indicating that under-representation is unlikely to be addressed soon. This under-representation likely contributes to some of the tensions between communities (i.e., Black Canadians) and police. The lack of effective employment equity reporting by most police forces is symptomatic of a lack of attention to this issue.
  • The federal public service is reasonably representative of the number of visible minorities who are also citizens, while the provinces and municipalities are less so in most provinces. Median income data shows considerable variation by level of government and visible minority group, particularly for Blacks, Filipinos and Arabs.

Charts and analysis 

Chart 1

Chart 1 provides the gender breakdown in education, healthcare and social services using the North American Industry Classification System (NAICS). The percentage of women declines as the level of education increases; the percentage of women is similar in ambulatory services (doctors and dentist offices) and hospitals, and somewhat greater in nursing homes. For social services (individual and family services), the percentage of women is similar to healthcare but childcare is 92 percent women.

Chart 2

Chart 2 illustrates the median employment incomes for all generations of visible minorities  working in these sectors. Given standard public sector pay scales, the variation reflects a combination of whether visible minorities are professionals or in support positions along with seniority (ambulatory excepted). The relatively low median inco mes of visible minorities compared to not visible minority (NVM) in all levels of education is striking, as is the higher median incomes in hospitals and nursing homes in healthcare. Median income of visible minorities in social services is largely comparable to NVM, likely reflecting relatively low salary bands and classification levels.

Chart 3

Chart 3 takes a closer look at visible minority representation in the education sector, contrasted  with the overall diversity of the population. 792,000 persons work in elementary and high schools, by far the largest area (11.7 percent visible minority), 92,000 in community colleges and CEGEPS (13.7 percent visible minority), and 224,000 in universities (23.7 percent visible minority). Women comprise the majority at all three levels: elementary and secondary schools (73.6%), community colleges and CEGEPs (57.9%) and universities (54.1%).

 In essence, students at the elementary and college levels are less likely to be taught by visible minority educators. In all provinces, the higher the level of education, the greater the number of visible minorities, with Canada-wide university representation (professors and support staff) reflecting the overall population levels.

Median income data provides insights on the extent to which visible minority groups are in professional or support positions. For elementary and secondary schools, all groups, save Chinese (8% lower) and Japanese Canadians (8 percent higher), have a disproportionate share of support positions and/or lower seniority (10 percent difference) compared to not visible minority (NVM). For community colleges and CEGEPs, all groups have significantly lower median incomes than NVM with Japanese Canadians having the least difference (6 percent). For universities, despite the overall greater diversity, median income data suggest that visible minorities are concentrated in more junior positions and support staff.

Chart 4

Chart 4 provides the provincial breakdown, once again contrasting provincial populations with representation in the education sector where the overall pattern of greater university level representation and relative under-representation at the elementary and secondary levels can be  seen. In the largest provinces, university representation is broadly reflective of the population; in smaller provinces, university representation is significantly greater than the population.

Chart 5

Chart 5 compares the overall visible minority population with those working in healthcare and  social services. 

Approximately 1.5 million persons work in healthcare: 564,000 in ambulatory services, 632,000 in hospitals and 328,000 in nursing homes. About 344,000 work in social services, of which 149,000 in individual and family services and 194,000 in childcare.

Starting with healthcare, group representation varies by sector. The major visible minority groups are represented in all sectors shown with some relative over-representation of Chinese in ambulatory services, Blacks in hospitals, nursing homes, and social services, Filipinos in all sectors and Arabs dramatically so in childcare.

Median income data indicate that South Asians, Chinese, Arabs and Southeast Asians are more likely to be in professional positions in doctor offices; Chinese, Southeast Asians, Korean and Japanese in dental offices. Hospital median income data highlight that South Asians, Chinese, West Asians, Korean and Japanese are more likely to be in professional positions. Groups that tend to be more in support positions are Filipino, Black and Latin American.

Chinese, Arab, West Asian and Korean are over-represented by men compared to not visible minority (10 percent difference), with the relative gender gap particularly high for Arabs (23 percent).

Chart 6

Chart 6 provides the healthcare visible minority representation by province, reflecting the overall pattern of representation comparable to the visible minority population, with noticeable over-representation of visible minorities in nursing homes.

Visible minorities are over-represented in Manitoba and Saskatchewan (hospitals and nursing homes only), and the under-representation in Quebec ambulatory services likely reflects the low visible minority population outside of Montreal and environs. 

Chart 7

Chart 7 contrasts the visible minority workers in social services and childcare, again reflecting the overall  national pattern, with the striking over-representation of visible minorities in childcare in most provinces.

Chart 8

Chart 8 provides the national breakdown of visible minority police officers, separated out by commissioned (senior) and “except commissioned” (junior) officers, again contrasted with the overall visible minority population. There are 2,015 commissioned officers and 75,670 non-commissioned officers. Given mixed to limited reporting by police forces, this provides the best measure of police force diversity.

As one would expect, not commissioned officer diversity is greater than the senior ranks, providing a feeder group to increase commissioned officer diversity over time.

Chart 9

Chart 9 looks at the diversity of police forces in six of Canada’s largest cities. It is a mixed picture: while the overall pattern of under-representation remains, in some cities the percentage of visible minority commissioned officers is greater than not commissioned, suggesting a conscious decision to ensure greater representation at senior levels (e.g., Toronto, Edmonton).

Equally striking is the relative lack of visible minority police in Montreal (both commissioned and except commissioned), Calgary (no visible minority commissioned officers) and Edmonton (except commissioned). 

The integrated numbers for Ottawa Gatineau disguise significant differences: whereas in Ottawa visible minority commissioned officers form 8.7 percent, except commissioned 8.5 percent, in Gatineau there are no visible minority commissioned officers and only 2.9 percent of except commissioned officers are visible minorities

Chart 10

Census data provide a useful counterpoint to the annual Treasury Board Secretariat (TBS) employment equity reports. TBS reports have a richer dataset than the Census (regional, occupational group, salary, age and other breakdowns) but they only cover Schedule 1 bodies and do not include Schedule 2 bodies (e.g., CRA, CFIA, CSIS, NRCE, Parks Canada) or Schedule 3 (Crown corporations) and do not provide a breakdown by visible minority groups. Census data also provide consistent data at the provincial and municipal levels. The population benchmark used is that of visible minorities who are also Canadian citizens, given the preference in hiring citizens.

Chart 10 not only provides the overall visible minority representation, but breaks this down by the different visible minority groups. About 317,000 persons work in federal public administration (all except defence), 269,000 in provincial public administration and 340,000 in municipal. Significantly more women than men work in federal and provincial public administration (55.6 and 58.9 percent respectively) whereas municipal public administration is majority male (60.6 percent), reflecting the nature of municipal services (e.g., garbage collection, road maintenance).

At the federal level, only Chinese, Arabs and Japanese public servants reflect or are greater than the overall visible minority citizen population. All other groups are under-represented by 10 percent or more. 

Chart 11

Chart 11 contrasts provincial and municipal public administrations with the overall number of visible minority citizens. Provincial visible minority public servants largely mirror the overall number of visible minorities with the notable under-representation in British Columbia and slight overrepresentation in Alberta, Manitoba, and Saskatchewan. Municipal pu blic administration visible minority public servants are under represented in all provinces save Saskatchewan and Atlantic Canada, and in some cases, significantly as is the case in Ontario, Quebec and British Columbia.

All groups, save Black, are underrepresented at the provincial level and all groups save Japanese are under-represented at the municipal level.

Chart 12

Chart 12 compares the median income of visible minority groups compared to not visible minority for each level of government, providing an indication of whether groups are in more senior or junior positions.

Only Chinese and Japanese public servants have higher median incomes for all three levels of government. South Asian provincial public servants, Black and West Asian municipal public servants and Korean provincial public servants also have higher median incomes. The greatest gaps in median incomes are for Black (save municipal), Filipino, Latin American and Arab (save federal). 

Douglas Todd: Offspring of Chinese and South Asian immigrants reaping high-skilled jobs

The overall national numbers somewhat amplify the differences between visible minorities and not visible minority given rural Canada is overall not visible minority, and where levels of university education are lower. However, even at the city level, the differences are significant in terms of income but with the same relative pattern of visible minority groups that are doing better compared to those that are not:

Second-generation immigrants are proving adept at moving into high-skilled careers in Canada.

The offspring of Chinese and South Asian immigrants, especially women, stand out for obtaining a much higher percentage of high-skill careers in Canada than the rest of the population.

A new Statistics Canada analysis reveals more than 40 per cent of second-generation Canadians of Chinese or South Asian background — the two largest minority groups in Canada — have found mid-career jobs in high-skill sectors.

That compares to less than 30 per cent of second-generation male Southeast Asian or white immigrants — and 20 per cent of white males whose parents are not immigrants. The study’s surprising, mixed results may cause some public-policy makers to re-think their traditional understanding of employment equity.

The StatsCan analysis, by Wen-Hao Chen and Feng Hou, shows children of nearly all immigrants are significantly more educated than their parents. And second-generation Chinese, South Asian, Japanese, Korean and West Asians are obtaining the highest proportion of university degrees and strongest percentage of jobs that rely on such educations.

But other second-generation immigrants — particularly Filipinos, blacks and Latin Americans — are not doing nearly so well at snagging high-skill jobs.

Neither are whites whose parents are not immigrants, whom the report refers to as “third-plus generation whites.” The StatsCan analysis did not include data on Indigenous people, who tend to score low on educational and labour rankings.

“Second-generation Chinese and South Asians, in particular, are over-represented in high-skill occupations relative to third-plus generation whites,” say Chen and Hou.

“About 40 per cent or more of second-generation Chinese, South Asians and West Asian or Arabs worked in high-skill occupations, compared with 20 per cent of men and 31 per cent of women among third-plus generation whites,” says their February study, titled Intergenerational Education Mobility and Labour Market Outcomes.

“The shares of second-generation Filipinos, Latin Americans and blacks working in high-skill occupations were similar to or smaller than those of third-plus generation whites,” said the report, noting that less than 22 per cent of Filipino, Latin American, black immigrants, or white males of Canadian-born parents, were employed in the high-skill sector.

Canadian women are in general doing better than men at obtaining high-skilled work.

Especially excelling are second-generation women of Chinese, South Asian and West Asian/Iranian origins. More than 43 per cent of women in these cohorts work at high-skilled jobs, compared to just 31 per cent of white women who are not the children of immigrants.

The StatsCan report, based on the 2016 census, defines high-skill occupations as those that generally require a university education, such as senior and middle management roles, as well as professions in business, finance, health, applied sciences, education, law, community services, arts and culture.

The report shows a strong link between obtaining a university degree and, before age 45, getting a high-skilled job. The exception was among Filipino, Latin American and black women, whom the report suggested may be vulnerable “to a certain degree of over-education.”

Table 4: Percentage of workers aged 25 to 44 in high-skill occupations among second-generation groups. (Source: Excerpt from Statistics Canada analysis.)

One of the paradoxical findings in the report is that there is not always a direct parallel between getting a university education, obtaining a high-skill job and achieving a strong salary.

“All second-generation groups, both men and women, had higher university completion rates than third-plus generation whites,” write Chen and Hou. Many of the minority cohorts had twice the university completion rate of whites whose parents are not immigrants.

Yet the veteran researchers found university-educated second-generation male Chinese and South Asians end up having roughly the same annual earnings — in the low-$60,000 range — as male whites whose parents have resided in the country for decades.

The levelling out of annual wages among the different ethnic and immigrants cohorts is partly owed to the way the Statistics Canada report tallies only people who obtain university degrees, not those who finish college or technical-school degrees or diplomas.

Chen and Hou note the children of the Canadian-born tend to go to colleges. Other demographers point to how white Canadian males are increasingly avoiding university and finding employment in the trades, such as plumbing, carpentry and electronics, which can often be well compensated compared to jobs in the arts, community and culture sectors.

One factor that might hold back some second-generation Canadians could be language. Chen and Hou suggest male offspring of Latin American and Southeast Asian immigrants end up earning less per year than most males, roughly $45,000 annually, in part because they tend not to speak English at home.

Women in general also earn less per year than most males, regardless of immigration status, according to the Statistics Canada analysis, which suggests that “discrimination” and “cultural factors” could be relevant in regards to the differences between male and female annual earnings.

All in all, data show offspring of immigrants are doing either decently or exceptionally in both higher education and the job market. And this StatsCan analysis of the 2016 census complicates the picture of who is flourishing and struggling in the Canadian workplace.

Source: Douglas Todd: Offspring of Chinese and South Asian immigrants reaping high-skilled jobs

Racialized student achievement gaps are a red-alert

Interesting explanation and discussion of affirmative (helping individual students) versus transformative (addressing systemic barriers) without citing any evidence regarding the relative success of each approach:

Toronto public schools have major and rising student achievement gaps based on race and income, according to a landmark report last year. One of the biggest blocks to closing these gaps is educators’ understanding of why these gaps exist and the methods used to try and close them.

Last summer, education researchers, community partners and teachers gathered to address such reports of inequality. One of the main issues discussed was how identity-based data helps to locate and remove systemic barriers.

The action plan for Ontario, which aims to make sure every student has the opportunity to succeed, “regardless of background, identity or personal circumstances,” includes an analysis of identity-based data.

Researchers have demonstrated that in Toronto public schools, Black, racialized and lower-income students face significant gaps in student outcomes. Other reports show gaps as high as 30 per cent on standardized test scores. Lower socioeconomic groupings of Black, Middle Eastern, Indigenous and Latino boys were among those most impacted by the achievement gap

On top of this, racialized students feel less comfortable at school. Black, Latino and (racially) mixed students from lower socioeconomic groups reported lower levels of school satisfaction than all other racial groups. These students felt less comfortable participating in class than students in higher socioeconomic groups.

This data could help Ontario school boards not only identify issues, but also change the systems and structures that cause achievement and opportunity gaps for underserved groups of students.

Factor in historical injustices

For decades, researchers in the United States have used identity-based data to identify achievement gaps between groups of students based on race, gender, language, ability, sexuality and other social identities.

This has not been common practice in Canada. Although some of the U.S. research has been misguided, critiques of these early reports by education scholars has been helpful.

Research attention then turned to opportunity gaps. This framing considers historical structural barriers in schools that produce educational inequities. So instead of focusing on deficits in students, the research focuses on systemic issues such as economic resources, racism and embedded practices in policies.

This research shift was promising, but most discussions of opportunity gaps still fell short. They generally consider only the distribution and access to material goods within different schools, and fail to account for other opportunity gaps denied to students both inside and outside of school, including present-day and historical inequities.

Challenge traditional ways of thinking

As a former TDSB lead teacher in the Model Schools for Inner Cities(MSIC) Program designed to close gaps, and later, as a researcher who studied the MSIC program, I have some insight into how we might begin to tackle these issues in Ontario.

The MSIC program was launched in 2004 to support schools whose students faced the greatest barriers to success. My research analyzes how stakeholder groups like MSIC staff, community partners, district-level staff, school trustees and school principals in the MSIC program made sense of opportunity gaps.

I interviewed people from the stakeholder groups and analyzed program documents to gauge their understanding of the program and how their analysis shifted over a decade. Participants mostly agreed on the purpose of the program (to close opportunity gaps), but they had dramatically different ways of thinking about those gaps.

The two different approaches that emerged are affirmative versus transformative. These are categories defined in the context of international development by political theorist Nancy Fraser. The affirmative approach emphasizes fixing or saving students. This method tends to use language like “empower.”

The transformative approach focuses on addressing inequitable systemic barriers as well as challenging ways of thinking that maintain opportunity gaps. This method tends to use language like “support” and “affirm.”

These two different approaches to opportunity gaps lead to very different practices, policies and initiatives. Affirmative approaches saw students and families in the MSIC program as “in need,” while positioning the program as the “saviour.”

Transformative approaches positioned the program as temporary support that aimed to work itself out of existence. Underserved communities were understood to have abundant social, political and cultural resources and agency to ensure their children’s success.

Affirm identities

Affirmative approaches work to ensure all students have access to the same experiences and material goods. Equal access to nutrition, technology and health services is also essential in transformative approaches. However, a transformative approach believes opportunity gaps are not fixed by just providing equal resources. Programs should also work to affirm students’ identities.

In other words, schools should develop curriculum, field trips and extracurricular activities based on the students’ lived experiences, interests and aspirations. Injustices can be addressed by the redistribution of goods, but recognition and representation matter as well.

Affirmative approaches provide parents with opportunities to network, learn about parenting and build workforce skills within the confines of board structures.

Transformative approaches work with parents and caregivers to advocate for their rights and navigate the educational system to support their children.

Teach students to engage critically

Affirmative approaches are related to the purpose of achieving excellence, in teaching and learning, generally in the form of standardized test scores.

Transformative approaches view equity as a prerequisite for excellence, but excellence is not the main point of education. The main point is to support students in engaging critically in a democratic society.

As Ontario school boards begin their project of collecting identity-based data, and as the boards work towards closing the achievement and opportunity gaps, policy-makers and school leaders will need to focus on transformative approaches. Their work needs to understand the relationships between historical injustices and student achievement, engagement and well-being today.

Why Hungary’s state-sponsored schoolbooks have teachers worried

More discouraging news from Hungary:

Flick through a Hungarian history book for high school students, and you’re left in no doubt about the government’s view on migrants.

The section on “Multiculturalism” opens with a photo of refugees camped under a Budapest railway station. Flanking the image is a speech given by strongman Prime Minister Viktor Orban on the perils of migration: “We consider it a value that Hungary is a homogenous country,” he says.

The state-sanctioned textbooks are part of a government shakeup of Hungary’s education system that is causing deep unease among some teachers and publishers.

Critics say the textbooks are just one front in a government crusade to remake the education system — and the country — in its Christian, nationalist image. Orban has also scrapped academic programs that don’t fit with his conservative values, effectively forcing one of Hungary’s leading universities to move its courses abroad.

Education ‘straight from the state’

The shake-up comes amid weeks of street protests against Orban’s hardline policies, signaling cracks in his grip on the central eastern European nation.

Since Orban’s populist Fidesz Party swept into power in 2010, and most recently won a landslide victory again in April last year, it has been at the helm of a “major educational reform,” government spokesman Zoltan Kovacs told CNN when it visited Hungary late last year.

Previously, local municipalities oversaw the country’s public schools. But in recent years the state has taken over responsibility — and that includes supplying textbooks, said Kovacs of the measure to tackle funding “insufficiencies.” He said that “finally, after almost 20 years of struggle of how to finance and run the education system, we have taken responsibility.” The government hoped to introduce a new curriculum by fall this year, Kovacs added.

School books are created in the state-run Education Research and Development Center (OFI) by various contributing experts, explained Ildiko Repárszky, a history teacher and author of some of the earlier versions.

These days, the books don’t bear the name of a single author on the cover. Instead, a board of editors reportedly handles the texts from contributors “completely freely, as raw material, reshaping them at will,” said Repárszky.

The reforms come as the country’s Central European University — founded by billionaire philanthropist and well-known Orban foe George Soros — announced last month it had been “forced out” of Hungary by a hostile government and was moving its US-accredited courses to the Austrian capital Vienna.

The internationally renowned university called it a “dark day” for Hungary and Europe — something the government dismissed as “nothing more than a Soros-style political bluff.”

But some educators in Hungary told CNN that Orban’s hardline policies were already having a deep impact on the nation’s children, long before they entered university.

‘This is just everyday politics’

In his small office in central Budapest, chairman of Hungary’s Association of History Teachers, Laszlo Miklosi, opens a history book for 14 and 15-year-olds covered in Post-it notes.

He turns to the page on multiculturalism and points to a speech Orban gave to the European Parliament in Strasbourg in May 2015 that laid out Hungary’s position on migrants.

In the speech, the Prime Minister said Hungarians considered it a value that their country was homogenous in terms of its “culture,” “traits” and “way of thinking.” “This is just everyday politics,” said Miklosi, adding “It doesn’t say anything about the actual reasons for existing problems of migration — instead it’s what the current prime minister thinks about it.”

Orban’s defiant relationship with the European Union also plays out in a cartoon showing Germany as a giant sow feeding piglets representing Greece, Spain, Belgium and Portugal. Standing apart from the rest and happily munching its own grass, is the Hungary piglet.

In the same geography book under the chapter on “Population Decline and Migration,” another cartoon shows a Hungarian boy and girl with the caption: “The number of those who think Hungary is the best place to live has significantly increased.”

The illustration includes statistics like “67% of young people can only imagine their future in this country.” And “every 4th young person lives in a marriage or a permanent relationship and 68% of those who don’t, would like to,” with no clear source for the findings.

The image “enlarges the patriotic feelings of young people in Hungary, their contentedness with their country, their willingness to get married and start a family — while also downplaying their willingness to move abroad,” said Repárszky, who is also part of the Association of History Teachers, which has around 400 members.

Government spokesman Kovacs dismissed the teachers’ concerns as a “political opinion,” adding that the government always welcomed “criticism, contribution, observations and comments” from “professional organizations.”

‘Migrant’ and ‘Soros’ are schoolyard taunts

Miklosi, who has reviewed school textbooks for more than 30 years, believes Orban’s anti-migrant rhetoric has filtered down to classrooms and playgrounds.

“‘Migrant’ has become a swear word for many people, including many children,” he said.

Should a teacher say the words “Jewish” or “gypsy” or “Slovak” they are often met with students “giggling and nudging each other” and the teacher has to “actively fight for space to discuss these categories in a neutral way,” Miklosi added.

It’s a view shared by English teacher Juli Karolyi, who said for some students the words “migrant” and “Soros” had become “swear words used in schoolyards and playground conflicts.”

But she added that children’s views were “mostly decided in the home” rather than in the pages of textbooks. “If the parents fall for the government propaganda, the kids will follow suit — especially the younger ones,” she said.

A few blocks from Miklosi’s inner-city office, 18-year-old student Akos Blaskovics has just finished a morning history class at his high school, Fazekas Mihály Gimnázium. The quietly-spoken teenager told CNN that he “hasn’t really seen a difference in the messages of textbooks in recent years.”

But he did think the government has tried to “make people focus on the question of migrants,” rather than “more important things like education, healthcare and social problems.”

Five textbook publishers, 123 trials

In a small village 30 minutes’ drive east of Budapest, publisher András Romankovics’ home office is packed with bookshelf after bookshelf of rainbow-colored spines arranged by decade.

The former teacher and his wife started publishing school textbooks in 1978, and he estimates around 10 million copies have been printed over the years.

Hungarian school textbook licenses must be renewed every five years. Romankovics is one of five independent textbook publishers who are suing the government after it rejected their requests to extend their licenses, which were due to expire at the end of 2018.

The court case relates to 123 books in total — meaning 123 separate trials for each book. Needless to say it’s a lengthy process, and since the trials began in September, around 20 books have been granted permission to extend their licenses, said Romankovics.

Meanwhile the licenses of state-sponsored textbooks were extended, he said.

Kovacs, the government spokesman, would not comment on why the government had rejected the independent textbook publishers’ license requests, saying only that it was an “ongoing case” and “going through a higher level of decision-making.”

But Romankovics, who is also chair of the National Textbook Association, which represents 20 publishers, warned that without a true diversity of books, children’s education would suffer.

‘There is a deeper problem here’

While independent publishers battle to keep their textbooks in schools, university professors are battling to keep their programs in Hungary.

Inside the grand, high-ceilinged offices of Budapest’s CEU, gender studies associate professor Eva Fodor is dismayed that the government has scrapped her program which has been running for over 20 years.

The university offers US- and Hungarian-accredited gender studies degrees — or at least it did, until the government struck gender studies from its list of accredited programs in October.

While the US-accredited program will continue in Vienna, the Hungarian-accredited degree no longer exists, affecting around 45 MA students enrolling each year, said Fodor. The only other Hungarian university to offer gender studies — Eötvös Loránd (ELTE) — was also forced to scrap its program.

“It’s a clear and unprecedented violation of academic freedom,” said Fodor, adding that it wasn’t just gender studies that didn’t fit with Orban’s world view.

“It indicates that there is a deeper problem here,” she said. Orban wants to create a strong ideology that people can hold on to, based on “national pride and his idea of very simple Christian values,” Fodor said. “And (he’s) eliminating everyone else who is not willing to subscribe to this ideology,” she added.

According to Kovacs, gender studies degrees were scrapped because of low enrollment, scarce job opportunities, and the government’s “philosophical approach.”

“We believe there are only two sexes — men and women,” he said. Kovacs added that students were still free to research gender issues from the perspective of other disciplines, such as philosophy or sociology. “But we don’t believe that gender is an independent discipline in itself.”

Students who see it otherwise had better look for classrooms outside Hungary.

Source: Why Hungary’s state-sponsored schoolbooks have teachers worried

School boards push back on ‘witch hunt’ as government seeks data on staff religious symbols

Very intrusive vs the self-declaration approach of the census and employment equity (which do not capture the degrees of religiosity in the census or religious minority status in EE). The 2011 NHS provided the following numbers for Quebec education Muslim employees (not only teachers) – 2.3% in schools, 1.9 % in CEGEPs, 5.3% in universities:

The head of Quebec’s largest school board says she was outraged by a request from the province’s Education Department last week seeking to know how many board employees wear religious symbols.

Catherine Harel Bourdon, who oversees the Commission scolaire de Montreal, says the request received Friday could be seen as contravening the rights and freedoms of its employees.

Harel Bourdon says the board was not told why the department was seeking such information. She said the board’s response was that it does not collect such information and would not engage in what she called a witch hunt.

The controversy comes as the new Coalition Avenir Quebec government prepares legislation that would prohibit public servants in positions of authority — including teachers — from wearing religious symbols such as the hijab, kippa or turban at work.

Francis Bouchard, a spokesman for Education Minister Jean-Francois Roberge, says no formal request for a tally was made — rather a number of school boards were called to determine whether such information exists. Bouchard accused the boards of manufacturing a scandal.

Relations were already strained between the province’s school boards and the new government, which was elected on a promise to eliminate the boards in favour of new service centres.

Source: School boards push back on ‘witch hunt’ as government seeks data on staff religious symbols

More extensive reporting in French:

Le ministère de l’Éducation a causé toute une commotion en demandant à des commissions scolaires de dénombrer les enseignants et les membres de la direction des écoles qui portent un signe religieux au travail, a appris La Presse.

Leur fédération s’est aussitôt rebiffée, mandatant ses services juridiques de vérifier la légalité d’une telle manoeuvre, selon un courriel envoyé à tous ses membres.

Des sources sûres indiquent qu’au moins trois commissions scolaires de la région métropolitaine ont reçu une demande du Ministère visant à divulguer des statistiques sur le port de signes religieux. Il s’agit des commissions scolaires de Montréal (CSDM), de la Pointe-de-l’Île (CSPI) et de Laval (CSDL).


La demande aurait été faite verbalement, et non par écrit, vendredi dernier. Le ressac a été immédiat. Les commissions scolaires visées ont exprimé leur malaise devant une telle demande.

La Fédération des commissions scolaires du Québec (FCSQ) s’est mêlée du dossier, selon un courriel envoyé à l’ensemble de ses membres. « Certaines commissions scolaires ont reçu une demande du bureau de la sous-ministre de l’Éducation et de l’Enseignement supérieur pour dénombrer le personnel des commissions scolaires et des écoles qui portent des signes religieux au travail », peut-on lire.

« Dans l’éventualité où vous auriez reçu une demande semblable, nous vous prions de nous en informer dans les plus brefs délais. »

La FCSQ suggère de ne pas répondre au Ministère pour le moment, toujours selon ce courriel. « Nos services juridiques évaluent présentement cette demande. Des instructions supplémentaires vous seront transmises le plus rapidement possible », écrit la fédération.

« Aberrant ! »

La présidente de la CSDM, Catherine Harel Bourdon, confirme que le Ministère a demandé des statistiques sur le nombre d’employés portant des signes religieux. On lui a répondu que de telles statistiques n’existent pas et ne seraient pas produites non plus. « J’ai trouvé ça aberrant ! », a lancé Mme Harel Bourdon en entrevue. Une commission scolaire qui ferait un tel dénombrement irait à l’encontre de la Charte québécoise des droits et libertés de la personne, selon elle.

« Ça fait plusieurs mois que des journalistes me demandent combien il y en a. Ce que j’ai toujours répondu, c’est que nous, quand on fait des embauches, autant de nouvelles embauches qu’au niveau de notre personnel qui est déjà à notre emploi, on ne demande pas s’ils portent des signes religieux », a-t-elle affirmé.

« Je verrais mal un employeur faire une demande comme ça. »

L’article 18.1 de la Charte stipule que « nul ne peut, dans un formulaire de demande d’emploi ou lors d’une entrevue relative à un emploi, requérir d’une personne des renseignements » relatifs, entre autres, à sa religion.

Certes, il existe des statistiques, par exemple, sur la proportion d’employés du secteur public qui appartiennent à une minorité visible. Mais elles sont le résultat d’un exercice encadré par la Charte. Il s’agit du programme d’accès à l’égalité en emploi. À cette fin bien précise, tous les employés sont appelés, de façon volontaire, à remplir un questionnaire et à déclarer s’ils sont membres d’une minorité visible. La démarche du ministère de l’Éducation ne se fait pas dans ce cadre. Il n’est jamais question de port de signes religieux dans ces questionnaires.

Toutes les sources consultées font un lien entre la demande du Ministère et la volonté du gouvernement d’interdire le port de signes religieux chez les enseignants (mais aussi chez les représentants de l’État dotés d’un pouvoir de coercition : juges, procureurs de la Couronne, policiers et gardiens de prison).

Le premier ministre François Legault affirmait avant les Fêtes qu’il n’y aurait pas de clause de droits acquis pour les employés actuels, communément appelée clause grand-père. Pour éviter des congédiements, Québec a évoqué l’idée de déplacer les récalcitrants à d’autres fonctions. Un projet de loi est attendu bientôt.

Du « profilage » ?

Pour la porte-parole du Parti libéral en matière d’éducation, Marwah Rizqy, la demande du Ministère revient à faire du « profilage ». « Une fois qu’on a répertorié le nombre, c’est quoi, la suite des choses ? Est-ce que c’est pour venir en quelque sorte banaliser en disant : “Écoutez, ça ne touche pas tant de monde que ça ?” Et si c’est ça, l’objectif, est-ce qu’il est aussi en train de nous dire que les droits fondamentaux, si vous êtes un petit nombre, vous n’en avez pas ? C’est de l’improvisation. »

Le gouvernement Marois, qui voulait interdire aux employés de l’État de porter des signes religieux, n’avait pas demandé un dénombrement aux commissions scolaires, a confirmé une source impliquée dans le dossier à l’époque. Elle est surprise de la démarche faite par le ministère de l’Éducation.

Le cabinet du ministre de l’Éducation, Jean-François Roberge, n’a pas donné de réponses aux questions que La Presse lui a posées hier.



Commission scolaire de Montréal

– Plus de 8200 enseignants

– 127 écoles primaires

– 26 écoles secondaires

Commission scolaire de la Pointe-de-l’Île

– Plus de 4300 enseignants

– 40 écoles primaires

– 7 écoles secondaires

Commission scolaire de Laval

– Plus de 5000 enseignants

– 56 écoles primaires

– 14 écoles secondaires

Source: Signes religieux chez les enseignants: Québec veut des chiffres

Douglas Todd: Chinese students’ river of cash unlikely to dry up

Speculation, of course, but my guess:

A business college at the University of Illinois has taken out an insurance policy against the potential catastrophic loss of revenue from high-fee-paying students from China.

Educators and social-media commentators are expressing fears the river of money flowing from Chinese students into Canada, the U.S., Britain and Australia will dry up because of a brewing trade war and the arrest in Vancouver of Huawei’s chief financial officer, Meng Wanzhou.

The government of China has said it has more than 600,000 students studying abroad, the vast majority of them in English-language countries. Highly desired Canada has more than 186,000 of them, according to China’s Toronto consulate (the federal government’s figure is slightly lower). That means China’s young people make up roughly one in three of all 500,000 international students in Canada.

Despite China’s ambassador to Canada last week hammering English-speaking countries as “arrogant” and rife with “white supremacy” for their defence of Meng’s arrest, there is no sign that China’s leaders are ready to follow the lead of Saudi Arabia’s rulers, who reacted to Canada’s human rights comments last year by calling back most of the Saudi students in Canada.

“I don’t think the Chinese will be as petulant as the Saudis were, or as unsophisticated, although they may make more subtle changes over time,” Andrew Griffith, a migration researcher and former senior director in Canada’s Immigration Department, said.

Canada could even attract more Chinese students in the future in part because the number entering the U.S. appears to be flattening out, possibly because of President Donald Trump’s rhetoric about China and immigrants. That’s why Illinois business college dean Jeffrey Brown, realizing his school had become highly dependent on Chinese students’ money, took out an insurance policy with Lloyd’s of London.

Canada hosts eight times more Chinese students per capita than the U.S., suggesting this country’s educational institutions are more dependent on, if not addicted to, their fees than U.S. colleges. Some higher-education researchers are calling the phenomenon “academic capitalism.”

It’s the expanding trend in English-language countries to make up for steadily eroding taxpayer funding of schools, colleges and universities by capitalizing on the full fees paid by students from mostly well-off families from around the world, with China providing by far the biggest group.

Some Canadian educators, and researchers like Mengwei Su and Laura Harrison of Ohio University, say the intense concentration of Chinese students in Western schools brings with it drawbacks, however, mainly for the students themselves.

Even though Western universities welcome Chinese students as “a particularly lucrative market,” Su and Harrison found many of the young Chinese struggle with English and integrating into Western culture — partly because they are ending up in classrooms and living situations dominated by other students from China.

“Seventy per cent of the students in my class are from China,” one Chinese student told the Ohio researchers, describing the sense of social segregation. “The class is not much different from that in our country,” said another Chinese pupil. One young woman from China opted to study in the Netherlands rather than North America, saying, “I want to avoid too many Chinese students.”

Against a backdrop in which the taxpayer-funded proportion of the operating budgets of B.C.’s public universities has drastically declined in recent decades, more than half the foreign undergraduate students at Simon Fraser University, more than 2,700, now come from China.

The University of B.C. has 5,000 students from China, almost one third of its international student population. Scores of public high schools, colleges and two-room private language institutes also take in hefty fees from the roughly 50,000 Chinese students in B.C., mostly Metro Vancouver.

The dark blue at the top of this chart indicates more than half the undergraduate international students at Simon Fraser University since 2011 have come from China. (Source: SFU)

The federal Liberal government is busily wooing more Chinese students, however. Immigration Minister Ahmed Hussen is following the enthusiastic lead of former minister John McCallum and saying “We’ll do whatever we can” to bring in an increasing number of students from China.

Hussen maintains international students in Canada, whose numbers have been recently jumping by roughly one quarter annually, funnel $11.6 billion a year into Canada’s economy, adding they also enhance “cultural exchange.” To make it easier for more Chinese students to jet across the Pacific Ocean to Canada, the Liberal government recently opened seven new visa centres in China. Hussen acknowledged such students can contribute to the housing and rental squeeze in cities such as Toronto and Metro Vancouver, particularly since many offshore parents buy Canadian homes for their offspring.

Immigration Minister Ahmed Hussen says “We’ll do whatever we can” to bring in an increasing number of students from China.

Western “higher education institutions are slowly evolving into a corporate-like enterprise that pursues monetary gains, at times eclipsing their educational mission,” write Su and Harrison, of Ohio University, echoing growing sentiment among scholars of higher education.

The Ohio researchers found a key financial problem is that some overseas recruiting “agents” are exploiting international students, with more than half the Chinese students they surveyed hiring these advisers to navigate their complicated route to the West.

The trouble with agents dominating the field of global education, according to Su and Harrison, is many are providing misinformation to students, steering them to inappropriate schools and not warning them about how difficult it will likely be to learn workable English. Many students get stuck in never-ending English-remediation classes.

To root out abuse and increase overseas families’ trust in such agents, Australia, New Zealand, Britain and Ireland have developed a code to regulate them, say Thompson Rivers University researchers Victoria Handford and Halying Li.

But Canada has not signed on to the protocol, which is designed to ensure the agents behave more ethically.

Meanwhile, Canada’s recruiting continues apace.

Source: Douglas Todd: Chinese students’ river of cash unlikely to dry up