By Communications Staff

Government-mandated changes to teacher education in Ontario have prompted the Faculty of Education to reduce intake into its education programs. As a result of this requirement Queen’s is considering reducing intake into its concurrent education program, particularly from partner institutions.

“The changes to teacher education announced by the Government of Ontario basically require us to cut our graduation rates in half, add a second year of teacher education and change our funding models,” says Stephen Elliott, Dean, Faculty of Education. “We have explored many options, and our priority is to keep our on campus program vital. To do that, I am considering reducing our concurrent education intake, primarily from external pathways.”

Queen’s has concurrent education partnerships with two universities, Trent University and the University of Waterloo, that bring approximately 150 students from those institutions to Queen’s each year to complete their education degrees.

This consideration would see Queen’s reduce its concurrent intake by 75 students in 2014 – 50 students from the Trent-Queen’s pathway and 25 students from the Queen’s pathway – and by an additional 100 students from external pathways in 2015, essentially suspending admissions via external pathways.

Dr. Elliott is currently consulting with a number of key groups on this matter, including partners at Trent and Waterloo, Queen’s faculty members and students. The consideration will be presented to Senate for information on December 2, and the Faculty plans to hold town hall meetings with students in the coming weeks to gather feedback and answer any questions they may have.

Students currently enrolled in concurrent education programs, at Queen’s or one of its partner institutions, would not be affected by these changes.

“Concurrent education is and will continue to be a respected and established program at Queen’s,” says Dr. Elliott. “A temporary suspension of admissions via our external partners will give us the opportunity to evaluate how our education programming can best be executed in this new external context.”