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This thesis examines the effect of minimum wage changes on employment, labour force participation and schooling using Canadian provincial data for the period 1981 to 2000. This study uses two measures of schooling namely enrollment rates and continuation ratios. The analysis also includes the effect of the minimum wage on the employment and labour force participation of both teenage and adult age groups. The minimum wage variable in the regression analysis is the real adult minimum wage rate. Coverage of the minimum wage is not incorporated in the formula since minimum wage coverage is almost complete for the period being analyzed. Results show that the minimum wage has a significant negative effect on both employment and labour force participation rates for most age-sex groups studied. The effect of the minimum wage on enrollment rates and continuation ratios were insignificant for most grade and transition-sex groups with positive results observed in most cases where significant results were obtained.

This thesis examines the effect of minimum wage changes on employment, labour force participation and schooling using Canadian provincial data for the period 1981 to 2000. This study uses two measures of schooling namely enrollment rates and continuation ratios. The analysis also includes the effect of the minimum wage on the employment and labour force participation of both teenage and adult age groups. The minimum wage variable in the regression analysis is the real adult minimum wage rate. Coverage of the minimum wage is not incorporated in the formula since minimum wage coverage is almost complete for the period being analyzed. Results show that the minimum wage has a significant negative effect on both employment and labour force participation rates for most age-sex groups studied. The effect of the minimum wage on enrollment rates and continuation ratios were insignificant for most grade and transition-sex groups with positive results observed in most cases where significant results were obtained.

When a family in British Columbia (B.C.) chooses to educate their child at home, they have two legal options: enrollment in a Distributed Learning (DL) program or registration under Section 12 (S12) of the School Act as a homeschooler. To date, there has been very little published on trends in participation rates and growth rates with regards to home educating options in B.C. The current study employs a quantitative archival design to document trends in DL and S12 across age, gender and location. Home educating is on the rise in B.C. over the past twenty years, largely due to an increase in enrollment in DL programs while registration under S12 has declined. Distinct patterns in age, gender and location between S12 and DL are apparent in the data. Growth rates among age categories in DL mirror declines in S12. While there are slightly more males than females in the total school-aged population in B.C., within DL programs there are more females than males at the secondary level. In 1993/1994 rural children were more likely to be educated at home than urban children in B.C.; today the opposite is true. Further research is needed to ascertain why these trends persist. / Graduate / 0525 / 0529 / ngardner@uvic.ca

Magister Educationis - MEd / Over the past few years researchers have been studying access reforms, as well as uncovering challenges related to systems with low participation rates; Examples of this type of work are Teferra and Altbach (2003), Maharasoa (2003) and World Bank (2008). A key factor often addressed are various reforms related to access policies, often merely descriptions of access reforms in general or the status quo of systems are given, particularly those with low participation rates or needing access reforms (Weber, 2005). The relationship between participation rates, access policies and the governance of higher education has however not yet been thoroughly examined. The purpose of this qualitative study is to present the results of an analysis carried out to investigate the research question: Is there a relationship between participation rates, access policies and the governance of higher education access in Malawi? The access-policygovernance theory whose proponents are Tapper (2005), Ball (1990), Bunting et al (2005) and Clark (1983), among others, formed the basis for a proposed framework of evaluating the governance of higher education access in Malawi. The data involved in this study are national educational policies and institutional policy. The second data set are interviews with fourteen personnel who are involved in formulation and implementation of higher education access policies and the governance of higher education, both at a national level in Malawi and institutional level at the University of Malawi. A conclusion is drawn that the policies which were utilised and the governance structure created from them generated the limited nature of access which characterises Malawi’s higher education sector. The policies belonging to the University of Malawi, for example, generated proposed growth in student numbers without drastic changes in the general governance structure of the university. Thus the University of Malawi was unable to maintain the growth that the institutional policies intended. This research is of significance to the domain of governance of access as it extends the knowledge base that currently exists in the field of higher education studies. The concept of linking participation rates, access policies and the governance of higher education is relatively under-researched in this field. It is hoped that this study has added to the understanding of this relationship by addressing the significance

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