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“Why Work and Learning in Canada Must Account for Canadian Realities and Management Perspectives.”

In: Business and Management

Submitted By rutvi
Words 933
Pages 4
We live in a continuously changing world. It has become very important to know about these changes as well as adopt them in our lives. Also the application of this knowledge in terms of work and daily activities has become important. The question is from where and how do we keep up with this changing world?

The only way is learning, keeping yourself aware and updated of these changes. One of the major sources that can lead to knowledge is how and where do we learn. The answer is schools which are an important source of knowledge. It is important that schools provide students the newest of information and keep themselves updated, only then can they help their student to do so.

With the growing economical changes and job opportunities students feel that higher education had become more and more important. With a wide range of students graduating and tough competition, there is comparatively less job opportunities in the job market. Getting a job after graduation is easier stated than done. (Kiran Mirchandani, 2008). At one of my previous job I remember one of my colleagues mentioned that he had received over 150 applications for an assistant position within 3 hours after the job was posted. Employers need to weed out good applicants from dozens of students that apply for the same job. Distinguishing by degree is a quick and simple way of doing that. (Kiran Mirchandani, 2008).

Schooling system has changed with the changing economy. The expectations and routines that constitute the hidden curriculum in terms of both organizational and social characteristics of schooling are heavily influenced by work. (Kiran Mirchandani, 2008) Newest editions of books, modern equipments, current illustrations and situations, cases and assignments etc are a few things that Canadian schools have adopted to provide students the exposure that they need. Many schools and...

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