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Where do Canada's northern territories stand when it comes to proficiency in literacy and numeracy skills? The Programme for the International Assessment of Adult Competencies (PIAAC) goes a long way toward answering that question. Although previous studies have examined the determinants of literacy and numeracy of different groups within Canada, very few have specifically analyzed the populations of the country's northern territories — Yukon, Northwest Territories, and Nunavut. Here we look at literacy and numeracy results for the region, with the aim of identifying the key factors contributing to the development of these skills.
This document examines all Statistics Canada data sources that contain Indigenous identifiers and provides details about the target population, frequency of data collection, Indigenous identifiers used, geographic coverage, and methodological or other issues for each data source. There is also a brief overview of the types of data collected by Indigenous and Northern Affairs Canada.
The CMEC Aboriginal Educators' Symposium report provides a comprehensive summary and overview of findings of the event pertaining to Aboriginal Educators.
While Aboriginal peoples represent Canada's fastest-growing population, their education and employment outcomes lag significantly behind the rest of the population. This literature review examines the challenges faced by Aboriginal youth in completing their education and the factors that impede or foster their successful transition from school to work.
This report considers how better data and evidence can be developed to support jurisdictions' efforts to improve the academic achievement and attainment of Aboriginal students in provincial and territorial elementary and secondary schools.
UNESCO regularly monitors the implementation of the Convention and Recommendation against Discrimination in Education, as adopted by UNESCO's General Conference on December 14, 1960. Canada's response to the eighth consultation, developed jointly by the Council of Ministers of Education, Canada, and the Canadian Commission for UNESCO, highlights the progress that education systems have made in providing access to quality education that is widely inclusive so that all students can participate and succeed to the best of their abilities. The report also discusses the ongoing challenges in achieving equality of educational opportunities in Canada, based on education indicators. The eighth consultation covers the period from 2006 to 2011.
The CMEC Technical Workshop on Pan-Canadian Aboriginal Data was held in Ottawa, Canada from March 29 - 30, 2011. The purpose of the workshop was to examine the current state of data on Aboriginal education and to advise on the next steps to improve the availability of such data on Aboriginal learners across the country. By bringing together Canada's data experts in Aboriginal education, it reflected CMEC's commitment to strengthening existing partnerships and working to improve the available data about and for Aboriginal students. This summary report outlines key issues raised at the workshop, areas for further work, and overall themes identified during the course of the workshop. Ministers of education are committed to addressing issues related to Aboriginal education — through activities such as the workshop and the forum — to encourage knowledge mobilization and transfer, facilitate dialogue, and create new partnerships.
The United Nations Economic Commission for Europe (UNECE) has asked member states to report on their implementation of the strategy for education for sustainable development (ESD) in formal, non-formal, and informal settings. UNESCO has agreed to streamline reporting; therefore, this report also serves as a report on the implementation of the UNESCO Decade of ESD. CMEC, Environment Canada, and the Canadian Commission for UNESCO have collaborated to respond to these requests through the preparation of Canada's report. The report looks at the period from 2007 to 2010 as an update to the 2007 CMEC report, Report to UNECE and UNESCO on Indicators of Education for Sustainable Development: Report for Canada.
The Education World Forum (EWF) 2011 was held under the theme of “Education for Economic Success” and built on previous “Moving Young Minds” and “Learning and Technology World Forum” events. The Canadian delegation was led by the Honourable Patrick Rouble, Minister of Education, Yukon. The report of the forum outlines some lessons learned from around the world on education for economic success and, more specifically, on the application of technological innovations in the education sector and new strategies for higher education. The forum concluded with a commitment to continue support for development and action through the various organizations present.
At the request of the Office of the High Commissioner for Human Rights (OHCHR), UNESCO has asked member states to report on the first phase of the World Programme for Human Rights Education, 2005–2009. CMEC and the Canadian Commission for UNESCO have collaborated to prepare the report for Canada covering the period from 2005 to 2009.The main sections of the report deal with policies and policy implementation, learning environments, teaching and learning processes and resources, and the training of school personnel.
A literature review that identifies key research findings relating to the challenges facing Aboriginal people as they make the transition from K-12 to postsecondary education was commissioned by the Canadian Education Statistics Council (CESC). The goal of the project is to understand the challenges Aboriginal people face in the transition from K–12 to postsecondary education through a synthesis of the available provincial/territorial and pan-Canadian literature as well as a scan of data available to support further research.
This report is intended to be a summary of the proceedings of the CMEC Summit on Aboriginal Education, and is largely summative and reflective in nature. It has been created around several broad themes according to "What we heard" at the summit.
As a response to the UNESCO questionnaire to Member States to assess the implementation of the Road Map for Arts Education and provide an overview on the status of arts education, CMEC in collaboration with the Canadian Commission for UNESCO has prepared a report for Canada. The report focuses on the contribution of arts education to literacy, adult education, social cohesion, enhanced personal-growth opportunities, and Aboriginal education and arts.
The objective of the literature review was to examine current and relevant literature and documentation in order to identify and explore issues pertaining to Aboriginal youths' access to financial assistance for PSE; the interdependence of cultural, social, and financial barriers to PSE; and research gaps in this area.
This document examines all Statistics Canada data sources that contain Aboriginal identifiers and provides details about the target population, frequency of data collection, Aboriginal identifiers used, geographic coverage, and methodological or other issues for each data source. There is also a brief overview of the types of data collected by Indian and Northern Affairs Canada.
This document provides an overview of the context for the declaration of Aboriginal education as a priority for the Council of Ministers of Education, Canada. It outlines the purpose and scope of the resulting action plan, as well as its goals, objectives, long-term outcome measures, and the three targeted deliverables.
This document contains two reports. The first highlights the structure and management of the education systems in Canada, as well as access to learning, early childhood education, learning outcomes, and teacher training. The second focuses on inclusive education and its legislative frameworks and policies, as well as the programs and services provided to vulnerable populations in the elementary and secondary school systems.
This study addresses the identification and self-identification of Aboriginal people within the educational context across Canadian jurisdictions. It includes current approaches to Aboriginal self-identification and identification in the jurisdictions and in other countries, lessons learned, and some advice on the creation of a pan-Canadian standard.
This report looks at literacy activities from 2004 to 2006 of the provincial, territorial, and federal governments, and of civil society, under the six themes outlined by UNESCO for this review: policy; flexible programs; capacity building of educators, stakeholders, and partners; research; community participation; and monitoring and evaluation. The report includes literacy for young children, school-aged children, and adults, with special attention paid to groups such as Aboriginal learners, new immigrants, special-needs students, families, and workers.
UNESCO regularly monitors the implementation of its Convention and Recommendation against Discrimination in Education. The purpose of the convention and recommendation is not only the elimination of discrimination in education, but also the adoption of measures aimed at promoting equality of educational opportunity and treatment. For each of the six main articles of the convention and recommendation, UNESCO has prepared specific questions that probe the application of each of the articles. The chapters that respond to the questions on the first three articles focus on educational laws, legislative texts, and policies that prohibit discrimination in education and promote equal educational opportunities, and how these laws and policies conform to the convention and recommendation. The issues include: free and equitable access to elementary and secondary education; the establishment and quality-control of public, separate, and private school systems; access of foreign nationals to school systems and credential recognition; public-school funding; and postsecondary access and student financial support. The chapter on the fourth article looks at "reaching the un-reached" and the policy measures and programs that enable disadvantaged and vulnerable groups to have access to basic education. To reflect the pan-Canadian context, the groups that have been included are Aboriginal students, children of immigrants, visible-minority students, and special-needs students. The chapter on the fifth article probes the issues of human-values education and national-minority education. In the chapter corresponding to the seventh article, an overview of the results and obstacles is presented, along with a review of the main issues to be addressed in the ongoing fight against discrimination in education.
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