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The 2016 International Summit on the Teaching Profession was hosted by the Standing Conference of the Ministers of Education and Cultural Affairs of the Lander in the Federal Republic of Germany, in partnership with the Organisation for Economic Cooperation and Development, and Education International. The summit brought together official delegations of ministers of education, union leaders, outstanding teachers, and other education experts, as well as observers, from 22 high-achieving or rapidly improving countries, as measured by student performance in OECD's Programme for International Student Assessment (PISA). While previous summits focused on raising the quality and status of the teaching profession, teacher evaluation, and the challenges of providing equitable access to excellent teaching, the theme of the 2016 summit was “Teachers' Professional Learning and Growth: Creating the Conditions to Achieve Quality Teaching for Excellent Learning Outcomes,” and centred on the knowledge, skills, and character dispositions that successful teachers require; the policies that help teachers acquire the competencies they need to be effective; and how governments can implement these policies effectively. The report captures these discussions.
This report summarizes the main issues discussed at the fourth International Summit on the Teaching Profession (ISTP), which took place in Wellington, New Zealand, on March 28 and 29, 2014. The summit brought together more than 300 teaching professionals and policy-makers around the theme of “Excellence, Equity and Inclusiveness — High-Quality Teaching for All.” The report provides the main messages conveyed by the Canadian delegation to the meeting participants, including the announcement that Canada will host the 2015 summit in Banff, Alberta.
This is the second of two reports called for under the Protocol for Agreements for Minority-Language Education and Second-Language Instruction, 2005-2006 to 2008-2009. It provides a summative description of the achievement of outcomes supported by protocol funding — the projects, initiatives, and ongoing efforts in minority-language education and second-language instruction carried out by the provinces and territories.
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.
The Education Leaders Forum 2010 was organized by Microsoft Corporation under the auspices of UNESCO and the European Schoolnet, in Warsaw, Poland. The Canadian delegation was led by the Honourable Diane McGifford, Minister of Advanced Education and Literacy and Minister responsible for International Education, Manitoba. The theme “Engaging Student Creativity and Innovation: A Key to Global Success” highlighted the importance of information and communication technology (ICT) in the 21st century. The report highlights how the focus on ICT aims to help achieve desired goals, create a dynamic workforce, adopt green strategies and management methods, and improve resolutions for the problems faced by education communities today.
The Pan-Canadian Education Indicators Program (PCEIP) is an ongoing initiative of the Canadian Education Statistics Council (CESC), a partnershp between Statistics Canada and the Council of Ministers of Education, Canada (CMEC), to provide a set of statistical measures on education systems in Canada. This fact sheet reports on the proportion of young adults who have left high school without a diploma and, among them, the proportions who have returned to obtain a high -school diploma and who progressed to postsecondary education. It presents data for Canada and the provinces from the Youth in Transition Survey (YITS).
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.
The study is intended to increase understanding of the impact of financial assistance on the behaviour of students, especially as it relates to unmet need, based on the student financial assistance data from eight participating provinces: British Columbia, Alberta, Saskatchewan, Manitoba, Nova Scotia, New Brunswick, Prince Edward Island, and Newfoundland and Labrador.
This report is the first in a new series of the Pan-Canadian Education Indicators Program (PCEIP). It allows readers to compare data for the provinces and territories with data for OECD countries. The indicators presented in this report are parallel to 10 of the indicators presented in the OECD publication Education at a Glance, 2009.
This document provides an overview of the data from Canada in the publication Education at a Glance 2008, OECD Indicators. Included are data on the impact of learning, financial and human resources in education, access to education, and the learning environment and the organization of schools.
This document provides an overview of the data from Canada in the publication Education at a Glance 2007, OECD Indicators. Included are data on the impact of learning, financial and human resources in education, access to education, and the learning environment and the organization of schools.
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.
This report identifies emergent themes and knowledge gaps and provides recommendations for future research from the literature related to the affordability of postsecondary education. Chapters focus on topics such as the influence of socioeconomic backgrounds on participation, education costs, private and public contributions to postsecondary education, under-represented groups, and the benefits of postsecondary education.
The 16th Conference of Commonwealth Education Ministers (CCEM) was convened to engage in discussion on the main theme, "Access to Quality Education: For the Good of All." Parallel forums for teachers, youth, and stakeholders took place. This report presents the objectives of the Canadian delegation and their interventions, presentations, and bilateral meetings. The key points of the discussions and sessions are summarized and the communiqué and resulting statements are included.
Ministers of education from the member countries of the Organisation for Economic Co-Operation and Development met to discuss issues in higher education. Prior to the opening of the plenary sessions, consultations were held with OECD's Business and Industry Advisory Committee (BIAC) and Trade Union Advisory Committee (TUAC). This report outlines the discussions of the meetings, including the quality, impact, and costs of higher education.
This document provides an overview of the data from Canada in the publication Education at a Glance 2006, OECD Indicators. Included are data on the impact of learning, financial and human resources in education, access to education, and the learning environment and the organization of schools.
The Canadian Post-Secondary Student Financial Survey asked students about their financial situation, income, and expenditures at the beginning of 2003-04 and throughout the school year. The study also investigated the views and experiences of students' parents: the amounts they contributed, their methods of saving for their children's postsecondary education, and the impact of this financial contribution on other financial decisions in the household.
The chair's summary of the 2006 Meeting of OECD Education Ministers lists the areas of agreement concerning the need to reform higher education. Issues include funding, more accessible education, clearer focus on what students learn, responsiveness and diversity, research and innovation, and migration and internationalization. This report provides summaries of the presentations, discussions, and points of agreement and debate.
This document provides an overview of the data from Canada in the publication Education at a Glance 2005, OECD Indicators. Included are data on the impact of learning, financial and human resources in education, access to education, and the learning environment and the organization of schools.
This document provides an overview of the data from Canada in the publication Education at a Glance 2004, OECD Indicators. Included are data on the impact of learning, financial and human resources in education, access to education, and the learning environment and the organization of schools.
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