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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.
The 2015 International Summit on the Teaching Profession was hosted by CMEC and the Learning Partnership, a Canadian national education non-profit, and organized in cooperation with the Organisation for Economic Co-operation and Development (OECD) 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 20 countries. The theme of the summit was “Implementing Highly Effective Teacher Policy and Practice,” and three interrelated topics that are critical to the success of education systems were discussed: promoting and developing effective leadership; valuing teachers and strengthening their effectiveness; and encouraging innovation to create 21st-century learning environments. 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.
The framework presents a pan-Canadian vision for early learning that can be adapted to the unique needs and circumstances of each province and territory. It is designed to serve as a resource to support the development of policies and initiatives by ministries and departments of education and their partners that enhance the quality and continuity of the learning experience in the early years and beyond.
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.
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.
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 Pan-Canadian Education Indicators Program (PCEIP) is an ongoing initiative of the Canadian Education Statistics Council (CESC), a partnership 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 school-age population living in low-income circumstances.
The Pan-Canadian Education Indicators Program (PCEIP) is an ongoing initiative of the Canadian Education Statistics Council (CESC), a partnership 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 postsecondary enrolment and graduation.
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.
Using data from the Program for International Student Assessment and the International Adult Literacy and Skills Survey, this study compared Canada's performance on literacy tests across jurisidctions and with those of other countries. The report also looks at the effects of student intake characteristics, school context and educational practices, and minority- and majority-language groups.
The Pan-Canadian Assessment Program is the cyclical program of assessment of the achievement of 13-year-old students in reading, mathematics, and science. The first assessment of this new program took place in early 2007. (The previous assessment program was the School Achievement Indicators Program, SAIP.) This report presents information about the tests, as well as the results in each domain, on a pan-Canadian and jurisdictional basis. Supporting documents, such as teacher resources, are also available.
The Programme for International Student Assessment (PISA) was initiated by the member countries of the Organisation for Economic Co-operation and Development (OECD) to provide policy-oriented international indicators of the skills and knowledge of 15-year-old students. PISA assesses youth outcomes in three domains, reading, mathematics, and science, focusing on what students can do with what they have learned in school, at home, and in the community. This report provides detailed analysis of the performance of Canadian students in an international context, as well as information on results on a jurisidictional basis, and differences in performance linked to gender, immigrant status, parental education, and socioeconomic status.
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 brings forward the key points of discussion at the meeting, as well as summaries of the presentations on the themes "Skills for Tomorrow" and "Quality and Equity," including a presentation from Canada.
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.
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