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This report contains the main outcomes of the 38th Session of the UNESCO General Conference held in November 2015, along with the interventions made by the Canadian delegation to the Education Commission. The 38th session focused on a variety of issues, including the commission's 2016–17 budget; the Education 2030 agenda; preparation of a global convention on the recognition of higher-education qualifications; and two recommendations: one on adult education and one on technical and vocational education and training.
This report describes the findings from a feasibility study on establishing pan-Canadian centres for the assessment of the credential of internationally educated teachers (IETs). The study developed summary profiles for each Canadian province and territory, identifying commonalities and differences in the current processes and practices for IET credential assessment across Canada and evaluated best practices in other contexts of credential assessment. It then drew upon previous reports, as well as focus groups, to synthesize its findings into a proposed model for the country. The study was designed to provide recommendations for a pan-Canadian method of assessing the credentials of IETs.
This report contains the main outcomes of the 37th Session of the UNESCO General Conference held in November 2013, along with interventions by the Canadian delegation at the Education Commission. The 37th session focused on a variety of issues, including the 2014-17 budget for the commission, Education beyond 2015, the potential global standard-setting instrument on the recognition of higher-education qualifications, and the United Nations Decade of Education for Sustainable Development post-2014 – Global Action Programme.
This report describes the findings from a series of six focus groups conducted throughout Canada to identify the barriers to certification and workforce integration of internationally educated teachers. The focus groups examined four specific stages of the integration process: the preparation prior to coming to Canada, the process of obtaining teaching licences in a given province or territory, the experience of securing a teaching position, and the transition into a provincial or territorial school system.
This report examines the language competencies that research indicates are important for elementary and secondary teachers in English and French first-language schools to have for effective professional practice and teaching excellence.
This report contains the main outcomes of the 36th Session of the UNESCO General Conference held in November 2011, along with interventions by the Canadian delegation. The 36th session focused on a variety of issues, including the 2012-13 budget for the commission, the International Standard Classification of Education (ISCED) statistical tool, the 1993 Recommendation on the Recognition of Studies and Qualifications in Higher Education, and the 1976 Recommendation on the Development of Adult Education.
At the meeting of the Council of the Federation in July, 2011, provincial and territorial Premiers endorsed an International Education Marketing Action Plan. The Action Plan identifies opportunities for federal-provincial-territorial collaboration on marketing aiming. In 2008, international students spent $6.5 billion in Canada and created over 83,000 jobs. By 2025, the global demand for international education is predicted to quadruple from 1.8 million to 7.2 million students.
The Bologna Process represents a commitment by 46 European countries to undertake a series of reforms to achieve greater consistency and portability across their higher-education systems, without affecting their sovereignty in matters relating to higher education. This report presents the objectives of the Bologna Process, an overview of the relevant ministerial meetings, and the implications of the Bologna Process for Canada.
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.
Definitions of over 100 terms used in postsecondary education in relation to credential evaluation, programs, and credits are provided.
In 1989, Canada ratified the 1979 UNESCO Convention on the Recognition of Studies, Diplomas and Degrees concerning Higher Education in the States belonging to the Europe Region. The purpose of that convention was to facilitate the recognition of foreign degrees and diplomas and to improve access for other countries to information of an official nature about Canadian systems of higher education. A new joint convention was adopted in April 1997 by the countries of the Council of Europe and the UNESCO Europe Region. The new convention, which replaces the 1979 convention, does not differ significantly in substance and objectives. However, it specifies more concretely and in greater detail the responsibilities of ratifying states with respect to the principles and mechanisms for the recognition of qualifications and the collection and dissemination of information on higher education. Canada signed the Council of Europe/UNESCO convention in 1997, committing itself to a wide range of matters regarding the enhancement of academic and professional mobility and to the promotion of fair practice in assessment and recognition of qualifications. This fact sheet provides details on conventions, as well as the main features of this convention, Canada's obligations, and the implications of the convention for postsecondary institutions in Canada.
This overview presents information on the governance, structure, financing, roles, credentials, types of institutions, and current issues relating to postsecondary education. The document, which is revised on a regular basis, is supplemented by descriptions of the postsecondary-education system in each jurisdiction.
This fact sheet provides information for Canadian students about getting credentials from foreign institutions recognized in Canada, verifying the status of foreign institutions and programs, learning about foreign universities, and obtaining financial support for studies abroad. Links to useful addresses are included.
This fact sheet provides information for foreign students considering postsecondary education in Canada on how to learn about postsecondary institutions in Canada, how to apply, language testing, foreign-qualification assessment, entry to study in Canada, and the role of the Canadian Information Centre for International Credentials. Many sources for further information are included.
This fact sheet provides information for individuals coming to Canada who want to enter the workforce about how to get qualifications obtained abroad recognized in Canada, regulated and non-regulated occupations, trades, translation services, and employment opportunities. Links are provided to credential-assessment and qualification-recognition services and many other sources of information.
This delegation report presents highlights of the discussions on demand for access to postsecondary education, foreign-credential assessment and transfer, quality assurance, and the influence of GATS (General Agreement on Trade in Services) negotiations on educational services.
This document was prepared by representatives from various organizations working as the Provincial Assessment Committee to share information on assessment methodologies used in each province, establish codes of good practice, and identify common assessment principles.
The UNESCO Convention and the Recommendation Against Discrimination in Education were adopted by the General Conference in 1960. By 1997, five consultations of member states had been conducted to monitor the progress made and the obstacles still to be overcome. This sixth consultation focused on the status of the basic education of four population groups: women and girls, persons belonging to minority groups, refugees, and indigenous peoples. This report provides an overall picture of the situation in Canada, describing in general terms the legislation and policies underpinning the actions being undertaken to counter discrimination in education. The results of these initiatives are also summarized.
© The Council of Ministers of Education, Canada