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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 toolkit was envisioned by the education and provincial-territorial labour market Ministers
at the Skills for the Future Symposium in July 2014, held in a response to a request from premiers
through the Council of the Federation. The toolkit is an opportunity for sharing promising practices
amongst provinces and territories and with the many stakeholders leading and supporting our
education, training and employment programs.
This report contains the main outcomes of the UNESCO World Education Forum 2015 (WEF), along with interventions by the Canadian delegation. At the forum, participants took stock of achievements and shortfalls in the implementation of the Dakar Framework for Action – Education for All: Meeting our Collective Commitment, including the Education for All (EFA) goals and the education-related Millennium Development Goals (MDGs), over the period 2000–2015. The conference concluded with the adoption of the Incheon Declaration, which encourages countries to provide inclusive, equitable, quality education and lifelong learning opportunities for all by 2030.
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.
The joint declaration offers three principles to guide work on the alignment of education and skills training and labour-market needs and proposes specific pan-Canadian activities.
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.
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.
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.
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 research paper examines the tools that are used to track student pathways and mobility, as well as the policy significance of student tranisitions.
UNESCO asked member states to prepare reports on developments in adult learning and education since 1997, including the current state of the art and future challenges. This report is Canada's response to that request. The focus of the report is on policies, research, and effective practices in literacy, non-formal education, and adult and lifelong learning. The report addresses four major themes, and has an introductory demographic overview and a final section that looks at expectations for CONFINTEA VI and the future of adult learning and education. The four themes are: policy, legislation, and financing; quality of adult learning and education—provision, participation, and achievement; research, innovation, and good practices; and adult literacy.
Learn Canada 2020 is the framework that provincial and territorial ministers of education, through the Council of Ministers of Education, Canada, are using to enhance Canada's education systems, learning opportunities, and overall educational outcomes. The document presents the four pillars of lifelong learning: early childhood learning and development, elementary through high school, postsecondary education, and adult learning and skills training. Within the four pillars, ministers have identified eight specific activity areas and accompanying objectives. As well, the document includes statements on key partners and stakeholders and communication with Canadians.
This report provides information on recognizing non-formal and informal learning in Canada, most commonly known as Prior Learning Assessment and Recognition (PLAR). It presents a pan-Canadian overview, including contextual information on demographics and economic and social developments, and descriptions of governmental, institutional, and other organizational PLAR arrangements. The overview document is supported by detailed reports from ten provinces and one territory.
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.
The United Nations Economic Commission for Europe (UNECE) asked member states to report on their implementation of the Strategy for Education for Sustainable Development in formal, non-formal, and informal settings, within the context of the United Nations Decade of Education for Sustainable Development. This report was structured around the nine main issues outlined in the UNECE questionnaire: policy, regulation, and operational frameworks; formal, non-formal, and informal learning; educators; tools and resources; research and development; cooperation; indigenous knowledge; challenges and obstacles; and assistance needed. The document includes the policies and programs from 2005 to 2007 of the provinces and territories, non-governmental and civil-society organizations, and departments of the federal government.
This research report was prepared to support the development of a policy framework for adult education across Canada. Research was conducted between December 2004 and March 2005, employing: an extensive literature review of recent adult-education and lifelong-learning literature; the completion of a survey by provincial and territorial governments involved in the development and delivery of adult-education programs; a review of federal government Web sites to identify adult-education and training programs; and consultation with a targeted group of expert adult-educators and practitioners. The report includes an overview of the current state of adult education, definitions, a proposed policy framework, and guiding principles.
This report on adult education was prepared at UNESCO's request in preparation for the Mid-Term Review Conference on Adult Education (CONFINTEA + 6), held in 2003 to report on progress in adult learning since the Fifth International Conference on Adult Education (CONFINTEA V) in 1997. UNESCO prepared a questionnaire and this report provides the responses from four jurisdictions - Prince Edward Island, Quebec, Manitoba, and Saskatchewan - as well as departments of the federal government and literacy organizations. The report's contents are arranged around the themes of conditions and quality of adult learning, literacy and basic education, and media, culture, and technologies.
In February 2003, the Council of Ministers of Education, Canada (CMEC), undertook Part One of the PLAR Project, a study of the current state of prior learning assessment and recognition (PLAR) in Canada's public postsecondary institutions. This report provides a snapshot of the practices in each jurisdiction, as well as an annotated bibliography of reports and papers.
The report of the Canadian delegation on the 2001 Meeting of the OECD Education Committee at Ministerial Level on "Investing in Competencies for All" provides details on the sessions dealing with information and communications technologies, lifelong learning and training for all, trade in services, developing innovative teaching and learning in schools, and promoting social values in schools.
This document contains the speeches made by two education ministers from Canada, which are based on a forward-looking vision of higher education that sees no gap between past roles and future visions on issues such as public funding, the relationship with the world of work, and research and its role in the area of innovation.
© The Council of Ministers of Education, Canada