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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 summarizes the main issues discussed at the 2014 Education World Forum held in London, UK, from January 19 to 22, 2014. Under the theme of “Planning for 2015 — Policy-making catalyst for a decade ahead: measurement, reach and enterprise,” education ministers and officials discussed issues such as the impact of data on learning, driving improvement in education, and youth employment challenges and solutions.
This report summarizes the main issues discussed at the 2013 OECD Informal Meeting of Ministers of Education, “Fostering skills and employability through education,” Istanbul, Turkey, on October 2–4, 2013. The meeting focused on a variety of skills-related issues and included briefings on the Programme for the International Assessment of Adult Competencies (PIAAC) and the Programme for International Student Assessment (PISA).
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 2006 CMEC Adult Literacy Forum, "Investing in Our Potential: Towards Quality Adult Literacy Programs in Canada," featured presentations that compared Canada's performance on international literacy tests to that of other countries and stressed the need for innovative, coherent, and long-term government efforts to strengthen adult-literacy provision at the community level, and the economic effects of improved literacy. The report also covers the workshops on workplace literacy, issues of measurement and evaluation of program success, quality provision, and the recommendations from the forum.
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.
The provincial and territorial ministers of education and the labour-market ministers renewed their commitment in this 2002 document to ensure that Canadians have access to the skills they need to enter the workforce and maintain currency. This document contains the commitments made by the ministers and outlines the ways that the federal government can help the provinces and territories in strengthening workforce development, enhancing postsecondary capacity, encouraging full labour participation of under-represented groups, and providing Internet access for on-line learning.
The Country Note is a report prepared by external experts who reviewed the adult-learning systems in Canada over a 10-day period in 2002, as part of the Organisation for Economic Co-operation and Development's (OECD) Thematic Review on Adult Learning. The document contains the experts' analysis and recommendations on improving participation, program provision, pedagogy, and policy effectiveness and coherence.
This thematic review presents information collected by survey, interviews, and document review on the political, social, and economic structure of Canada and the policies and organization of Canadian adult-learning systems. The review also provides information on participation, programs, funding, and an assessment of effectiveness.
This document contains the information collected on the provincial, territorial, and federal government programs in adult learning. The information is presented as summaries of the responses collected from a detailed questionnaire.
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 is an analysis of the key trends in education generally, as well as in K-12 and postsecondary education, and is followed by detailed reports from each jurisdiction.
This document describes the key sessions of the Third National Forum on Education: Education and Life — Transitions, and includes the reference documents on topics such as: preschool education; transitions within elementary and secondary education; transitions to and within postsecondary education; prior learning assessment and recognition; continuing education; moving to the world of work; and personal and career counselling. There is also a link to the forum workbook.
The objective of the forum was to contribute to the mobilization process in Europe leading up to UNESCO’s 1998 World Conference on Higher Education. The forum focused on a European agenda for changing higher-education systems to meet the needs and challenges of the 21st century, with the following themes: teaching and learning; preparation for the world of work; advancement of knowledge through research; and transmitting European cultural values in a global context. The delegation report describes the structure and sessions of the forum, as well as the main conclusions concerning each of the themes.
This report, prepared for CONFINTEA V, covers the trends and significant developments in adult education, particularly with regard to literacy, participation, equity, and legislation. The overview presents information about the structures, management, and coordination of adult education, funding, relations with the formal systems, priority groups, learning materials, adult educators, and research. Particular areas of intervention include women, citizenship education, the environment, health, democracy, the information highway, and international cooperation.
This report describes the Canadian delegation's objectives and the debates leading to the Declaration and Agenda for the Future. Canada's recommended amendments, as well as Canada's participation in debates and leadership of workshops, are also detailed.
This document gives an overview of major education activities in 1996 in the Canadian jurisdictions. It was prepared as a background document for the Second National Consultation on Education, organized by CMEC and held in Edmonton from May 9 to 12, 1996.
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