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Where do Canada's northern territories stand when it comes to proficiency in literacy and numeracy skills? The Programme for the International Assessment of Adult Competencies (PIAAC) goes a long way toward answering that question. Although previous studies have examined the determinants of literacy and numeracy of different groups within Canada, very few have specifically analyzed the populations of the country's northern territories — Yukon, Northwest Territories, and Nunavut. Here we look at literacy and numeracy results for the region, with the aim of identifying the key factors contributing to the development of these skills.
This report uses data from the Survey of Adult Skills conducted under the OECD Programme for the International Assessment of Adult Competencies (PIAAC) to look at postsecondary education and skills of Canadians. It examines the level of postsecondary attainment in Canada and in an international context, and provides a detailed analysis of the relationship between postsecondary education and foundational skills.
It should be noted that Canada participated in the first round of the survey in 2011–12, along with 23 other countries, all but one of which were OECD Member countries. Nine additional countries, six of which were OECD Member countries, participated in a second round in 2014–15. The analysis in this report was completed before the release of the second-round data, so the international information presented in the report uses data from the first round only. As such, the relative position of Canadian results may be somewhat different in studies of postsecondary education that use data from both rounds of the survey.
This volume reports results from the 24 countries and regions that participated in the first round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey). It describes adults' proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes.
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 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 provides initial data from OECD's landmark study of skills, the Programme for the International Assessment of Adult Competencies (PIAAC). PIAAC measures skills in literacy, numeracy, and problem solving in technology-rich environments (PS-TRE) among adults between the ages of 16 and 65, in 24 countries and sub-national regions.
This report provides initial Canadian data from OECD's landmark study of skills, the Programme for the International Assessment of Adult Competencies (PIAAC). It offers results for Canada as a whole, as well as for individual provinces and territories. In addition, the report looks at the relationships between skills proficiency and a range of socio-demographic characteristics, and presents first results on the literacy, numeracy, and problem solving in technology-rich environments (PS-TRE) skills of Aboriginal populations, immigrants, and official-language minority communities.
This report focuses on progress made in adult education and literacy policies, governance, financing, participation, and quality. It was developed jointly by CMEC, Human Resources and Skills Development Canada (HRSDC), and the Canadian Commission for UNESCO (CCU), in reponse to a formal request from UNESCO.
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 Framework provides a multi-dimensional structure for organizing the pan-Canadian information needs on education and learning. It provides the topography for identifying information needs in the learning and education environment in Canada in a way that identifies the relevance of the information to the system as well as the interrelationships among pieces of information. The Framework addresses the scope of Canada Learn 2020, which is based on the vision of quality lifelong learning opportunities for all Canadians.
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.
This report highlights the commitment of ministers of education to literacy, as well as CMEC's activities and the initiatives of provinces and territories to improve the literacy levels of Canadians.
As a response to the UNESCO questionnaire to Member States to assess the implementation of the Road Map for Arts Education and provide an overview on the status of arts education, CMEC in collaboration with the Canadian Commission for UNESCO has prepared a report for Canada. The report focuses on the contribution of arts education to literacy, adult education, social cohesion, enhanced personal-growth opportunities, and Aboriginal education and arts.
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.
Education in Canada is a document prepared and updated periodically by the Council of Ministers of Education, Canada (CMEC), that gives a current pan-Canadian overview of education. Its content is based on information compiled from Canada's 13 jurisdictions and deals with topics such as: governance, funding, education systems, language, teaching, public and private schools, pre-elementary/elementary/secondary/postsecondary institutions, statistics, attendance, regional differences, university degrees/college diplomas, vocational training, adult education, technology and education, Aboriginal education, the role of CMEC, and ministerial priorities for education. This document is used for general reference and is often included as an appendix to country reports on education topics.
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 2007 PCERA symposium focused on provincial and territorial literacy practices and policies, with an emphasis on the use of research and data to inform policy and programming decisions. This report on the sessions, discussions, and suggestions focuses on the effective use of data to support improvement and to develop and evaluate literacy initiatives and policies at both the adult and school levels, with a chapter on Aboriginal literacy.
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.
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