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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 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 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.
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 summarizes the main issues discussed at the 18th Conference of Commonwealth Education Ministers (CCEM), held in August 2012 in Mauritius. It also provides the main messages conveyed by the Canadian delegation to participants. The theme for the 2012 conference was “Education in the Commonwealth: Bridging the Gap as We Accelerate Towards Achieving Internationally Agreed Goals (IAGs).”
This report contains the main outcomes of the 5th APEC Education Ministerial Meeting, which took place May 21–23, 2012, in Korea. The meeting focused on topics such as globalization and education, innovation in education, and education cooperation. At the conclusion of the meeting, ministers adopted a joint statement, “Envisioning Together for the Future and Hope,” pledging to continue to foster regional innovative growth, promote future skills suitable for the global society, create innovative instructional delivery systems, and foster more collaborative policy decisions.
This report contains the main outcomes of the OAS VII Inter-American Meeting of Ministers of Education held in March 2012, along with interventions by the Canadian delegation. The meeting focused on a variety of issues, including the teaching profession, schools as learning communities, the role of government as guarantor of a quality education, and the work of the Inter-American Committee on Education (CIE). In addition, ministers approved the Declaration of Paramaribo — “Transforming the role of the teacher in response to 21st-century challenges” — and elected the new CIE Authorities for the period 2012–2014.
The Honourable Doug Currie, Minister of Education and Early Childhood Development, Prince Edward Island, led the Canadian delegation to the first International Summit on the Teaching Profession. This event marked the first time education ministers, teachers, and union leaders from around the world convened to discuss best practices in building a world-class teaching force. The discussions focused on teacher recruitment and preparation; development, support, and retention of teachers; teacher evaluation and compensation; and teacher engagement in education reform.
The United Nations Economic Commission for Europe (UNECE) has asked member states to report on their implementation of the strategy for education for sustainable development (ESD) in formal, non-formal, and informal settings. UNESCO has agreed to streamline reporting; therefore, this report also serves as a report on the implementation of the UNESCO Decade of ESD. CMEC, Environment Canada, and the Canadian Commission for UNESCO have collaborated to respond to these requests through the preparation of Canada's report. The report looks at the period from 2007 to 2010 as an update to the 2007 CMEC report, Report to UNECE and UNESCO on Indicators of Education for Sustainable Development: Report for Canada.
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.
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 15th Conference of Commonwealth Education Ministers was held in 2003. The Council of Ministers of Education, Canada (CMEC) prepared this document on policies, strategies, practices, critical concerns, and aspirations for education, specifically in relation to the theme "Access, Inclusion and Achievement - Closing the Gap." The report is divided into two sections: Part A consists of best practices, case studies, innovative solutions and policies, and challenges of the educational systems in the provinces and territories, organized around the themes of access, inclusion, and achievement; Part B is linked to the nine points in the Halifax Statement for Education, which resulted from the 14th Conference of Commonwealth Education Ministers in 2000, and presents progress and success since that meeting in the areas most relevant to Canada's experience, including technologies in education and teacher training.
The 2001 Pan-Canadian Education Research Agenda Symposium focused on teacher education and educator training, including sessions on supply and demand, professional development, indicators of success, and leadership.
This report is the result of a conversation among members of the education community aided by a series of commissioned papers, as part of the Pan-Canadian Education Research Agenda (PCERA) Symposium on teacher education. The paper contains critical reflections on specific themes: crisis, control, coherence, quality, professional identity, and knowledge-making.
This country report was prepared by the Council of Ministers of Education, Canada, as a background paper to the 14th Conference of Commonwealth Education Ministers in Halifax, Nova Scotia, in November 2000, on the theme "Education in a Global Era: Challenges to Equity, Opportunities for Diversity." The report summarizes developments in education in Canada's provinces and territories over the past five years, with special emphasis on education strategies for the new millennium. The themes covered in the report include access, equity, and diversity. The responses of school and public-health systems to preventing HIV/AIDS are also part of the document.
The 14th Conference of Commonwealth Education Ministers took place in Halifax, Nova Scotia, from November 26 to 30, 2000. Delegations from 45 Commonwealth countries convened to engage in discussions on the main theme, "Education in a Global Era: Challenges to Equity, Opportunities for Diversity," and five sub-themes: accessibility, social and economic development, enhancing cultural integrity, strengthening quality, and promoting mobility. The major outcome of the conference is the Halifax Statement, which delineates the Commonwealth vision and guiding principles for education. The report provides summaries of the sessions and a copy of the Halifax Statement.
This agreement-in-principle is intended to allow any teacher who holds a teaching certificate in one province or territory to have access to teacher certification in any other province or territory in order to be eligible for employment opportunities in the teaching profession. It is to be in place until a further agreement is developed.
This report was prepared for the Council of Ministers of Education, Canada, by Manitoba Education and Training (Sustainable Development Initiative). It was developed to serve three purposes: first, to provide a historical review of sustainable development/sustainability and a rationale for educating for sustainability; second, to provide a current and comprehensive view of the progress that has occurred across Canada with regard to sustainable-development education; and third, to provide an appropriate context for continuing dialogue and identifying a relevant framework for desired future action.
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