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This report is in response to the request from UNESCO that its Member States complete a questionnaire on the application of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974 Recommendation). The aim of UNESCO's 1974 Recommendation is to promote world peace through international understanding, solidarity, and cooperation, and it is applicable to formal, non-formal, and informal education at all levels, from pre-primary to higher education, adult education, and lifelong learning. Canada's response was developed by CMEC in collaboration with the Canadian Commission for UNESCO (CCU).
Copyright Matters! covers items from the Canadian Copyright Act and its regulations, contractual and tariff arrangements with copyright collectives, and court decisions. The publication is a starting point in increasing awareness of your rights and obligations in selecting and using copyright-protected materials for teaching and learning.
This report summarizes the main issues discussed at the Education World Forum, held in January 2013, and provides the main messages conveyed by the Canadian delegation to forum participants. The event brought together more than 100 ministers of education to discuss their experiences in education policy-making.
This report contains the main observations of the Canadian delegation to the Education World Forum held in January 2012.
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 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.
At the request of the Office of the High Commissioner for Human Rights (OHCHR), UNESCO has asked member states to report on the first phase of the World Programme for Human Rights Education, 2005–2009. CMEC and the Canadian Commission for UNESCO have collaborated to prepare the report for Canada covering the period from 2005 to 2009.The main sections of the report deal with policies and policy implementation, learning environments, teaching and learning processes and resources, and the training of school personnel.
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.
Educational organizations are asking the federal government to change the existing copyright law in order to make it clear that educational use of publicly available Internet material is not an infringement of copyright. This bulletin explains the importance of the change and the legal uncertainties associated with the term "implied licence."
Educational organizations are asking the federal government to change the existing copyright law in order to make it clear that educational use of publicly available Internet material is not an infringement of copyright. This bulletin responds to the concern that the educational amendment implies that anyone not in the educational community would have to pay to use publicly available Internet materials.
Educational institutions and their students, teachers, and staff use the Internet in unique ways, some of which may infringe copyright laws. Educational users require an amendment to the Copyright Act that makes it clear that no infringement occurs when publicly available Internet material is used for educational purposes. This bulletin discusses the ambiguity of the "deal fairly" phrase in the Copyright Act, with regard to educational use.
Education organizations are asking the federal government to change the existing copyright law in order to make it clear that educational use of publicly available Internet material is not an infringement of copyright. This bulletin clarifies the intentions and the implications of the amendment requested by educational organizations.
Teachers, students, and schools - elementary, secondary, colleges, and universities - need an amendment to the Copyright Act that would allow them to use materials on the Internet that are publicly available for anyone to use, without fear that they are breaking the law. This bulletin explains why the amendment is necessary in an educational context.
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.
The goal of the seminar was to share the broad array of perspectives relating to school textbooks from around the world. The seminar plenary sessions and panel presentations were organized around textbook policies in jurisdictions, improving the quality of textbooks, the use of textbooks in schools, and other learning resources. This report presents the key points of the seminar's panels, debates, and recommendations.
As part of the CMEC Pan-Canadian French as First Language Project, a kit was developed for kindergarten to grade 2 teachers in French minority language contexts. This is a training tool to help teachers with the integration of students who have little knowledge of French. It provides various scenarios for teaching and for using the other tools in the kit. The kit is available in French only.
As part of the CMEC Pan-Canadian French as First Language Project, this kit was developed for kindergarten to grade 2 teachers in French minority language contexts. The kit provides information on the realities of minority-language teaching and a variety of tools and strategies for francisation that teachers can adapt to their own environments. The kit is available in French only.
Copyright infringement is of key concern to educators and authorities across the country. The education sector believes that clarity and balance in the Copyright Act must be vigorously championed, so that copyright infringement is eliminated and every student and teacher can be assured of timely and fair access to Internet materials. To this end, the provincial and territorial ministers responsible for education across Canada, in collaboration with teachers, school boards, colleges, universities, and professors, have proposed to the Government of Canada that it enact an education amendment to the Copyright Act to permit the educational use of freely available Internet materials. This document explains the proposed amendment.
This information sheet explains which materials teachers are permitted to copy.
The public performance of music in schools, when it is "in furtherance of an educational object," does not require payment to or the consent of the copyright owner, under the Copyright Act, because of an exception. If the performance is not in furtherance of an educational object, the exception will not apply. This information sheet explains how the exception works.
© The Council of Ministers of Education, Canada