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The Agreed Memorandum on a Council Of Ministers Of Education, Canada (2015), establishes the council and defines the organization's overall objectives, duties, and powers. The present version came into effect on September 1, 2016.
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.
This report contains the main outcomes of the UNESCO World Conference on Education for Sustainable Development 2014, along with interventions by the Canadian delegation at the Education Commission. At the conference, participants reviewed the past decade and discussed the post-2015 development agenda. The conference closed with the adoption of the Aichi-Nagoya Declaration, which calls on all nations to implement the Global Action Programme on ESD (GAP) to move the ESD agenda forward.
This report is in response to the request from UNESCO that its Member States complete two questionnaires on the UN Decade of Education for Sustainable Development 2005–2014 (UNDESD). Questionnaire 1 focuses on collecting information on Canada's priorities for ESD after the end of UNDESD. Questionnaire 2 focuses on compiling Canada's achievements and challenges over the decade. Canada's responses were developed jointly by CMEC and the Canadian Commission for UNESCO (CCU).
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.
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.
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.
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.
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.
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