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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).
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 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.
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.
Ministers of education in the Americas held their fourth meeting in 2005, in Scarborough, Tobago. The Canadian delegation was led by the Honourable Peter Bjornson, Minister of Education, Citizenship and Youth, Manitoba. The meeting was divided into two themes: "What Do People Think and Know About Democracy?" and "From Civic Education to Citizenship Education." This report highlights the key points of discussions and presentations, and provides overviews of the speeches made by the Canadian Head of Delegation on education for democracy and the future of education.
This report is Canada's response to the request by the Director-General of UNESCO for information on steps taken by member states to apply the Declaration and the Integrated Framework of Action on Education for Peace, Human Rights and Democracy, adopted by the General Conference of UNESCO in 1995. The report covers topics such as citizenship, peace, human rights, global education, the atmosphere of educational institutions, educational materials, teacher training, the education of vulnerable groups and Aboriginal peoples, and related research and development.
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.
In early August 1998, CESC circulated a request for proposals to the education research community. Researchers were asked to write a proposal to develop a 6000-word paper that both reviewed the current state of research and proposed research questions for a pan-Canadian agenda on any one of the priority subjects that constituted the PCERA. Twelve papers were completed and presented at the PCERA Symposium.
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.
© The Council of Ministers of Education, Canada