HALIFAX, July 6, 2012― Provincial and territorial ministers of education were in Halifax this week for the 100^th meeting of their long-standing intergovernmental body, the Council of Ministers of Education, Canada (CMEC).

Ministers used the occasion of their 100^th meeting to celebrate provincial and territorial cooperation in education and to further discussions on current challenges and opportunities related to the delivery of high‑quality education in the 21^st century.

Speaking at the close of the meeting, the Honourable Ramona Jennex, Chair of CMEC and Minister of Education for Nova Scotia, noted that the exclusive jurisdiction of provinces and territories over education has favoured, and continues to favour, both high achievement and high equity of outcomes among Canadian students. “Canada is in a very advantageous position,” she said. “Our decentralized education systems allow us to deliver education in a way that meets the different needs of very diverse student populations in what is a vast and complex country. Our systems are incubators of innovation and are able to adapt quickly and effectively to the needs of 21^st-century learners.”

Twenty-first century learning was the defining theme of the Halifax meeting, where ministers exchanged on a number of education-related topics.

Bullying: Safe Schools and a Culture of Respect and Care

Ministers shared information on anti-bullying initiatives in schools and strategies on how best to ensure a safe, inclusive, and accepting environment for all students. Particular attention was paid to the issue of cyberbullying and its negative effect on student success and well-being, both in and outside the classroom. Ministers discussed the importance of tackling the root causes of bullying so that every student ― regardless of race, ethnic origin, sexual orientation, disability, religion, gender, or gender identity ― feels accepted at school.

“With advancements in communications technologies, the environment in which teaching and learning occurs is changing rapidly. Canada's provinces and territories are already global leaders in educational achievement and in equity, but there are always new challenges to face. While each province and territory is working with its education community in its own way to counter bullying, all ministers of education are united in their commitment to ensuring that schools in Canada provide a safe and welcoming environment for all students,” said the Chair of CMEC.

Ministers agreed to continue to share best practices on bullying through CMEC's national and international networks to ensure that provincial and territorial education systems remain at the forefront of work in this area.

Aboriginal Education: Moving forward

Aboriginal education continued to feature prominently in discussions at CMEC. Ministers reiterated their commitment to improving outcomes for Aboriginal learners through individual provincial and territorial initiatives, in cooperation with local stakeholders, and at the pan-Canadian level, through CMEC.

Ministers were pleased to welcome the Honourable Justice Murray Sinclair, Chair of the Truth and Reconciliation Commission of Canada. Justice Sinclair provided ministers with an update on the important work of the commission.

“On behalf of all my colleagues at CMEC, I want to thank Justice Sinclair for the important work he and his colleagues are doing in the service of equity and justice for Aboriginal peoples,” said the Honourable Jackson Lafferty, Minister of Education, Culture and Employment for Northwest Territories.

It was noted that provinces and territories are looking forward to discussions with the federal government on Aboriginal education, including discussions on the measures announced in the recent federal budget.

Education in the 21^st century: Challenges and Opportunities

Ministers recognize that education and postsecondary systems and institutions must adapt to a rapidly changing environment, to equip students with the skills and training needed for an increasingly demanding labour market and to support citizens in the face of evolving social, economic, and environmental challenges.

In keeping with the role of CMEC as a forum for sharing information on innovative policy and practice in education, ministers discussed a variety of issues, including: the diverse needs of the 21^st century inclusive classroom, the role of the teaching profession in the provision of public education, innovative postsecondary education systems, and open-education resources (OER).

Ministers recognized the value of these exchanges at a pan-Canadian level and agreed to use existing CMEC networks to ensure that provinces and territories remain at the forefront of global trends related to innovative policies and practices, notably those related to the delivery of postsecondary education.

With regard to OER, ministers reaffirmed their commitment to open access to knowledge and education and to the need to adapt teaching and learning practices to the new realities of the information age. They agreed that there was an urgent need for provinces and territories to explore how to take advantage of the opportunities provided by new communications technologies in order to improve the availability of learning opportunities and materials at all levels of education and for all learners.

International Education: Representing Canada

As Canada's voice for education, CMEC plays a leadership role on the world stage. Ministers shared the lessons they had learned through representing Canada at recent international meetings of education ministers, including meetings hosted by OECD, the Organization of American States (OAS), and the Asia-Pacific Economic Cooperation (APEC) body. They also discussed the importance of engaging their counterparts from other countries to ensure that the experiences of provinces and territories in education are shared and that the performance of Canadian students can be benchmarked against international standards. Ministers reiterated the importance of respecting the understandings concluded between CMEC and the federal government on Canada's participation at international meetings to ensure participation is optimal.

Ministers also focused on their continuing efforts to promote international student mobility and ensure that Canada remains a preferred destination for students from abroad, including their collective efforts to implement the recommendations of the International Education Marketing Action Plan, published last summer by the Council of the Federation.

Provincial and territorial ministers repeated their invitation to federal ministers to discuss with them how efforts in the areas of international trade, foreign affairs, and immigration could support provinces and territories in the implementation of the action plan, with each partner drawing from their respective sphere of jurisdiction and expertise.

“International education is about sharing with and learning from the rest of world,” said Minister Jennex. “We look forward to working with the federal government, through CMEC, to make Canada a destination of choice for international students and to ensure that young Canadians have increasing opportunity to study abroad.”

Early Childhood Learning and Development: Beginning the Journey of Lifelong Learning

While in Halifax, ministers discussed the recent experience of provinces and territories in bringing together early childhood learning and development to create a seamless continuum of learning from the early years through to formal public schooling. Ministers also recognized the importance of engaging children through purposeful play-based learning as a means to achieving quality outcomes for early learners.

Provinces and territories will continue to exercise their collective leadership in early learning by working with their partners across sectors, both in Canada and internationally, so that all children have access to high-quality learning experiences in their formative years.

About CMEC

Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan-Canadian and international levels and contributes to the exercise of the exclusive jurisdiction of provinces and territories over education. For more information, visit us at www.cmec.ca.

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Information

Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey@cmec.ca

TORONTO, June 21, 2012 ― Provincial and territorial ministers of education are joining with Canadians from coast to coast to coast today to celebrate National Aboriginal Day.

Official observance of National Aboriginal Day was first established in 1996 by then Governor General Roméo LeBlanc as a day to honour the rich cultural heritage of First Nation, Inuit, and Métis peoples and celebrate their important role in Canada's social, historical, cultural, and economic development.

“National Aboriginal Day provides Canadians with the opportunity to recognize the extensive contribution of Aboriginal peoples to Canadian society,” said the Honourable Ramona Jennex, Chair of the Council of Ministers of Education, Canada (CMEC), and Minister of Education for Nova Scotia. “Aboriginal histories, cultures, and values form a rich and integral part of the Canadian experience.”

In 2008, CMEC issued a ministerial declaration, Learn Canada 2020, underscoring the importance of Aboriginal learning and making it a key priority of provincial and territorial education ministers. Ministers of education are committed to eliminating the gap in academic achievement and graduation rates between Aboriginal and non-Aboriginal students and join with Aboriginal leaders in identifying education as critical for growth and development among First Nation, Inuit, and Métis peoples.

CMEC has been active on a number fronts in Aboriginal education. In 2009, CMEC held an unprecedented pan-Canadian summit on Aboriginal education that saw provincial and territorial ministers responsible for education, leaders of the five national Aboriginal organizations, more than 40 representatives of regional Aboriginal organizations, representatives from the federal government, and provincial and territorial ministers responsible for Aboriginal affairs come together to discuss ways to improve Aboriginal outcomes in education.

In 2011, CMEC brought together a variety of stakeholders, including educators, academics, governmental officials, and representatives of Aboriginal organizations for the CMEC Educators' Forum on Aboriginal Education to share evidence and experiences of programs, policies, and practices for student success in Aboriginal early-childhood and K–12 education.

CMEC's pan-Canadian collaborative work continues on a number of issues, including regionally appropriate work on Aboriginal-education data collection and research, teacher education, knowledge transfer among all those involved in Aboriginal education, and ongoing discussion with the federal government on Aboriginal education.

This work complements the many ongoing initiatives being taken by provinces and territories, in cooperation with Aboriginal education stakeholders, to make education a positive experience for Aboriginal learners.

While in Halifax for the 100^th meeting of CMEC, ministers of education will hear a presentation from the Honourable Justice Murray Sinclair, Chair of the Truth and Reconciliation Commission of Canada, to learn more about the important work of the commission.

About CMEC

Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan-Canadian and international levels. For more information, visit us at www.cmec.ca.

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Information

Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey@cmec.ca

TORONTO, June 19, 2012 – The Copyright Consortium of the Council of Ministers of Education, Canada (CMEC), responded positively to the passage yesterday by the House of Commons of Bill C-11, Canada's new copyright legislation which clarifies the country's copyright regime and establishes a clear legal framework for the digital age and its ever-advancing technologies.

The CMEC Copyright Consortium is composed of the ministers of education of the provinces and territories, with the exception of Quebec.

“For years now, Canada's antiquated copyright laws have been of concern to the education community, particularly their negative impact on the use of the Internet and the ability of learners and teachers to harness the full potential of digital technologies,” said the Honourable Ramona Jennex, Minister of Education for Nova Scotia and Chair of the CMEC Copyright Consortium. “Updating our country's copyright laws to address Canadians' evolving digital learning needs is long overdue.”

Bill C-11 provides the legal framework necessary for students and teachers in elementary and secondary schools, colleges, and universities to use publicly available Internet materials in their educational pursuits. Consortium members believe this education amendment is essential at a time when governments are simultaneously increasing levels of connectivity, promoting skills development and innovation, and supporting the use of the Internet in classrooms.

The bill also includes education as an allowable purpose, under certain conditions, within the copyright fair dealing provision. “With this provision, the federal government has established that fair dealing is available to students and teachers and that copyrighted materials can be used for educational purposes,” said the minister. “The fair dealing provision will have a positive impact, as it brings Canadians onto a level playing field with teachers and students in classrooms in the United States and around the world.”

The CMEC Copyright Consortium has been active in the federal copyright reform process for more than a decade. It believes strongly that a modern and balanced copyright framework protects the public interest and provides a variety of social and economic benefits.

“The consortium is pleased to see that Canada's copyright laws will soon be modernized, providing opportunities for learning Canadians to excel in our digital world and helping to position the country's education sector as a leader in the information age,” said Minister Jennex. “We applaud the federal government for moving forward.”

About CMEC

Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan-Canadian and international levels. For more information, visit us at www.cmec.ca.

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Information

Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey@cmec.ca

TORONTO, March 30, 2012 — Provincial and territorial ministers of education joined with Canadians this week to mark International Adult Learners' Week (IALW 2012).

First established in 2000 by the United Nations Educational, Scientific and Cultural Organization (UNESCO), IALW serves to raise awareness of the importance of adult learning and its integral role in the lifelong learning process.

IALW has been celebrated in Canada since 2002 under the auspices of the Canadian Commission for UNESCO. Events and activities are organized by a variety of stakeholders, from government and nongovernmental organizations (NGOs) to civil society and individuals. For 2012, which marks the 10^th anniversary of IALW, the commission is promoting the theme “I'm still learning,” to underscore that learning, both formal and informal, takes place throughout our lives.

“Ministers of education recognize that Canada works best when all citizens have the knowledge and skills they need to succeed,” said the Honourable Ramona Jennex, Minister of Education for Nova Scotia and current Chair of CMEC. “This means there can be no one left behind: young people, adult workers, Aboriginal Canadians, new immigrants, and those with differing abilities, all must have access to quality educational opportunities to ensure their success.”

Learn Canada 2020, CMEC's 2008 joint declaration and guiding document, recognizes adult education as one of the four pillars of lifelong learning and underscores the value of an a accessible, diversified, and integrated system of adult learning and skills development.

In its role as the collective voice of Canada's ministers of education on the international stage, CMEC is engaged with a variety of international bodies on activities related to adult education. Of particular importance to Canada in 2012 is CMEC's participation in the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey measuring the foundational skills of adults between 16 and 65 years of age.

The information garnered from PIAAC will help provide a clear picture of the challenges adults face in each participating country and contribute to the development of effective policy interventions to ensure a skilled work force in the 21^st century.

About CMEC

Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan-Canadian and international levels. For more information, visit us at www.cmec.ca.

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Information

Colin Bailey
Director, Communications
Cell: 416-804-6548
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey@cmec.ca

FOR IMMEDIATE RELEASE

TORONTO, January 27, 2012 — Provincial and territorial ministers of education are joining today with parents, caregivers, and children across Canada to mark Family Literacy Day

Established in 1999 by ABC Life Literacy Canada, Family Literacy Day promotes family literacy and numeracy activities and encourages Canadians to make family time an opportunity for parents and children to learn together. To mark the day, activities and events are taking place throughout Canada, in schools and libraries, and in the community.

This year's theme, “Take the Learning Journey,” recognizes that learning can happen anywhere ― in the home, at school, in the community, and in the wider world ― and that literacy and numeracy skills can be nurtured and developed as parents and children explore reading, writing, using numbers, and communication together through play. Evidence shows that children who are encouraged to participate in such activities are more likely to be strong readers as adults.

“The world gives us so many learning opportunities,” said the Honourable Ramona Jennex, Chair of CMEC and Nova Scotia's Minister of Education. “And these opportunities don't begin and end with the formal school day. Parents and caregivers are ‘teachers of the world' for children and serve as guides on the learning journey, whether the trip is to the neighbourhood park, the city next door, or a country halfway around the world.”

CMEC first identified literacy as a priority early in the new millennium and confirmed its importance in its 2008 ministerial declaration, Learn Canada 2020. Since 2004, CMEC has held three highly successful forums on various aspects of literacy; in 2009, CMEC issued a formal commitment to literacy.

Literacy remains an integral part of CMEC'S work and is interwoven in a variety of programs and activities, including official languages learning, learning assessment, international engagement, and early childhood education.

About CMEC
Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan- Canadian and international levels and contributes to the fulfillment of the constitutional responsibility for education conferred on the provinces and territories. For more information, visit us at www.cmec.ca.

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Information

Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey

FOR IMMEDIATE RELEASE

Winnipeg, October 9, 2002 - Provincial and territorial education and labour market ministers present a shared vision and immediate priorities with regard to postsecondary education and labour market training. Ministers seek to work together and with the federal government on a collaborative approach.

In a paper released today, entitled Working Together to Strengthen Learning and Labour Market Training, they describe major efforts made by the provinces and territories to enhance their postsecondary education systems and offer a full range of measures to improve labour market training and skills development. The provinces and territories have shown leadership in this area by investing significant resources in their respective systems. Examples of provincial/territorial leadership include the renewal of apprenticeship systems, the removal of barriers to mobility, and high participation rates in postsecondary education.

The paper released today is a call to the federal government to cooperate closely with the provinces and territories to adequately meet Canadians' growing postsecondary education and labour market training needs. The provinces and territories have identified four key priorities for action which could be supported by the federal government:

1. Enhancing the capacity of the postsecondary education sector
2. Strengthening workforce development
3. Providing funding for measures to help expand Internet access and meet the needs of each province and territory in regard to on-line learning connectivity
4. Encouraging the full integration of under-represented groups in the labour market

Ministers call on the federal government to support these priorities through mechanisms already in place or through alternative mechanisms agreed to bilaterally with provinces and territories.

"The provincial and territorial education and labour market ministers call for flexible federal financial support for the key priorities identified. This collaboration would allow us to improve our postsecondary education and labour market training systems to guarantee that we will have access to a skilled workforce so that we can remain competitive in the global market. It is time for action. We must work together," said the Honourable Dianne Cunningham, chair of the Council of Ministers of Education, Canada (CMEC) and Ontario's Minister of Training, Colleges and Universities.

"We have transmitted our joint paper to the Honourable Jane Stewart, Minister of Human Resources Development Canada," reported the Honourable Diane McGifford, provincial-territorial co-chair of the Forum of Labour Market Ministers (FLMM) and Manitoba's Minister of Advanced Education and Training. "My colleagues and I are convinced that Minister Stewart will cooperate with us in moving forward on the key priorities we have outlined, which are of critical importance to all Canadians."

Copies of Working Together to Strengthen Learning and Labour Market Training are available on the following Web site, at http://www.cmec.ca/publications/educlabour.en.pdf [PDF document, 470 Kb]

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Contacts:
Provincial and Territorial Labour Market Ministers
(204) 945-8504

CMEC
Tel.: (416) 962-8100, ext. 241

FOR IMMEDIATE RELEASE

Winnipeg, October 9, 2002 -- Student mobility, on-line learning, and assessment were among the items that were front and centre when ministers responsible for education met in Winnipeg this week.

Ministers adopted a ministerial statement that will lead to a pan-Canadian system of credit transfer among colleges and universities (attached). In the statement, the ministers affirm that the primary purpose for establishing credit transfer agreements among institutions of higher education is to increase access to postsecondary education and to improve mobility for students.

"The ability for learners at all stages of their lives and careers to move easily into, between, and out of postsecondary education is a key component in building postsecondary education systems that make lifelong learning a reality," said the Honourable Dianne Cunningham, Ontario's Minister of Training, Colleges and Universities, who chairs the Council of Ministers of Education, Canada (CMEC). "Our objective is to have more systematic credit transfer arrangements in place by 2005."

Ministers also agreed to set up a pan-Canadian portal on on-line learning. The portal will offer links to provincial and territorial ministry Web sites. Implementation of later stages will expand the potential uses of the portal. Provinces and territories envision a learning portal that meets the needs and expectations of diverse K-12 and postsecondary learning communities. "Ministers have unanimously recognized the importance of on-line learning to promote the successful participation of Canadians in today's rapidly-changing economy and are working together to make this a reality," said Minister Cunningham.

Ministers received a report from a federal-provincial/territorial working group that has been set up to study and make recommendations on financial assistance to students. They agreed to move forward in joint work with the federal government to explore potential improvements to student financial assistance programs. Among the improvements needed are extending eligibility to include convention refugees and enhancing the Part-time Student Loans Program. Ministers also called upon the federal government to act quickly to implement program changes designed to reduce federal student loan debt. Quebec administers its own student financial assistance program.

Ministers also discussed the future of pan-Canadian student assessments in key subject areas in the K-12 sector. They agreed to review the existing School Achievement Indicators Program (SAIP), which provides results at the provincial or territorial level only, to determine how it could provide data at the school district or school level. "SAIP provides us with information that helps us in making policy decisions that are based on evidence," said Minister Cunningham. "The federal government has been a valuable partner in these assessments to date and we expect they will continue to participate fully in the future."

Ministers discussed the future of the Canadian Information Centre for International Credentials (CICIC), a referral service for facilitating foreign credential recognition, which is operated by CMEC and jointly funded by the provinces and territories and Human Resources Development Canada (HRDC). HRDC has indicated that its funding for CICIC will end on March 31, 2003. "We call upon the federal government to help us maintain the information and referral strength of CICIC, since the recognition of foreign credentials is of such importance to both orders of government," said Minister Cunningham. A joint paper prepared by CMEC and the provincial and territorial labour ministers, which was released publicly today, stressed the importance of encouraging full labour market participation of under-represented groups, including immigrants. The paper was accepted by premiers at their summer 2002 meeting and has been shared with HRDC Minister Jane Stewart.

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Contact:
CMEC
Tel.: (416) 962-8100, ext. 241
Web site: www.cmec.ca

FOR IMMEDIATE RELEASE

Toronto, Septembre 5, 2002 -- Ministers responsible for education called on the education community today to join in marking International Adult Learners' Week, which is being held September 8-14, 2002. The world-wide event is organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO).

"By helping to combat illiteracy, adult learning is an essential component of meeting the challenges of the knowledge society, mastering new technologies, and adapting to the new economy," said the Honourable Dianne Cunningham, Ontario's Minister of Training, Colleges and Universities and Chair of the Council of Ministers of Education, Canada (CMEC). "Adult learning helps support the principles of citizenship. It is also an essential tool in helping our society to fight poverty."

Minister Cunningham noted that, in addition to promoting adult literacy in their own jurisdictions, the members of CMEC have been supportive of international efforts to recognize and improve lifelong learning in general, and adult education in particular. In 1997, Canada played an active role in the UNESCO International Conference on Adult Education, which adopted a Declaration and an Agenda for the Future with respect to adult education.

More recently, Canada has participated in an international study of adult learning through the Organisation for Economic Co-operation and Development (OECD). The report of the study and follow-up to it will be discussed by ministers from the provinces and territories when CMEC meets in early October in Winnipeg.

"On behalf of CMEC, I would like to congratulate UNESCO and, in particular, the Canadian Commission for UNESCO, on this very worthwhile initiative," said Minister Cunningham. "My colleagues and I are pleased to mark this special week dedicated to adult learners."

CMEC is an intergovernmental body made up of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information:
Tel.: (416) 962-8100, ext. 241
Web site: http://www.cmec.ca/

FOR IMMEDIATE RELEASE

Toronto, April 10, 2002 -- The Council of Ministers of Education, Canada (CMEC) announced today that it will mark International Adult Learners Week in Canada from September 8 to 14. The announcement was made at the close of the 81st CMEC meeting held in Toronto, April 9-10.

The week is a world-wide event organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO), based in Paris. CMEC will work with the Canadian Commission for UNESCO and nongovernmental organizations to develop plans for activities to take place during the week.

"Adult learning has taken on extra importance in recent years, now that we as a society have accepted the idea of lifelong learning," said the Honourable Dianne Cunningham, Ontario's Minister of Training, Colleges and Universities, and Chair of CMEC. "The ministers have agreed to make adult learning a major topic of discussion at our next meeting, which will take place in October."

Ministers met informally with the Honourable Jane Stewart, Minister of Human Resources Development Canada. Minister Stewart presented the federal government's skills paper, Knowledge Matters.

When CMEC reconvened, provincial and territorial ministers reiterated existing CMEC priorities in the area of innovation and agreed to explore possible other priorities to which the federal government could contribute in areas of federal responsibility. Ministers plan to submit their priorities to Premiers at their Annual Conference in August in Halifax.

Ministers also discussed a proposed amendment to the federal Copyright Act. The CMEC Copyright Consortium, led by New Brunswick and Newfoundland and Labrador, which includes all provinces and territories except Quebec, called upon the federal government to recognize the rights of students and educators to have reasonable and equitable access to materials on the Internet. The ministers noted that, currently, students and teachers risk infringing copyright through the routine use of the Internet.

Discussions at the CMEC meeting also included the possible consequences for education of the General Agreement on Trades in Services (GATS). Ministers instructed their working group on GATS, led by Ontario and Quebec, to follow this issue closely from the education sector perspective. CMEC will receive an update from the group when it next meets in October.

At their two-day meeting, ministers also discussed on-line learning. Their talks focused on content and professional development, research, and connectivity. They agreed to continue to share information on best practices in this area. As well, they approved in principle the development of a CMEC Internet portal to link provincial and territorial on-line portals and content repositories. This initiative will continue to be led by Alberta.

Ministers received a report from a federal-provincial/territorial working group on financial assistance to students, co-chaired by Alberta and Human Resources Development Canada, on which Quebec participates as an observer. Short-term recommendations to address gaps in the system and further research for long-term reform were discussed. Ministers will review the recommendations in the coming months with a view to implementing new policy initiatives.

CMEC members reviewed the current state of credit transfer at the postsecondary level in Canada and considered a number of options aimed at enhancing credit recognition. They decided to work together through CMEC to undertake further research and needs assessment and to develop further options of credit transfer.

CMEC is an intergovernmental body made up of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information:
CMEC
Tel.: (416) 962-8100, ext. 241
Web site: www.cmec.ca

FOR IMMEDIATE RELEASE

Toronto, December 19, 2003 -- The Council of Ministers of Education, Canada today released a teacher's resource kit designed for kindergarten to grade 2 teachers in French-language schools outside Quebec.  This tool will enable teachers to help students living in francophone communities in minority areas to grow and develop in a flourishing academic, social, and cultural environment.

“This kit will be an extremely valuable tool for teachers in francophone schools,” said the Honourable Peter Bjornson, Manitoba Minister of Education.  “It responds to an urgent need expressed by French-language educators.”  Manitoba took the lead in the consortium of provinces and territories that produced the kit.

Developed by a team representing several disciplines, the multi-media kit includes a CD-ROM, a printed document, and a fictional journal of a teacher's school year.  All the components of the kit enable teachers to sensitize or resensitize young students to their mother tongue and culture.  This new kit also encourages lifelong learning in teachers, since it support professional growth based on experience, sharing, and reflection.

Consultations were held at key points in the kit's development with parents, the education community, and researchers in faculties of education.  Funding for the project was provided by the participating provinces and territories and by the Department of Canadian Heritage.

“CMEC is a longstanding advocate for the promotion of the official languages in education,” said the Honourable Pierre Reid, Quebec's Minister of Education, who is Chair of CMEC.  “My colleagues and I are very pleased that CMEC is again making a significant contribution to French-language education, and we intend to continue our work in this area.”

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information
Pierre Paul Sass, CMEC
Tel.:  (416) 962-8100, ext. 233
E-mail:  pp.sass@cmec.ca
Web site:  www.cmec.ca

FOR IMMEDIATE RELEASE

Toronto, November 25, 2003 -- In 2000, Canada had the highest proportion among OECD countries of working age population with college or university credentials: 41% had either a college or university education, compared to 37% in the United States, 36% in Ireland, and 34% in Japan.  This was one of many pieces of information contained in a major report released today by education ministers and Statistics Canada.

Education Indicators in Canada: Report of the Pan-Canadian Education Indicators Program 2003 is a comprehensive, data-based resource on the characteristics and functioning of education systems in the provinces and territories.  The 2003 report, the third edition published by the program, is available in its entirety and free of charge on the Internet (www.statcan.ca; www.cesc.ca), as well as in hard copy from Statistics Canada.

“This report represents a valuable contribution to education policy making,” said Dr. Paul Cappon, Director General of the Council of Ministers of Education, Canada.  “It brings together in one document a wealth of current information about our education systems.”

The report is a product of the Canadian Education Statistics Council (CESC), a partnership between Statistics Canada and the Council of Ministers of Education, Canada (CMEC).

“The report is not only the result of a credible and productive working relationship between the two orders of government in the area of education,” stated  Dr. Ivan Fellegi, the Chief Statistician of Canada and co-chair of the Canadian Education Statistics Council, “it also provides high quality dependable data for making informed decisions about policy choices and program development.”

Some highlights from the report

• Due to the recent drop in births, Canada can expect the population aged 5 to 13 to decline by an estimated 14% between 2001 and 2011.
• Between 1997–98 and 2001–02, the combined public and private expenditures on education in Canada rose 6% in constant 2001 dollars. Most of the increase occurred at the postsecondary level.
• Higher education is a gateway to higher earnings. According to the 2001 Census, more than 60% of people in the lowest earnings category did not have more than a high school education, while more than 60% of those in the top earnings category had a university degree.
• In Canada, in 2000, there were on average 7 students per computer in a school, compared to the OECD average of 31 students. Other countries with favourable results were the United States and Australia (6 students per computer) and the United Kingdom (8 students).

However, the percentage of students in Canada who used computers at school on a frequent basis (39%) was only slightly higher than the average across OECD countries (38%), with higher percentages in Australia (50%) and Sweden (45%).

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information

FOR IMMEDIATE RELEASE

St. John's (NL), October 1, 2003 -- Cooperation among provinces and territories was at the heart of discussions by education ministers at their meeting in St. John's over the past two days. 

Teacher preparation

Ministers held a special session on teacher preparation and met with representatives of the Canadian Association of Deans of Education.

“Our discussions today have helped us to gain a clearer picture of some of the key measures for attracting, developing, and retaining effective teachers,” said the Honourable Pierre Reid, Quebec's Minister of Education and Vice-Chair of the Council of Ministers of Education, Canada (CMEC), who chaired the ministers' meeting.

Ministers also recognized the importance of culturally relevant curriculum, particularly with regard to Aboriginal education.

Healthy living

Ministers reaffirmed their commitment to promoting healthy living in schools.  Jurisdictions plan to share best practices in this area, including information on physical fitness and weight control.  Ministers will follow-up on this issue at their next meeting.

Official languages

Ministers will continue their efforts to ensure that the new funding announced last March by the federal government for the official languages in education is applied in the most effective way.

They also agreed to continue their work in French-language education in minority settings (i.e., outside Quebec).  A consortium of jurisdictions recently completed two important projects.  One was the preparation of a kit on francisation activities for teachers working at the kindergarten to grade 2 level.  The other was a project to determine why students in francophone schools in minority settings do not perform as well as other students in Canada in some key subjects.

Credit transfer

Ministers agreed on a number of research activities in the area of credit transfer, which will be implemented under the responsibility of each jurisdiction.  “It is extremely important that we, as education ministers, facilitate the transfer of credits among our colleges and universities,” said Minister Reid.  “This is an area where CMEC plays an important leadership role.”

On-line learning

A progress report was also presented on the Pan-Canadian On-line Learning Portal, which, when completed, will provide improved access, in English and French, to learning resources for teachers, students, parents, and the general public.  Ministers plan to launch the first stages of the portal in April 2004. 

Election of new Chair

At the end of the meeting, ministers elected the Honourable Pierre Reid as the new Chair of CMEC.  In keeping with CMEC practice, Quebec will fill the position of Chair for two years.

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Contact
Boyd Pelley
CMEC
Tel.:  (416) 962-8100, ext. 241
Web site:  www.cmec.ca

FOR IMMEDIATE RELEASE

Ottawa, September 9, 2003 – A major Canadian study of adolescent sexual health released today finds that although fewer teens are engaging in some kinds of risky behaviour, a significant proportion of teens are at risk of HIV and other sexually transmitted infections (STI) as well as pregnancy.

The study surveyed more than 11,000 youth across Canada in grades 7, 9, and 11 about their knowledge, attitudes, behaviours, and other factors that influence sexual health.  The Canadian Youth, Sexual Health and HIV/AIDS Study utilized two relatively new concepts originating with the World Health Organization: sexual health and healthy sexuality, which integrate the emotional, physical, cognitive, and social aspects of human sexuality. 

“Educators and policy makers are keenly aware that sexual health can significantly affect student success,” said Dr. Paul Cappon, Director General of the Council of Ministers of Education, Canada (CMEC).  “The study shows that young people continue to see schools as their main source of information about sexual health.  Their scores on this survey indicate that students who rely on schools for such information are likely to know more about it than those who get their information elsewhere.”

The study was the first of its kind since the landmark 1989 Canada Youth and AIDS Study (CYAS), but it delves more deeply into the reasons why young people become sexually active.  A key aspect of the study is its correlation of behaviours with specific sociological factors (determinants) such as relationships with parents and involvement with school. 

“This is an excellent study that provides valuable insight into what students are thinking regarding HIV/AIDS and related health issues,” said the Honourable Anne McLellan, Minister of Health.  “I am concerned about the growing complacency that persists in the face of HIV and other sexually transmitted infections in Canada.  STIs can have devastating lifelong effects, and HIV/AIDS still kills.  We need to get that message across.”

CMEC administered the study and facilitated access to students through schools to complete the voluntary survey.

“The study provides a meaningful portrait of the sexual health choices being made by today's teenagers,” said Dr. William Boyce of the Social Program Evaluation Group at Queen's University.  “There are some encouraging as well as worrisome findings that should be examined by policy makers and program managers.  The depth and context provided by this survey give us a clearer understanding of what is happening in the lives of young people.”

Some of the findings:

• More boys in 2002 than in 1989 are postponing their first experience of sexual intercourse, a decline of about 8% to 9% between the two surveys; however, the results for girls were the same on both surveys.
• The proportion of youth reporting that they have had multiple sexual partners declined between the two surveys.
• Of the girls in grade 11 who responded, 8% reported that they had been pregnant; of those in grade 9, 6% had been pregnant.
• Knowledge about sexual health has declined somewhat since 1989.  For example, one-half of grade 9 students think that AIDS can be cured if treated early.

The study was conducted by researchers from four universities: Queen's, Acadia, Laval, and the University of Alberta.  The Social Program Evaluation Group of Queen's University coordinated the research activities, which were administered by the Council of Ministers of Education, Canada and funded by Health Canada under the Canadian Strategy on HIV/AIDS.

A point-form summary of some of the key findings follows. A full version of the report is available at www.cmec.ca/publications/aids/

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For more information or to arrange an interview, contact

CMEC
416-962-8100, ext. 241
CMEC Web site : www.cmec.ca   

Health Canada
613-957-1803
Health Canada Web site : www.healthcanada.ca

Selected Findings of the Canadian Youth, Sexual Health and HIV/AIDS Study

Knowledge about Sexual Health and HIV/AIDS

• Knowledge about sexual health has declined somewhat since 1989.  For example, one-half of grade 9 students think that AIDS can be cured if treated early.
• About half of grade 11 students are not aware that people with STI may not have any visible symptoms.

Attitudes and Beliefs

• Significant numbers of young people are too embarrassed to buy condoms or to discuss condoms with a partner.  At the same time, it is clear that young people today are much less likely to support discrimination against people with HIV/AIDS. 

Behaviour

• More boys in 2002 than in 1989 are postponing their first experience with sexual intercourse, a decline of about 8% to 9 % between the two surveys (the results for girls are the same on both surveys).  About 20% in grade 9 and about 40% in grade 11 reported that they have had sexual intercourse at least once.
• The proportion of youth reporting that they have had multiple sexual partners declined between the two surveys.
• However, among those who have had sexual intercourse at least once, a greater proportion in 2002 said that they “often” had sex.  For example, in 2002, 27.1% of all grade 11 girls reported that they often have sex compared to 20.7% in 1989. 
• As well, more than one-third of grade 9 students and more than one-half of grade 11 students said that they have had oral sex at least once.
• Slightly less than half of grade 9 students said that they used a condom (only) the last time they had intercourse, but this proportion declined for grade 11 students, especially girls.
• About one-quarter of grade 9 students said they used a condom and birth control pills, and this proportion increased to about one-third of grade 11 students.
• Six per cent of grade 9 girls and eight per cent of grade 11 girls reported that they had been pregnant.

Factors That Influence Sexual Choices

• Youth do not often cite fears about HIV, STI, or pregnancy as reasons not to have sex.  Not being ready, not meeting the right person, and not having the opportunity were all reported as stronger reasons.
• Except for young students, their self-esteem and relationship with their parents were not correlated with higher or lower levels of sexual activity.
• Young people who are taking sexual risks describe themselves as “party” people and are less involved in their schools.
• Students who said that they have a learning disability were also more likely to take more sexual risks.
• Girls in relationships in which the boys usually made the decisions about their joint activities were more likely to feel pressure to have sex.

Policy and Program Information

• For the first time in Canada, the survey provides data on how young people use and perceive sexual health services and education.  The findings indicate that more should be done in these areas.
• Almost one-quarter of grade 9 students would feel too embarrassed to see a doctor or nurse if they thought they had an STI. 
• Slightly over one-half of students had visited a doctor or health clinic for a regular check-up in the last year.  However, only 34% of grade 11 girls said that they had seen a doctor about birth control or pregnancy.
• 12% to 16% of students said that they did not know where young people were most likely to get condoms.
• While students most often cited the school as their main source of sexual health information and using schools in this way was correlated to higher knowledge scores on this survey, only one-half of grade 9 students reported that they had received five or more hours of instruction over the past two years. 

FOR IMMEDIATE RELEASE

Toronto, May 27, 2003 -- A major national writing test shows that most students tested are writing at or above the levels expected.

The test results were released today in Toronto by the Council of Ministers of Education, Canada (CMEC) as part of the School Achievement Indicators Program (SAIP). The ministers of education, who are responsible for the design of the program, receive a financial contribution from Human Resources Development Canada.

"Along with the other assessments that we are doing, nationally and internationally, this test helps us as ministers to be accountable to our citizens and we take accountability very seriously," said the Honourable Dianne Cunningham, Chair of CMEC and Ontario's Minister of Training, Colleges and Universities.

The assessment was administered in 2002 to approximately 24,000 students in all provinces and territories, except Nunavut. Performance is reported on a five-point scale, with one being the lowest and five the highest.

Some major findings:

1. More than 80% of 13-year-olds reached level 2 and above. According to the test designers, level 2 is the level that most 13-year-olds should reach. Over 40% reached level 3 and above.
2. Over 60% of 16-year-olds reached level 3 or above. Level 3 is the level most 16-year-olds should reach, according to test designers.
3. Significantly more girls in both age groups performed at higher levels than boys. This gender gap is consistent with current trends in Language Arts assessment as confirmed in the Programme for International Student Assessment (PISA) 2000 reading assessment.
4. Among francophones, students in Quebec outperformed francophone students in minority-language settings for both age groups.

CMEC also released a companion document today entitled Student Writing: The Canadian Context. This document provides information about the context in which writing education takes place in Canada's education systems. The context information was collected through questionnaires completed by students, teachers, and school principals.

Some examples of information provided in the context document:

• In most provinces and territories, 16-year-olds are taught writing by teachers who have specialized degrees in language.
• Most students feel that writing is important for their future studies.
• For most provinces and territories, three out of four students expect to attend university or college after their secondary education.
• On average, fewer that 50% of students read one hour or more per week for enjoyment. Television watching is at an average of fifteen hours per week.
• Approximately 80% of Canadian students have access to the Internet. About half the students use a computer at home one hour or more per week for school work and three hours or more per week for entertainment.

"This data will help provinces and territories when they consider policy alternatives in education, and will provide researchers with valuable contextual information about Canada's provincial and territorial systems," said Minister Cunningham.

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Contact:
CMEC
Tel.: (416) 962-8100, ext. 241
Web site: http://www.cmec.ca/

FOR IMMEDIATE RELEASE

Toronto, April 30, 2003 -- The mother's level of education is a factor in determining if a student does well in mathematics. This was one of the findings of a report released today by Canada's education ministers. The report, Mathematics Learning: The Canadian Context [PDF document, 1,135 kb], is being issued as part of the School Achievement Indicators Program (SAIP).

"We have been collecting information for a few years now on student achievement in mathematics, language, and science," said Paul Cappon, Director General of the Council of Ministers of Education, Canada (CMEC), which conducted the study. "Now we are also collecting information on what things in a student's environment affect the level of achievement. Having contextual information like this can help governments make important policy decisions that will result in better student performance."

The study showed that a structured approach to teaching, rather than more informal instruction, results in higher achievement in mathematics. Other factors, such as planning a career in mathematics, the time spent on homework, and persistence in solving difficult mathematics problems, are also associated with better performance. However, relatively few school factors seemed to have strong correlations with performance.

The information was gathered through questionnaires completed by students, teachers, and principals during the 2001 SAIP mathematics assessment, a large-scale assessment involving 41,000 students, 13-year-olds and 16-year-olds, in all provinces and territories.

The questionnaires also yielded descriptive information about the teaching and learning of mathematics in Canada.

• It is clear that teacher qualifications overall are high, with most teachers holding a B. Ed. or equivalent. However, the proportion of mathematics teachers holding a specialized degree in mathematics varies from one jurisdiction to another.
• The use of manipulative materials, graphing calculators, and computers also varies across provinces and territories, with graphing calculators being used more by 16-year-olds than by 13-year-olds.
• The vast majority of mathematics teachers assign homework on a regular basis (3-4 times per week), but the practice of counting homework toward student grades varies greatly.
• The practice of streaming (grouping students according to ability or interest) varies widely across Canadian schools.

For further highlights of this analysis, see "Conclusions," pages 89 to 92, of the publication Mathematics Learning: The Canadian Context, SAIP Mathematics III 2001 (CMEC, 2003). The full document, in English and French, is also available on the CMEC Web site http://www.cmec.ca/saip/math2001/indexe.stm.

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Contact:
CMEC
Tel.: (416) 962-8100, ext. 241
Web site: http://www.cmec.ca/

FOR IMMEDIATE RELEASE

Ottawa, November 17, 2004 – Provincial and territorial ministers responsible for postsecondary education and the federal minister of Human Resources and Skills Development are pleased to announce the launch of the Pan-Canadian Designation Policy Framework.

Designation is the process through which postsecondary educational institutions become eligible for government financial assistance programs for students, meaning that students at those institutions are eligible to apply for financial aid.

The Framework will help guide provinces and territories in developing, implementing, and maintaining their own designation policies. The Framework establishes minimum pan-Canadian criteria and expectations with respect to management of student financial assistance by designated educational institutions. It will also enhance public accountability to students and taxpayers while recognizing the need for provincial/territorial flexibility in addressing diverse local needs.

Over the next several months, jurisdictions participating in the Canada Student Loans Program will be finalizing their policies and procedures in support of the Framework and will be contacting designated educational institutions to provide details of the Framework. (Quebec, Northwest Territories, and Nunavut do not participate in the Canada Student Loans Program and were not part of the development of the Framework.)

Provinces, territories, and the federal government are committed to expanding and enhancing the Framework as a collaborative effort, as well as ensuring that educational institutions receive the information and support needed to move forward on this important initiative.

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Information:

Colin Bailey
Council of Ministers of Education, Canada
Tél. :(416) 962-8100, ext. 259
Courriel : c.bailey
www.cmec.ca

M. Richard Boczkowski
Human Resources and Skills Development Canada
Tél. :(819) 934-4052
Courriel : richard.boczkowski@hrsdc-rhdcc.gc.ca
www.hrsdc.gc.ca

FOR IMMEDIATE RELEASE

Orford, Quebec, September 29, 2004 -- Twelve Ministers of Education, members of the Copyright Consortium are seeking an urgent meeting with the federal ministers of Canadian Heritage and Industry Canada to press for an education amendment to the Copyright law. The Copyright Consortium includes all provinces and territories of Canada except Quebec. They wish to communicate strongly that payment for the educational use of free Internet materials is unacceptable.

Canada's copyright laws are currently being reviewed, and new digital copyright legislation is expected as early as this fall.  Changes to copyright law recommended by the House of Commons Standing Committee on Canadian Heritage would seriously hinder the use of the Internet for teaching and learning purposes. These changes would force students and teachers to pay a fee for the use, for educational purposes, of material on the Internet that is currently freely available to the public.

The outgoing chair of the Consortium, New Brunswick Education Minister Madeleine Dubé, declared that the CMEC Consortium and all major national education sector organizations are seeking an education exception to allow fair and reasonable use of      “publicly available” Internet materials. “This type of amendment will strike the proper balance needed within the Copyright Act – to meet the needs of the users while recognizing the rights of the creators,” said Dubé.

“By distinguishing publicly available material from material requiring copyright royalties, Canadian students will be taught respect for copyright,” says the new Chair of the CMEC Copyright Consortium, Jamie Muir, Minister of Education for Nova Scotia.

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For further information, contact
Boyd Pelley
CMEC
(416) 962-8100, ext. 241

Chris George
CG&A Communications
Tel: (905) 641-0800

FOR IMMEDIATE RELEASE

Orford, Quebec, September 28, 2004 -- Provincial and territorial ministers of education met today to define their national leadership role in education. The Council of Ministers of Education, Canada (CMEC) approved a new mandate: to work collaboratively to build the best education systems in the world where every learner succeeds.

The ministers agreed on three key priorities on which they will do joint work in the coming years: literacy, Aboriginal education, and postsecondary capacity. All three of these priorities are areas in which the ministers will engage the federal government.

In the area of literacy ministers agreed to work together on increasing the literacy levels of all students. Their actions will include a national forum on literacy in the near future.

Ministers also agreed to cooperate on developing a shared approach, in consultation with Aboriginal peoples, to engaging the federal government in developing strategies to improve educational success for aboriginal students.

The third priority is increasing postsecondary capacity. Ministers will decide on key issues affecting the postsecondary sector, some of which they will discuss with the federal government, including funding for infrastructure costs, the indirect costs of research, and increased access.

Ministers agreed that they would report back to Canadians yearly on their success in these endeavours through CMEC.

“We believe that all our actions have to be aimed at success for all learners. This goal must guide our policies at all levels of learning,” said the Honourable Pierre Reid, Quebec's Education Minister, who chairs CMEC. “My colleagues and I feel that these priorities respond to Canadians' expectations for leadership in education and we will continue to work with all our partners as we have done in the past in addressing these priorities. Learners are the big winners when we work together.”

Other initiatives on which provinces and territories will continue to collaborate include special needs, online learning and connectivity, student financial assistance reform, copyright, and promoting healthy schools.

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For further information, contact
Boyd Pelley
CMEC
(416) 962-8100, ext. 241

FOR IMMEDIATE RELEASE

Update copyright laws to allow use of Internet materials in education

Ottawa, September 22, 2004 -- Changes to copyright law recommended by the House of Commons Standing Committee on Canadian Heritage would seriously hinder the use of the Internet for teaching and learning purposes, warn six national education groups representing the K-12 and postsecondary sectors. The Association of Canadian Community Colleges (ACCC), the Association of Universities and Colleges of Canada (AUCC), the Canadian Association of University Teachers (CAUT), the Canadian Teachers' Federation (CTF), the Canadian School Boards Association (CSBA), and the Copyright Consortium of the Council of Ministers of Education, Canada (CMEC), have come together to fight the changes proposed by the Heritage Committee in May.

Canada's copyright laws are currently being reviewed and new digital copyright legislation is expected as early as this fall. The Canadian Heritage Committee has recommended to the federal government that a digital licensing regime be established that would force students and teachers to pay a fee to use, for educational purposes, material on the Internet that is currently freely available to the public.

“The Internet provides a wealth of free material that enriches classroom instruction and learning. Limiting access to the Internet will inhibit the learning potential of students and will result in a chilling effect on developing literacy skills, at a time when the acquisition of knowledge is universally recognized as the key to social and economic prosperity,” says Harvey Weiner, Policy Advisor, Government and External Relations to the Canadian Teachers' Federation.

“Education organizations are seeking an education amendment to allow fair and reasonable use of ‘publicly available' Internet materials. This type of amendment will strike the proper balance needed within the Copyright Act – to meet the needs of the users while recognizing the rights of the creators,” says New Brunswick Education Minister Madeleine Dubé, chair of the Copyright Consortium of the Council of Ministers of Education, Canada (CMEC).

The six national education organizations urge the federal government to reject the Heritage Committee's recommendation and instead pursue a balanced approach to copyright law reforms that meets the needs of teachers and students while recognizing the rights of copyright owners. As one essential part of a balanced approach to copyright reform, the education organizations recommend that the government introduce an “educational amendment” into Canadian copyright law that would make it legal for students and teachers to engage in routine on-line uses of publicly available Internet materials in a program of learning.

At a press conference held in a classroom at Viscount Alexander Public School in Ottawa, representatives of the education groups demonstrated the problems with existing laws, as students copied and shared freely available Internet materials to complete a class project. Current copyright law makes it illegal for a student to engage in these routine learning activities or for a teacher to place an Internet article or image on a course Web site accessible only by students. The proposed “educational amendment” would rectify this situation while ensuring that Canada's copyright law remains compatible with the government's goals of promoting online learning and developing a knowledge-based economy.

Further information, see attached Statements by National Education Organizations, and/or call:

Lorna Malcolmson, ACCC
(613) 746-2222, x3123

Steve Wills, AUCC
(613) 563-3961, x234

Paul Jones, CAUT
(613) 820-2270, x327

Cynthia Andrew, CSBA
1-800-268-5194

Harvey Weiner, CTF
1-866-283-1505, x157

Boyd Pelley, CMEC
(416) 962-8100, x241

FOR IMMEDIATE RELEASE

TORONTO, December 6, 2004 – A major international study released tonight in Paris shows that Canadian 15-year-old students rank among the top of forty-one countries surveyed in mathematics, science, reading, and problem solving.

The Programme for International Student Assessment (PISA), conducted in 2003 by the Organisation for Economic Co-operation and Development (OECD), tested over 272,000 students in the countries participating in this study. The primary focus of the 2003 study was on mathematics, with a secondary focus on science and reading. A test of problem-solving skills was also administered. In mathematics, only students in Hong Kong–China and Finland performed better than Canadian students in average test scores. As in PISA 2000, only one country, Finland, surpassed Canadian students in reading. In science and problem solving, Canadian students placed fifth.

Canada also released its own report today, based on the PISA results. This report contains detailed information on student performance in each province.

“In every domain tested, the majority of students in Canada have surpassed the OECD average,” noted the Honourable Pierre Reid, Quebec's Minister of Education and the Chair of CMEC. “The report provides us with important comparative data that we can use to gauge improvements in our education systems. The results also illustrate the quality of our teaching systems and indicate the commitment of the teaching staff whose work ensures that our students are among the best.”

“I am very pleased with Canada's results. Canada's performance demonstrates that Canadian youth have strong potential to work successfully in today's knowledge-based economy and have a solid foundation for pursuing lifelong learning,” said the Honourable Joe Volpe, Minister of Human Resources and Skills Development (HRSDC). Canadian participation in the PISA study, through the provinces, was made possible thanks to the close collaboration of the Council of Ministers of Education, Canada (CMEC), Human Resources and Skills Development Canada, and Statistics Canada. Over 28,000 students from 1,000 different schools across Canada participated in the study.

“The PISA 2003 findings affirm that Canadian 15-year-old students continue to perform well internationally,” noted Scott Murray, Director General of the Institutions and Social Statistics Branch at Statistics Canada. “However, within Canada, the differences in performance between students of diverse backgrounds and the differences among provinces warrant further reflection to understand how all youth can develop their knowledge and skills to maximum potential.”

Some of the key findings about the performance of our students that the Canadian report highlights are the following:

• In a number of areas, there is a considerable variance in overall performance among provinces.
• In the mathematics assessment, there are relatively small gender differences in favour of boys.
• As was the case in PISA 2000, there was a large difference favouring girls in reading in all provinces.
• In science, boys performed better than girls in Canada overall, while there were no gender differences in problem solving in Canada overall. There were some significant gender differences in science and problem solving in a few provinces.
• In mathematics performance, the main domain tested in 2003, there was no difference between English-language and French-language school systems except in one province.
• Generally, in the other assessment areas, French-minority-language students in most provinces did not perform as well as their English-language counterparts.

The Canadian report also provides information on personal and school factors that influence a student's mathematics performance. Factors such as a student's level of self-confidence in mathematics or of anxiety can affect performance in this discipline. This information was gathered from the PISA questionnaire and the Youth in Transition Survey, which was conducted in Canada to complement PISA 2003.

Copies of the Canadian report, Measuring Up: Canadian Results of the OECD PISA Study, can be found at www.pisa.gc.ca or on the Web sites listed below. CMEC, the provinces, HRSDC, and Statistics Canada will continue their partnership in order to ensure Canadian participation in the PISA 2006 assessment.

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Information
Colin Bailey
Council of Ministers of Education, Canada
(416) 962-8100, ext. 259
information
www.cmec.ca

Human Resources and Skills Development Canada
Media Relations
(819) 994-5559
www.hrsdc.gc.ca

Statistics Canada
Client Services
Centre for Education Statistics
1-800-307-3382
educationstats@statcan.ca
www.statisticscanada.ca

FOR IMMEDIATE RELEASE

Toronto, February 8, 2005 -- A booklet on copyright released today will be made available to every teacher and school board in Canada. The Copyright Consortium of the Council of Ministers of Education, Canada (CMEC), the Canadian School Boards Association (CSBA), and the Canadian Teachers' Federation (CTF) jointly announced today the release of an updated Copyright Matters!, a booklet designed to answer frequently asked questions about copyright in schools. Copies of the booklet, which can be found on-line and in print, will be distributed broadly across Canada.

Copyright in Canada is an evolving, not a static, landscape. The first edition of Copyright Matters!, published in 2000, proved to be highly popular with educators because it demystified complex copyright issues and acquainted them with basic copyright rules. Since then, a number of significant changes have occurred in copyright and this second edition will bolster the growing awareness of and respect for copyright in education while providing up-to-date information on copyright law, copyright collectives, and how they relate to the use of resources in educational settings.

New information is provided in the booklet on copyright related to radio and television, while the information related to school libraries, copyright exceptions, and copyright collectives has been expanded. The booklet provides simple answers to questions such as:

• Can teachers copy print materials?
• What is the cost of copying radio and television programs?
• Can teachers and students copy from the Internet?

"Copyright policy is an area of growing concern for Canada's school boards," said Mr. Gord Comeau, President of CSBA. "Certainly, school boards want to ensure that their employees are able to access the most relevant information in the timeliest and most cost-effective manner. Copyright Matters! provides educators with balanced information on both respect for copyright and access to information. This booklet allows school boards to lead by example on the issue of copyright."

"Teachers - and their students - need to know what current Canadian copyright policies are in place," said the Honourable Jamie Muir, Nova Scotia's Education Minister. "That's why we support Copyright Matters! It can help teachers and students understand how copyright law and copyright collectives relate to the use of resources in the classroom." Nova Scotia was the lead CMEC member behind this initiative.

"This booklet is a handy guide that provides clear and concise answers to teachers' questions about copyright," said Ms. Terry Price, President of the CTF. "However, current copyright laws and consequently this booklet provide limited guidance on the educational use of the Internet," she added. "We hope and expect that the federal government will act soon to open windows of learning to our students and teachers by ensuring they have reasonable access to publicly available Internet materials."

On-line copies of Copyright Matters! are available at www.cmec.ca, www.ctf-fce.ca, and www.cdnsba.org.

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For further information, contact

Cynthia Andrew
Legislative and Policy Analyst, Ontario Public School Boards' Association
CSBA
Tel: (416) 340-2540, ext.112
E-mail: candrew@opsba.org
Web site: www.cdnsba.org

Harvey Weiner
Policy Advisor, Government and External Relations
CTF
Tel: (613) 232-1505
E-mail: hwein@ctf-fce.ca
Web site: www.ctf-fce.ca

FOR IMMEDIATE RELEASE

Toronto, March 8, 2005 -- Canada's ministers of education today approved the implementation of three action plans to address their priorities in the areas of Aboriginal education, literacy, and postsecondary capacity.

“Provinces and territories will work together to advance these priorities and we will engage the federal government as required,” said the Honourable Madeleine Dubé, Minister of Education for New Brunswick.  Minister Dubé was the spokesperson for the Council of Ministers of Education, Canada (CMEC) in the absence of the Council's new Chair, the Honourable Jean-Marc Fournier, Quebec's Minister of Education, Recreation and Sport, who was attending the opening of the provincial legislature in Quebec City.

Highlights of the action plans include the following:

• Collaboration with local Aboriginal representatives, education stakeholders, and the federal government to identify and share best practices in Aborginal education, including teacher training and recruitment, and to establish and/or share education indicators specific to Aboriginal student outcomes.  The information will be used to identify future actions to improve results for Aboriginal learners.
• Two national forums, one on literacy and early childhood education to be held in Ontario in autumn 2005, one on adult literacy to be held in British Columbia in spring 2006.  The forums will help identify concrete ways to increase literacy significantly among children, youth, and adults, a key to enhancing all Canadians' well-being and standard of living.
• An invitation from ministers of education to their federal colleagues to discuss the capacity challenge in the postsecondary sector, particularly in the area of infrastructure, and to consider possible federal involvement. The Council of the Federation (COF) will be asked to take a leadership role on mattters related to postsecondary capacity.

During their meeting in Toronto, ministers also discussed their negotiations with regard to the renewal of the Official Languages in Education Protocol (OLEP), a multi-year federal-provincial/territorial agreement to ensure the provision of minority- and second-language education across Canada.

Ministers also:

• adopted a set of principles to govern a potential relationship with the newly created Canadian Council on Learning (CCL)
• discussed the sharing of information among jurisdictions regarding teacher disciplinary records

“As the voice of education across the country and internationally, CMEC is a valuable platform for provinces and territories to leverage value in education in Canada and expand its reach worldwide,” said Minister Dubé.

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories.  Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information

FOR IMMEDIATE RELEASE

Toronto, April 13, 2005 -- The ministers of education and the Minister of Canadian Heritage today announced that a framework agreement had been reached on the distribution of federal funding for official languages in education.  The agreement provides funding for minority-language education and second-language instruction (English in Quebec and French in the other provinces and territories).   Under the agreement, the federal government will pay close to $1 billion to the provinces and territories over a four-year period.

In order to ensure stability in funding, the agreement will cover the period from 2005-06 to 2008-09.  A renewed protocol to give effect to this framework agreement is being developed.

“We have reached an important stage with this framework and it represents a step in the right direction,” said the Honourable Jean-Marc Fournier, Quebec's Minister of Education, Recreation and Sports, who currently chairs the Council of Ministers of Education, Canada (CMEC).  “The federal funding is a welcome contribution to the provinces and territories, who all offer minority-language and second-language programs,” he added.

Today's announcement covers existing funds as well as new funding to be provided under Canada's Action Plan for Official Languages.

The ministers stated that they will begin a second and final round of discussions immediately with a view to concluding a renewed protocol within ninety days.  The protocol will include such specific matters as funding arrangements and ways to inform the public about the use of the funds.

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories.  Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information:
Hanca Chang
Tel.: (416) 962-8100, ext. 233
E-mail: h.chang@cmec.ca
Web site: www.cmec.ca

FOR IMMEDIATE RELEASE

Allow educational use of the Internet, urges national coalition of parents, students, and educators

Educational amendment needed to protect classrooms from copyright infringement lawsuits and to ensure students build the skills required in the global economy.

OTTAWA, April 15, 2005 — If upcoming copyright reform legislation does not include an amendment for the educational use of the Internet, students' access to valuable learning tools in Canadian classrooms will be severely hampered, warns a coalition of seven national organizations representing educators, parents, and students.

“Under Canada's current copyright law, it is illegal for students and teachers to participate in routine classroom activities such as downloading, saving, or sharing Internet text or images that were intended to be freely used.  This leaves educational institutions, teachers, and students in a situation of great legal uncertainty and potentially great legal liability.  Extensive public consultations have already been held on this issue.  The time has come to amend the law to ensure that teachers and students are provided with legal access to Internet materials that have been made publicly available by copyright owners with no expectation of payment for their use,” said Canadian Teachers' Federation spokesperson Harvey Weiner.

The coalition proposes an educational amendment to the Copyright Act to allow fair and reasonable educational uses of the Internet, such as downloading and distribution of “publicly available” Internet materials, while also recognizing the rights of copyright owners.

“The Internet has become an integral part of students' learning experience in Canada, and our current copyright laws do not address this.  The amendment my colleague ministers and I are proposing would bring about a win-win situation for all sides and strike the proper balance between the concerned parties involved,” said Nova Scotia's Education Minister Jamie Muir, Chair of the Copyright Consortium of the Council of Ministers of Education, Canada (CMEC).

“Regrettably, the people who most suffer from the current situation are our students from kindergarten right through to those doing postgraduate work”, said Joann Lloyd, Canadian Home and School Federation spokesperson.  “The government has spent millions of taxpayers' dollars on bringing high-speed Internet access to Canadian classrooms, and our proposal would ensure that students reap the full benefits of this investment without harming the interests of copyright owners.  Past experiences involved a lengthy delay between introducing copyright amendments and addressing the needs of educational users — last time educational users waited over nine years.  Our students must be permitted to build needed Internet skills now.  Now is the time for an educational amendment to be included in reforms to copyright legislation,” she added.

The coalition urges the federal government to make a firm commitment to act quickly and address the issue of Internet access for education in upcoming copyright reform legislation. 

The education amendment is proposed by seven organizations who, in representing seven million Canadians involved in learning, are interested in advancing Canada's quality of education.

The organizations are the following:
Association of Canadian Community Colleges (ACCC)
Association of Universities and Colleges of Canada (AUCC)
Canadian Alliance of Students Associations (CASA)
Canadian Home and School Federation (CHSF)
Canadian Teachers' Federation (CTF)
Canadian School Boards Association (CSBA)
Copyright Consortium of the Council of Ministers of Education of Canada (CMEC)

Statements from each of the national education organizations are attached.

For further information or to arrange interviews, contact:
Chris George
Media Relations
(905) 641-5389

April 15, 2005

STATEMENTS BY THE NATIONAL ORGANIZATIONS

Gerry Brown, President of the Association of Canadian Community Colleges:  The Copyright Act must be balanced. It is absolutely essential that the forthcoming copyright legislation contain amendments relating to Internet access for educational purposes.  There is a broad consensus, representing literally millions of Canadians, in support of an educational amendment that is balanced by providing fair access to Internet materials, while respecting the rights of copyright owners and creators.

Steve Wills, Manager of Legal Affairs with the Association of Universities and Colleges of Canada:  “There is much in the federal government's proposed package of copyright reforms that AUCC strongly supports.  AUCC remains convinced of the importance of addressing the educational use of the Internet as part of the upcoming amendments to the Copyright Act.  There is a pressing need for clarity in this area.  Internet materials have become an integral part of teaching and learning, but routine educational activities using the Internet cause copyright infringements under the current law.”

James Kusie, National Director of the Canadian Alliance of Student Associations:  “The law must be modernized so that schools can have access to the wealth of available Internet resources and can teach students the Internet skills that are crucial in today's information world. Our laws need to serve the public interest by including an educational amendment that permits reasonable access to, and use of, Internet materials for the purposes of education, teaching, research and innovation, and the dissemination of knowledge. The laws have a direct impact on the ability of teachers and students to learn using the Internet. Students today are the first generation of Netizens to benefit from the wealth of information shared on the Net. What we are asking is for the government to provide the framework so that we can legally use on-line materials in a classroom or course of study.”

Joann Lloyd, Secretary/Treasurer of the Canadian Home and School Federation: “Now is the time to address Internet copyright issues. Canada's copyright law needs to be amended now so that teachers and students are able to use publicly available Internet material without breaking the law or facing the threat of lawsuits for copyright infringement. For students, parents, teachers, and educational authorities, the education amendment is important because under the existing law students' and teachers' routine, commonplace activities -- like downloading an image for a school project or copying text for research -- are an infringement of copyright.”

Harvey Weiner, Policy Advisor, Government and External Relations to the Canadian Teachers' Federation:  “After more than four years of consultation, further study and consultation is unnecessary. It is time for the government to legislate in the public's interest to provide Canadian students and teachers with the same access to the Internet as is available to their counterparts in the United States.”

Gord Comeau, President of the Canadian School Boards Association:  “We want the government to move forward with meaningful amendments to the Copyright Act that will bring our digital copyright law into this 21^st century and place Canada on a level playing field with the rest of the world. School boards – the teachers and students – need clarity that the current law does not provide. That is why an education amendment must be part of the legislation tabled this spring. The time for consultations has passed, and the time has come for an amendment to provide educational access to the Internet.”

Nova Scotia Education Minister Jamie Muir, chair of the Copyright Consortium of the Council of Ministers of Education, Canada (CMEC):  “Students and teachers must have reasonable access to on-line materials to engage in an increasingly competitive digital world. Seven national education associations representing parents, teachers, students, schools and boards, postsecondary institutions and ministries/departments of education are strongly of the view that the time has come to address Canada's educational needs in a revised Copyright Act. Canada needs modern copyright legislation to address digital technologies. Canadians need to be able to harness the wealth of opportunities and information on the Internet.”

FOR IMMEDIATE RELEASE

Toronto, June 15, 2005 -- Pan-Canadian data from the 2004 School Achievement Indicators Program (SAIP) Science Assessment reveal that 13- and 16-year-olds' results have slightly declined in science compared to their results in the 1999 SAIP Science Assessment.

“We know that our students are working hard; however, the SAIP results demonstrate that there is room for improvement in their performance in science nationwide. The data also show that they perform very well in an international context,” Alberta Education Minister Gene Zwozdesky said at a press conference held today in Toronto. Zwozdesky was speaking on behalf of Jean-Marc Fournier, Chair of the Council of Ministers of Education, Canada (CMEC) and Minister of Education, Recreation and Sport for Quebec.

The SAIP assessment is designed to determine student achievement in relation to Canada-wide standards. Performance is reported on the basis of five levels with five being the highest level of achievement. Most 13-year-old students are expected to achieve at least level 2, while most 16-year-olds should achieve level 3 or better.

The SAIP Science Assessment was administered in April and May 2004 in all provinces and territories except Nunavut. The data for 2004 were compared to those from the earlier 1996 and 1999 assessments. Across Canada, about 25,700 students from approximately 1,800 schools wrote the 2004 test.

Highlights of the 2004 results include the following:

1. Over 70 per cent of 13-year-olds perform at level 2 or higher.
2. Almost two-thirds of 16-year-olds perform at level 3 or better.
3. Although Canadian students' performance in science improved between 1996 and 1999, the proportion of 13- and 16-year-olds performing at higher SAIP levels fell in 2004.
4. There is very little difference in the performance of boys and girls in both age groups.
5. Francophone students in minority language settings generally perform at lower levels than anglophone students or francophones in Quebec. In some jurisdictions, over 30 per cent of 13-year-olds did not reach level 1.

In 2004, a national panel representative of different sectors of Canadian society established a set of expectations to help interpret actual student results. Students in both age groups generally performed as expected by the panel, except for minor differences at the highest levels.

The SAIP Science III (2004) Public Report, released today, includes a brief analysis of various factors that may have an impact on performance on science assessments, including the following:

• Some 40 per cent of 16-year-olds in all provinces and territories expect to work some day in a field requiring training in science or technology.
• In several jurisdictions, there is a positive correlation between the teachers' number of years of experience and the performance of students in science. However, the average age of science teachers across Canada is dropping significantly.
• School principals across Canada report that almost half of all schools offer no science enrichment program for advanced students.

“The SAIP report has been shared with all provincial and territorial counterparts,” Zwozdesky stated. “This evaluation will help us to gain a better understanding of how our respective education systems work and encourage us to cooperate on improving the quality of education.”

SAIP, an initiative of the Council of Ministers of Education, Canada, has been assessing the performance of Canadian students in reading, writing, mathematics, and science for over 10 years.

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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For more information please contact
Colin Bailey
Tel.: (416) 962-8100, ext. 259
E-mail: c.bailey@cmec.ca
Web site: www.cmec.ca

FOR IMMEDIATE RELEASE

Toronto, September 9, 2005 -- Ministers responsible for education are once again celebrating International Adult Learners' Week (IALW), which coincides with International Literacy Day (September 8), the United Nations Literacy Decade (2003–2012), and the UN Decade of Education for Sustainable Development (2005–2014). The worldwide event is organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO).

“Adult education and continuing training are increasingly being seen as key elements of a nation's agenda, focused on the maintenance of economic growth and sustainable development.  The ongoing evolution of a knowledge-based society rests in large measure on the participation of its citizens in learning throughout their lives.  Citizens must have not only access to opportunities for learning but also the desire to engage in learning so that their nation can respond to the social and economic challenges of a knowledge society,” said the Honourable Jean-Marc Fournier, Quebec's Minister of Education, Recreation and Sports, and Chair of the Council of Ministers of Education, Canada (CMEC).

Canada has vast experience and a wealth of expertise in adult education. Its leadership and expertise lie not only within the academic community but also within governments, among social partners, and volunteer organizations that support learners.

Since 2002, the provinces and territories have been participating in the preparations and celebrations for IALW.  In addition to promoting adult literacy in their own jurisdictions, the members of CMEC have recently reviewed promising practices and established common definitions and typologies, in order to improve opportunities for lifelong learning. Adult education continues to be a topic of importance and focus for ministers.

In addition to initiatives in Canada, ministers have been supportive of international efforts to recognize and improve lifelong learning in general and adult education in particular, both through the work of the Organisation for Economic Co-operation and Development (OECD) and UNESCO.

“The members of CMEC join me once again in congratulating UNESCO and, in particular, the Canadian Commission for UNESCO for their work in this area,” said Minister Fournier.

CMEC is an intergovernmental body made up of the ministers responsible for elementary-secondary and postsecondary education from the provinces and territories. Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information
Boyd Pelley, CMEC
Tel.: (416) 962-8100, ext. 241
E-mail: b.pelley@cmec.ca
Web site: www.cmec.ca

FOR IMMEDIATE RELEASE

Education Minister Jamie Muir Urges Prime Minister to Change New Copyright Legislation

Halifax, September 16, 2005 – The federal government's approach to digital copyright and its potential impact on the classroom “is a recipe for disaster,” said Education Minister Jamie Muir today. Visiting a class at Prince Andrew High School in Dartmouth, Minister Muir remarked that this “made-in-Ottawa-problem” is tantamount to unplugging the Internet in schools across Canada and depriving students and teachers of access to a wealth of on-line information for their studies.

The minister was responding to the federal government's recent tabling of new copyright legislation, Bill C-60, which fails to provide the legal framework necessary for students and teachers to access and use Internet materials for educational purposes.

Minister Muir of Nova Scotia chairs a consortium of education ministers from across the country, representing all provinces and territories except Quebec.

“Bill C-60's failings demonstrate that Ottawa does not understand, or value, the way Internet materials are used in today's classroom,” said Minister Muir. “The federal government's lack of support for Internet use in the classroom in effect pulls the plug on students and teachers.  In failing to safeguard the educational use of the Internet, Ottawa is seriously compromising student and teacher access to a valuable learning resource.”

“The new copyright legislation is very problematic for the education community.  Because the Internet is an integral part of students' learning experience, the federal government must deal with the educational use of the Internet in Bill C-60,” noted Minister Muir.

The minister pointed out that, while other countries have copyright laws that support education by protecting student and teacher access to learning resources, Canada has a law that makes routine classroom activities illegal.  There is a solution to this problem, Minister Muir suggested. “We have proposed an education amendment for the copyright legislation that would allow access to publicly available Internet materials while respecting the rights of those creators who post on-line for commercial purposes. In our proposal, students and teachers would be able to access on-line materials that are free. Materials posted on-line for commercial enterprise would still require payment should students and teachers wish to access and use them. The proposed education amendment would provide a conditional access that is reasonable and fair.”

The proposed education amendment has been rejected by Ottawa officials, who instead suggest that the use of Internet materials in schools be licensed, which would incur new costs for educational authorities.  Given the differing views on the matter, the federal government has decided to undertake further consultations and has not addressed the educational use of the Internet in Bill C-60.

Ottawa's decision to avoid making a public policy decision in support of education in the new copyright legislation has riled ministers of education. Minister Muir concluded, “The end result is that this copyright legislation, Bill C-60, fails students and teachers – and this could have a profoundly negative impact on Internet use in our schools, colleges, and universities. Students and teachers need fair access to Internet materials – and our laws must provide the necessary framework and clarity to provide them with access.”

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For further information and to arrange press interviews, contact
Chris George
CG&A Communications
Tel.: (905) 641-0800

Visit www.cmec.ca/copyright/ for more information.

FOR IMMEDIATE RELEASE

Toronto, October 6, 2005 -- During a two-day meeting this week, ministers of education nominated the Honourable Tom Hedderson, Minister of Education for Newfoundland and Labrador, as the new Chair of the Council of Ministers of Education, Canada (CMEC).  In keeping with CMEC practice, Newfoundland and Labrador will be the chair for a period of two years.

“I am pleased and honoured to accept this role,” said Minister Hedderson.  “My colleagues and I are working in concert on an impressive array of pan-Canadian activities, and I look forward to playing an active role in putting education at the top of the national agenda.  In continuing to work with all our partners, we want to build the best education systems in the world where every learner succeeds.”

During the CMEC meeting in Quebec City on October 4 and 5, the topics of aboriginal education, safe and caring learning environments, postsecondary education, on-line learning, and copyright were front and centre in their discussions.  Minister Hedderson described the meeting as “highly constructive. I believe that everyone will benefit from our efforts to cooperate in enhancing student success.”

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories.  Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information:
Hanca Chang
Tel.: (416) 962-8100, ext. 233
E-mail: h.chang@cmec.ca
Web site: www.cmec.ca

FOR IMMEDIATE RELEASE

International Education: Canada Partnering with the World

November 14–18, 2005

Toronto, November 10, 2005 -- Ministers of education across Canada are pleased to support International Education Week (IEW), which will take place from November 14–18. The purpose of IEW is to raise awareness in participating countries of the benefits of international education.

International education comprises multi-faceted exchanges between Canada and other countries:  student, teacher, research and knowledge, or curricula. Canadians also contribute to improving education in developing countries. All levels of education in Canada benefit significantly from these exchanges, just as they benefit from exchanges among schools, colleges, and universities between and among the provinces and territories.

“International Education: Canada Partnering with the World” pays tribute to the collaborative spirit of Canadian students and Canadian education stakeholders in their interactions with their global counterparts at home and abroad. “The world is changing rapidly,” said Joan Burke, Minister of Education for Newfoundland and Labrador and Chair of the Council of Ministers of Education, Canada (CMEC). “It is therefore important that we consider the interchanges between our students and education systems, not only here in Canada, but throughout the world.”

IEW in Canada is a reflection of the spirit of cooperation from the various members of education communities across Canada, who have joined forces to highlight the importance of international education. International Education Week is designed to showcase the significant contribution that international education makes in preparing Canadians for the global world, and it supports and reinforces Canada's efforts to engage effectively on the international stage. 

More information can be found on the International Education Week Web site at www.iew-sei.ca.

CMEC is an intergovernmental body composed of the ministers responsible for elementary-secondary and advanced education from the provinces and territories.  Through CMEC, ministers share information and undertake projects in areas of mutual interest and concern.

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Information
Sheila Molloy
Tel.: (416) 962-8100, ext. 247
E-mail: s.molloy@cmec.ca
Web site: www.cmec.ca

FOR IMMEDIATE RELEASE

Literacy and Numeracy Educators share cross border solutions

TORONTO, November 25, 2005 — For the first time, literacy and numeracy educators from across the country have come together in shared determination to find the best approaches to give every student the opportunity to reach his or her full potential, Ontario Education Minister Gerard Kennedy said today.

“Ensuring that every child has strong foundational literacy and numeracy skills is one of the most serious and underestimated challenges we face in education across Canada,” said Kennedy.  “Succeeding at this challenge will be both an investment in children today and in our country's future prosperity.”

The two-day forum, called Unlocking Our Children's Potential: Literacy and Numeracy as a Foundation, was presented by The Council of Ministers of Education, Canada (CMEC) and hosted by the Ontario Ministry of Education's Literacy and Numeracy Secretariat.

Over 400 educators, policy-makers, strategists and researchers participated in the forum from across Canada including the Honourable Shirley Bond, Education Minister, British Columbia, Honourable Mildred Dover, Education Minister, Prince Edward Island and Honourable Jamie Muir, Education Minister, Nova Scotia.

“In the fall of 2004, education ministers identified literacy as a priority in recognition of the key role it plays in the well being of Canadians,” said Shirley Bond, Education Minister for British Columbia. “This forum is the first of two that will bring together literacy experts and education partners to discuss and share best practices and the latest research on literacy.”

The forum included 10 showcase displays from Ontario school boards and 60 workshops from experts across the country — each illustrating and sharing promising practices on improving student achievement in literacy and numeracy. Among them:

• Targeted strategies for selected student populations including boys, Aboriginal students, students with special needs and francophone students
• Workshops on capacity building, shared leadership, board improvement planning and creating centers of excellence in student achievement
• Latest trends, innovations, research and cross-jurisdictional challenges related to improving the literacy and numeracy skills of children

“Although I was not able to attend the forum I understand it provided an excellent opportunity for participants to focus on research, successful practices, and initiatives in literacy and numeracy in the early years of school,” said the Honourable Joan Burke, Chair of CMEC and Minister of Education for Newfoundland and Labrador.  “Our overall objective is to improve student achievement, and literacy and numeracy really are the foundations for that.”

Forum keynotes were delivered by renowned international education experts, Dr. Michael Fullan, Special Advisor to the Premier and Minister of Education, Ontario; Sir Michael Barber, Former Chief Advisor to the Prime Minister Tony Blair, United Kingdom and Carmel Crévola, International Literacy Consultant on topics such as achieving large scale reform and developing successful classroom literacy programs.

“This was an extraordinary opportunity for stakeholders from across Canada to meet and share ideas on how to foster the highest level of literacy and numeracy among all Canadian children,” said Education Minister Mildred Dover of Prince Edward Island.

Education Minister Jamie Muir of Nova Scotia agreed, adding, “It is only through continuing collaboration among educators, policy makers, and researchers that Canada will maintain and enhance its position as one of the most literate countries in the world.”

Jean-Marc Fournier, Minister of Education, Recreation and Sports stated, “Language is the most important of all the things we learn in school. It serves as the very basis of thought and, as such, constitutes the foundation of all learning. Likewise, knowledge of mathematics assumes an essential character in our children's education.

“Québec is making major efforts to improve its ways of doing things in order to help young people succeed. For example, it is attributing more importance to core subjects and promoting reading among students, and has reduced the number of children in each classroom. This forum, which has given us an opportunity to discuss best practices, will have a beneficial impact on the education systems of all the provinces and territories.”

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Amanda Alvaro
Minister's Office
Ministry of Education, Ontario
(416) 325-2632

Wilma Davis
Communications Branch
Ministry of Education, Ontario
(416) 325-6730

Colin Bailey
Public Inquiries:
(416) 325-2929 or 1-800-387-5514
Assistant Director
Administration and Communications
Council of Ministers of Education, Canada (CMEC)

Disponible en français.

www.edu.gov.on.ca
www.resultsontario.gov.on.ca
www.cmec.ca

FOR IMMEDIATE RELEASE

TORONTO, November 14, 2011  — The Council of Ministers of Education, Canada (CMEC), joins today with over 100 countries from around the world to celebrate International Education Week 2011 (IEW 2011).

The purpose of IEW is to increase awareness and understanding of international education among participating countries through a variety of activities and events undertaken by governments, educational institutions, stakeholder groups, and individuals. More information about events and activities can be found on the CMEC sponsored IEW Web site, www.iew-sei.ca.

Canada's theme for IEW 2011 is “Canada Engages with the World: Realizing Our Potential through International Education.” It underscores the value that Canadians place on connecting with the world through studying abroad, internationalized curricula, and international service, and on opening the world to Canada by welcoming international elementary, secondary, and postsecondary students, promoting international exchanges, and encouraging qualified foreign students to make Canada their new home.

“Canadians recognize the importance of international education in an increasingly interconnected and interdependent world,” said the Honourable Ramona Jennex, Chair of CMEC and Nova Scotia's Minister of Education. “When our students travel abroad to study and when international students are welcomed here at home, we are all enriched ― socially, culturally, and economically.”

CMEC is Canada's voice for education on the international stage and is working on a variety of education-related international initiatives and projects. Of recent note:

• A contingent of Canadian education ministers, deputy ministers, and officials travelled to China in June of this year for the Second High‐Level Consultation on Education Collaboration between the Provinces and Territories of Canada and the People's Republic of China.
• In August 2011, premiers approved an international education marketing action plan developed by CMEC and provincial and territorial immigration ministers to promote Canada as a destination of choice among international students. The plan complements the pan-Canadian education brand, Imagine Education au/in Canada, which was developed by provinces and territories in cooperation with the federal Department of Foreign Affairs and International Trade.

About CMEC

Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan- Canadian and international levels and contributes to the fulfillment of the constitutional jurisdiction for education conferred on the provinces and territories. For more information, visit us at www.cmec.ca.

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Information
Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey

FOR IMMEDIATE RELEASE

TORONTO, November 16, 2011  — The Council of Ministers of Education, Canada (CMEC) will be presenting results from its latest assessment of the performance of Canadian students in math, science, and reading, on November 28, 2011, in Toronto.

The Pan-Canadian Assessment Program (PCAP) provides Canada with a national report card on levels of achievement in core subjects. PCAP 2010 tested close to 32,000 Grade-8 students from over 1,600 schools across the country. Math was the major testing domain in 2010; science and reading were minor domains.

The Toronto event will be hosted by the Honourable Ramona Jennex, Chair of CMEC and Nova Scotia's Minister of Education, along with Andrew Parkin, Director General of CMEC. Student assessment experts will also be in attendance.

Of particular interest to media:

• PCAP and the School Achievement Indicators Program (SAIP), from which PCAP was developed, have been providing comparable pan-Canadian data on student performance since 1993.
• PCAP 2010 data allow for direct comparison among participating provinces and territories, while also offering a pan-Canadian portrait of student achievement.
• PCAP 2010 reports on performance by province and territory, by gender, and by first language. Other contextual information will be made available in winter 2012.
• PCAP has been developed to work in alignment with key international assessments such as the OECD's Programme for International Student Assessment (PISA) to maximize testing efficiency and enable validation of our results at the international level.
• PCAP is a cyclical assessment which allows for comparisons of achievement over time.

Preliminary Program for Monday, November 28, 2011

5 a.m. EST
PCAP 2010 report made available online
www.cmec.ca/pcap2010

10 a.m. EST
Press conference and question period
InterContinental Toronto Yorkville Hotel
220 Bloor Street West
Toronto, Ontario
Barclay Room

10:30 a.m. EST onward
Individual interviews in English or French
The Honourable Ramona Jennex, Chair of CMEC
Dr. Andrew Parkin, Director General of CMEC

Media interview room
An interview room will be available. The room will be equipped with microphones and a media feed box. Interviews will also be possible by telephone.

Media work room
A media work room will also be available from 8 a.m. until 12 noon, and will be equipped with Internet access and power outlets. Hard copies of the report will also be available in English and French. Contact Colin Bailey (see information below) for further information or to arrange an interview with CMEC representatives.

About CMEC
Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan- Canadian and international levels and contributes to the fulfillment of the constitutional jurisdiction for education conferred on the provinces and territories. For more information, visit us at www.cmec.ca.

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Information
Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey

FOR IMMEDIATE RELEASE

TORONTO, November 23, 2011  — Educators and a variety of stakeholders from across Canada will be in Winnipeg, December 1–3, for the CMEC Educators' Forum on Aboriginal Education.

Sponsored by the Council of Ministers of Education, Canada (CMEC), in cooperation with the University of Winnipeg, the forum will bring together a wide range of individuals and groups interested in Aboriginal education ― from educators and academics to government officials and representatives of Aboriginal organizations ― to talk about what works for Aboriginal learners in early-childhood education (ECE) and K–12 education.

Using a case-study format, participants will examine programs, policies, and practices that have been shown to be effective in improving one or more aspects of Aboriginal learning.

Media will have full access to the event, which will include plenary presentations on ensuring Aboriginal student success, partnering to improve Aboriginal education, and education innovation in Canada's north, along with over 50 breakout sessions.

Further information, including the detailed program for the event, is available on the CMEC Web site.

Media are encouraged to signal their intention to attend the event by contacting Colin Bailey by e-mail (see contact information below).

About CMEC
Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan-Canadian and international levels and contributes to the fulfillment of the constitutional responsibility for education conferred on the provinces and territories. For more information, visit us at www.cmec.ca.

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Information

Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey

FOR IMMEDIATE RELEASE

TORONTO, November 24, 2011 — Today marks the release by the Council of Ministers of Education, Canada (CMEC), of the Pan-Canadian Report on Official Languages in Education, 2005–06 to 2008–09.

The report was compiled jointly by provinces and territories through CMEC with financial assistance from the Government of Canada. It describes the wide variety of programs, initiatives, and projects in minority-language education and second-language instruction that were carried out in provinces and territories between 2005 and 2009, and were supported in part by a federal contribution of $1.02 billion under the Protocol for Agreements for Minority-Language Education and Second- Language Instruction, an agreement between CMEC, on behalf of all provinces and territories, and the Government of Canada. Similar multi-year protocols have been in place since 1983. These collaborative arrangements have been instrumental in providing opportunities for young Canadians to learn their second official language and addressing the needs of anglophone and francophone communities throughout Canada.

“Ministers of education are committed to the provision of comprehensive official-languages education programs for provincial and territorial learners,” said the Honourable Ramona Jennex, Chair of CMEC and Minister of Education for Nova Scotia. “The report we are releasing today provides Canadians with a rich portrait of the efforts of provinces and territories, through their own substantial investments, and with the financial assistance of the federal government, to support and improve the quality of minority-language education and second-language instruction.”

Arranged by province and territory, the information in the report includes financial and enrolment data as well as detailed descriptions of key activities and initiatives in minority- and second-language education at all levels of provincial and territorial education systems, from elementary and secondary school to postsecondary studies. Support for teacher training and development is also outlined.

Official languages in education have long been a part of the work of CMEC. Ministers of education reconfirmed their strong support for minority-language education and second language instruction in their 2008 declaration, Learn Canada 2020.

The full text of the report and a convenient highlights document are available on line, as are recent official-languages protocols:

• Pan-Canadian Report on Official Languages in Education, 2005–06 to 2008–09
• Pan-Canadian Report on Official Languages in Education, 2005–06 to 2008–09 – Highlights
• Protocol for Agreements for Minority-Language Education and Second-Language Instruction, 2005-2006 to 2008-2009
• Protocol for Agreements for Minority-Language Education and Second-Language Instruction, 2009-2010 to 2012-2013

About CMEC
Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan- Canadian and international levels and contributes to the fulfillment of the constitutional responsibility for education conferred on the provinces and territories. For more information, visit us at www.cmec.ca.

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Information

Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey

FOR IMMEDIATE RELEASE

TORONTO, November 28, 2011 — A major new report released today by the Council of Ministers of Education, Canada (CMEC), indicates that over 90 per cent of Canadian students in Grade 8 are achieving at or above their expected level of performance in mathematics. Almost half are achieving above their expected level.

The Pan-Canadian Assessment Program (PCAP) was created by ministers of education in 2003 to serve as a national report card on how well Canadian youth are doing in core learning subjects. It complements assessments in each province and territory and ensures that student performance can be compared across the country. PCAP is also aligned with key international studies in which Canada participates such as the OECD's Programme for International Student Assessment (PISA).

For PCAP 2010, close to 32,000 Grade-8 students from over 1,600 schools across the country were tested. Math was the major focus of the assessment. Math performance levels were developed in consultation with independent experts in education and assessment and align broadly with internationally accepted practice. Science and reading were also assessed.

“Today's PCAP results are good news for students, parents, and teachers alike,” said the Honourable Ramona Jennex, Chair of CMEC and Nova Scotia's Minister of Education. “They confirm that Canadian youth are acquiring the foundational math skills they need as they move ahead to secondary and postsecondary education.”

Some key findings from the report:

• In math, there was no significant difference in the performance of girls and boys at the national level. However, more boys than girls were able to demonstrate high- level math knowledge and skill proficiency.
• For Canada as a whole, girls performed better than boys in both science and reading. More variation was seen at the provincial and territorial level.
• In most provinces and territories, students in minority-language school systems outperformed students in majority-language systems in mathematics. This was reversed, however, for reading, where students in majority-language school systems outperformed students in minority-language systems. There was generally no significant difference by language in science performance.

The current nine-year cycle of PCAP began in 2007. With PCAP 2010, some analysis over time is now possible in the area of reading skills. Data for 2010 suggest that overall performance has declined somewhat from 2007, in particular in French-language school systems. As in 2007, girls in 2010 continue to outperform boys in reading.

“Ministers of Education have long recognized the need for transparent, comparable information about provincial and territorial education systems,” said Minister Jennex. “PCAP is in fact just one of a number of pan-Canadian and international data survey instruments coordinated by CMEC that provide us with the data we need to make informed policy and program decisions about education in Canada.”

PCAP 2010 also collected extensive contextual information from questionnaires completed by students, teachers, and principals. This information will be published in the coming months and should offer insight into some of the factors that may influence student performance

The next iteration of PCAP is already under way. PCAP 2013 will focus mainly on science; mathematics and reading will also be assessed.

The press conference is available for viewing.

About CMEC
Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan- Canadian and international levels and contributes to the fulfillment of the constitutional responsibility for education conferred on the provinces and territories. For more information, visit us at www.cmec.ca.

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Information

Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey

FOR IMMEDIATE RELEASE

TORONTO, June 21, 2011  — Provincial and territorial ministers of education are joining today with Canadians to celebrate National Aboriginal Day.

First established in 1996 by then Governor General Roméo LeBlanc, National Aboriginal Day honours the rich cultural heritage of First Nation, Inuit, and Métis peoples and celebrates their important contribution to Canada's past, present, and future.

“National Aboriginal Day gives us the opportunity to learn more about Aboriginal peoples ― their history, their cultures, their values ― and in doing so, deepen our understanding of Canadian society,” said Andrew Parkin, Director General of the Council of Ministers of Education, Canada (CMEC).

In the context of National Aboriginal Day, ministers of education wish to underscore the importance of Aboriginal learning as a key priority for CMEC. Ministers of education are working collaboratively to eliminate the gap in academic achievement and graduation rates between Aboriginal and non-Aboriginal students. They recognize that education is the key to growth and development among First Nation, Inuit, and Métis peoples.

In follow-up to the 2009 CMEC Summit on Aboriginal Education held in Saskatoon and recent collaborative work on the definition and collection of education data related to Aboriginal learners, CMEC will be hosting the Educators' Forum on Aboriginal Education, in Winnipeg, Manitoba, from December 1 to 3, 2011.

The event will bring together a wide range of stakeholders in Aboriginal education ― from educators and academics to government officials and Aboriginal-organization representatives ― to talk about what works for Aboriginal learners in early-childhood education (ECE) and K–12 education. Using a case-study format, participants will examine programs, policies, and practices that have been shown to be effective in improving one or more aspects of Aboriginal ECE and/or K–12 education, including:

• improved academic outcomes
• increased community wellness
• increased student well‐being, self‐confidence, identity, values, pride, personal development, or competence
• positive link to employment
• increased participation in the education system
• active participation in community life

The forum will provide a unique opportunity for participants from across Canada to engage in face‐to‐face dialogue, exchange with their colleagues and peers, and build networks in the field of Aboriginal ECE and K–12 education.

More information about the forum can be found at www.cmec.ca/educatorsforum.

Aboriginal-education stakeholders who wish to submit a proposal for the forum may do so at www.surveygizmo.com/s3/521803/cmec.

The deadline for submission of proposals is July 4, 2011.

About CMEC

Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan-Canadian and international levels and contributes to the fulfillment of the constitutional jurisdiction for education conferred on the provinces and territories. For more information, visit us at www.cmec.ca.

- 30 -

Information
Colin Bailey
Director, Communications
Cell: 416-929-6970
Tel.: 416-962-8100, ext. 259
E-mail: c.bailey