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This report summarizes the main issues discussed at the 2014 Education World Forum held in London, UK, from January 19 to 22, 2014. Under the theme of “Planning for 2015 — Policy-making catalyst for a decade ahead: measurement, reach and enterprise,” education ministers and officials discussed issues such as the impact of data on learning, driving improvement in education, and youth employment challenges and solutions.
This report contains the main outcomes of the UNESCO World Conference on Education for Sustainable Development 2014, along with interventions by the Canadian delegation at the Education Commission. At the conference, participants reviewed the past decade and discussed the post-2015 development agenda. The conference closed with the adoption of the Aichi-Nagoya Declaration, which calls on all nations to implement the Global Action Programme on ESD (GAP) to move the ESD agenda forward.
The 2015 International Summit on the Teaching Profession was hosted by CMEC and the Learning Partnership, a Canadian national education non-profit, and organized in cooperation with the Organisation for Economic Co-operation and Development (OECD) and Education International. The summit brought together official delegations of ministers of education, union leaders, outstanding teachers, and other education experts, as well as observers, from 20 countries. The theme of the summit was “Implementing Highly Effective Teacher Policy and Practice,” and three interrelated topics that are critical to the success of education systems were discussed: promoting and developing effective leadership; valuing teachers and strengthening their effectiveness; and encouraging innovation to create 21st-century learning environments. The report captures these discussions.
Assessment Matters! is a series of policy-oriented research notes designed to explore educational issues in Canada and Canadian jurisdictions. These notes are based on the results of international and national assessment programs, including the Pan-Canadian Assessment Program (PCAP), the Programme for International Student Assessment (PISA), the Progress in International Reading Literacy Study (PIRLS), and the Trends in International Mathematics and Science Study (TIMSS).
This report is produced as part of the Pan-Canadian Education Indicators Program (PCEIP). It allows readers to compare data for the provinces and territories with data for OECD countries. The indicators presented in this report are parallel to 15 of the indicators presented in the OECD publication Education at a Glance 2014.
This report presents the results of the International Computer and Information Literacy Study (ICILS) 2013 for the Canadian jurisdictions that participated in the study. It provides information on the achievement of Grade 8 students in computer and information literacy, contextual information on different factors explaining students' results, and an overview of approaches to CIL teaching and learning in various jurisdictions. Ontario and Newfoundland and Labrador were the only two Canadian provinces that participated in the study, and their results are compared against 20 countries around the world.
This report presents the results of the 2013 International Computer and Information Literacy Study in which 21 countries and education systems, including two Canadian provinces, participated. It provides information on the achievement of Grade 8 students in computer and information literacy, as well as contextual information on different factors explaining students' results.
The Pan-Canadian Assessment Program (PCAP), a collaborative effort among Canadian provinces and territories, is a survey of the knowledge and skills of students in Grade 8/Secondary II in the core subject areas. The 2013 report describes the performance of Grade 8 students in the third administration of PCAP, in which the major domain was science and the secondary or minor domains were reading and mathematics. CMEC developed PCAP to ensure the availability of statistically valid, comparable data on student achievement which can be used by education researchers, policy-makers, and government officials to understand and make improvements to provincial and territorial education systems.
This report describes the findings from a feasibility study on establishing pan-Canadian centres for the assessment of the credential of internationally educated teachers (IETs). The study developed summary profiles for each Canadian province and territory, identifying commonalities and differences in the current processes and practices for IET credential assessment across Canada and evaluated best practices in other contexts of credential assessment. It then drew upon previous reports, as well as focus groups, to synthesize its findings into a proposed model for the country. The study was designed to provide recommendations for a pan-Canadian method of assessing the credentials of IETs.
This annual report is published by the Organisation for Economic Co-operation and Development (OECD). It provides a compilation of indicators that report on the current state of education across OECD countries, examining issues such as the human and financial resources invested in education, how education and learning systems operate and evolve, and the returns to educational investments.
This report contains the main outcomes of the 37th Session of the UNESCO General Conference held in November 2013, along with interventions by the Canadian delegation at the Education Commission. The 37th session focused on a variety of issues, including the 2014-17 budget for the commission, Education beyond 2015, the potential global standard-setting instrument on the recognition of higher-education qualifications, and the United Nations Decade of Education for Sustainable Development post-2014 – Global Action Programme.
This report is in response to the request from UNESCO that its Member States complete two questionnaires on the UN Decade of Education for Sustainable Development 2005–2014 (UNDESD). Questionnaire 1 focuses on collecting information on Canada's priorities for ESD after the end of UNDESD. Questionnaire 2 focuses on compiling Canada's achievements and challenges over the decade. Canada's responses were developed jointly by CMEC and the Canadian Commission for UNESCO (CCU).
This report summarizes the main issues discussed at the 2013 OECD Informal Meeting of Ministers of Education, “Fostering skills and employability through education,” Istanbul, Turkey, on October 2–4, 2013. The meeting focused on a variety of skills-related issues and included briefings on the Programme for the International Assessment of Adult Competencies (PIAAC) and the Programme for International Student Assessment (PISA).
This report summarizes the main issues discussed at the fourth International Summit on the Teaching Profession (ISTP), which took place in Wellington, New Zealand, on March 28 and 29, 2014. The summit brought together more than 300 teaching professionals and policy-makers around the theme of “Excellence, Equity and Inclusiveness — High-Quality Teaching for All.” The report provides the main messages conveyed by the Canadian delegation to the meeting participants, including the announcement that Canada will host the 2015 summit in Banff, Alberta.
The joint declaration offers three principles to guide work on the alignment of education and skills training and labour-market needs and proposes specific pan-Canadian activities.
This report describes the findings from a series of six focus groups conducted throughout Canada to identify the barriers to certification and workforce integration of internationally educated teachers. The focus groups examined four specific stages of the integration process: the preparation prior to coming to Canada, the process of obtaining teaching licences in a given province or territory, the experience of securing a teaching position, and the transition into a provincial or territorial school system.
The framework presents a pan-Canadian vision for early learning that can be adapted to the unique needs and circumstances of each province and territory. It is designed to serve as a resource to support the development of policies and initiatives by ministries and departments of education and their partners that enhance the quality and continuity of the learning experience in the early years and beyond.
As the recruitment environment for international students becomes increasingly competitive, Canada has emerged as a top destination for international students. This report provides insight into the role of education agents in Canada's international education systems.
© The Council of Ministers of Education, Canada