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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.
After a brief overview of the development of official languages in education in Canada, this report provides a concise description of the achievement in 2009-10 and 2010-11 of outcomes for minority-language education and second-language instruction called for in the action plans developed by each of the provincial/territorial governments, as part of their bilateral agreements with the Government of Canada.
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 11 of the indicators presented in the OECD publication Education at a Glance 2013.
This report examines the language competencies that research indicates are important for elementary and secondary teachers in English and French first-language schools to have for effective professional practice and teaching excellence.
This report provides the initial results for Canada and the provinces from OECD's PISA 2012. PISA is a triennial survey of the knowledge and skills of 15-year-olds near the end of their compulsory schooling. The report presents both national and provincial results in mathematics, reading, and science, and complements the information presented in the PISA 2012 international report.
This report provides the initial results from OECD's PISA 2012. PISA is a triennial survey of the knowledge and skills of 15-year-olds near the end of their compulsory schooling. The major focus of the 2012 assessment was mathematics, with a secondary focus on reading and science. Results are compared across 65 countries and economies around the world.
This report provides initial data from OECD's landmark study of skills, the Programme for the International Assessment of Adult Competencies (PIAAC). PIAAC measures skills in literacy, numeracy, and problem solving in technology-rich environments (PS-TRE) among adults between the ages of 16 and 65, in 24 countries and sub-national regions.
This report provides initial Canadian data from OECD's landmark study of skills, the Programme for the International Assessment of Adult Competencies (PIAAC). It offers results for Canada as a whole, as well as for individual provinces and territories. In addition, the report looks at the relationships between skills proficiency and a range of socio-demographic characteristics, and presents first results on the literacy, numeracy, and problem solving in technology-rich environments (PS-TRE) skills of Aboriginal populations, immigrants, and official-language minority communities.
Pan-Canadian Framework for Cultural Appropriation in French-Language Schools
Pan-Canadian framework for cultural appropriation in French-language schools
The 2012 report is the latest update on jurisdictional practices related to credit transfer in postsecondary education since the CMEC Working Group on Credit Transfer was established. The report highlights the activities, achievements, and future plans of each jurisdiction.
This report summarizes the main issues discussed at the Education World Forum, held in January 2013, and provides the main messages conveyed by the Canadian delegation to forum participants. The event brought together more than 100 ministers of education to discuss their experiences in education policy-making.
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