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While Aboriginal peoples represent Canada's fastest-growing population, their education and employment outcomes lag significantly behind the rest of the population. This literature review examines the challenges faced by Aboriginal youth in completing their education and the factors that impede or foster their successful transition from school to work.
This report contains the main outcomes of the 5th APEC Education Ministerial Meeting, which took place May 21–23, 2012, in Korea. The meeting focused on topics such as globalization and education, innovation in education, and education cooperation. At the conclusion of the meeting, ministers adopted a joint statement, “Envisioning Together for the Future and Hope,” pledging to continue to foster regional innovative growth, promote future skills suitable for the global society, create innovative instructional delivery systems, and foster more collaborative policy decisions.
This report considers how better data and evidence can be developed to support jurisdictions' efforts to improve the academic achievement and attainment of Aboriginal students in provincial and territorial elementary and secondary schools.
This report presents the first Canadian results of the Progress in International Reading Literacy Study (PIRLS) 2011. It provides information on the reading skills of Grade 4 students and describes home and school supports for literacy in Canada. Results are reported at both Canadian and international levels, with comparisons across Canadian provinces as well as with participating countries.
This report is the third in a series of research projects in which the PCAP-13 2007 data set is used to examine questions of interest to educational policy-makers and practitioners in Canada. It focuses on the factors that contribute to the performance of 13-year-old Canadian students in reading.
This report contains the main observations of the Canadian delegation to the Education World Forum held in January 2012.
This report contains the main outcomes of the OAS VII Inter-American Meeting of Ministers of Education held in March 2012, along with interventions by the Canadian delegation. The meeting focused on a variety of issues, including the teaching profession, schools as learning communities, the role of government as guarantor of a quality education, and the work of the Inter-American Committee on Education (CIE). In addition, ministers approved the Declaration of Paramaribo — “Transforming the role of the teacher in response to 21st-century challenges” — and elected the new CIE Authorities for the period 2012–2014.
Copyright Matters! covers items from the Canadian Copyright Act and its regulations, contractual and tariff arrangements with copyright collectives, and court decisions. The publication is a starting point in increasing awareness of your rights and obligations in selecting and using copyright-protected materials for teaching and learning.
UNESCO regularly monitors the implementation of the Convention and Recommendation against Discrimination in Education, as adopted by UNESCO's General Conference on December 14, 1960. Canada's response to the eighth consultation, developed jointly by the Council of Ministers of Education, Canada, and the Canadian Commission for UNESCO, highlights the progress that education systems have made in providing access to quality education that is widely inclusive so that all students can participate and succeed to the best of their abilities. The report also discusses the ongoing challenges in achieving equality of educational opportunities in Canada, based on education indicators. The eighth consultation covers the period from 2006 to 2011.
This report examines the results from PCAP 2010 in relation to variables derived from questionnaires completed by students, teachers, and school principals. It reports the results both descriptively and using simple and multiple regression models.
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 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 13
of the indicators presented in the OECD publication Education at a Glance 2012.
This report focuses on progress made in adult education and literacy policies, governance, financing, participation, and quality. It was developed jointly by CMEC, Human Resources and Skills Development Canada (HRSDC), and the Canadian Commission for UNESCO (CCU), in reponse to a formal request from UNESCO.
In July 2012, ministers of education issued this statement on the importance of play-based learning. It recognizes that purposeful play in the formative years sets the stage for future learning, health, and well-being.
This report contains the main outcomes of the 36th Session of the UNESCO General Conference held in November 2011, along with interventions by the Canadian delegation. The 36th session focused on a variety of issues, including the 2012-13 budget for the commission, the International Standard Classification of Education (ISCED) statistical tool, the 1993 Recommendation on the Recognition of Studies and Qualifications in Higher Education, and the 1976 Recommendation on the Development of Adult Education.
This fact sheet sheds light on the relationship between education and labour market outcomes by providing a brief overview of the impact of economic changes on the employment of individuals with different levels of educational attainment to identify which groups have been most affected by the economic downturn and which have benefitted most from the recovery. The 2008-through-2011 data for Canada and its provinces and territories are from Statistics Canada's Labour Force Survey.
This study examines how Canadian faculties of education are incorporating ESD into their pre-service programs, research, and other activities. It was produced by the CMEC Education for Sustainable Development Working Group (ESDWG), in partnership with the International Institute for Sustainable Development (IISD) and Learning for a Sustainable Future (LSF).
PCAP-13 2007: Factors Contributing to Performance in Mathematics and Science is the first of a series of research projects in which the PCAP 2007 data set is used to examine questions of interest to educational policy-makers and practitioners in Canada. It focuses on the mathematics/science components of PCAP 2007 and, in particular, on the factors contributing to performance in these two subjects.
This report presents the Canadian results from the Teacher Education and Development Study – Mathematics (TEDS-M) 2008, an international comparative study on teacher education with a focus on the preparation of teachers of mathematics at the elementary and lower-secondary levels. TEDS-M was carried out under the aegis of the International Association for the Evaluation of Educational Achievement (IEA), a consortium of research institutions in 60 countries, including Canada.
The CMEC Technical Workshop on Pan-Canadian Aboriginal Data was held in Ottawa, Canada from March 29 - 30, 2011. The purpose of the workshop was to examine the current state of data on Aboriginal education and to advise on the next steps to improve the availability of such data on Aboriginal learners across the country. By bringing together Canada's data experts in Aboriginal education, it reflected CMEC's commitment to strengthening existing partnerships and working to improve the available data about and for Aboriginal students. This summary report outlines key issues raised at the workshop, areas for further work, and overall themes identified during the course of the workshop. Ministers of education are committed to addressing issues related to Aboriginal education — through activities such as the workshop and the forum — to encourage knowledge mobilization and transfer, facilitate dialogue, and create new partnerships.
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