CMEC

Education Commission of the 36th Session of the UNESCO General Conference, Paris, France, November 1–3, 2011 Publication Date: 2012-07-10

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.

Pan-Canadian Report on Official Languages in Education, 2005–06 to 2008–09 Publication Date: 2011-11-24

This is the second of two reports called for under the Protocol for Agreements for Minority-Language Education and Second-Language Instruction, 2005-2006 to 2008-2009. It provides a summative description of the achievement of outcomes supported by protocol funding — the projects, initiatives, and ongoing efforts in minority-language education and second-language instruction carried out by the provinces and territories.

Interrupting High School and Returning to Education Publication Date: 2010-04-29

The Pan-Canadian Education Indicators Program (PCEIP) is an ongoing initiative of the Canadian Education Statistics Council (CESC), a partnershp between Statistics Canada and the Council of Ministers of Education, Canada (CMEC), to provide a set of statistical measures on education systems in Canada. This fact sheet reports on the proportion of young adults who have left high school without a diploma and, among them, the proportions who have returned to obtain a high -school diploma and who progressed to postsecondary education. It presents data for Canada and the provinces from the Youth in Transition Survey (YITS).

The Use of Student-Level Data to Provide Information on Student Pathways and Mobility: A Study of the Statistical Journey Through Canadian Lifelong Learning Publication Date: 2010-04-09

This research paper examines the tools that are used to track student pathways and mobility, as well as the policy significance of student tranisitions.

The Development and State of the Art of Adult Learning and Education (ALE): Report for Canada Publication Date: 2009-04-17

UNESCO asked member states to prepare reports on developments in adult learning and education since 1997, including the current state of the art and future challenges. This report is Canada's response to that request. The focus of the report is on policies, research, and effective practices in literacy, non-formal education, and adult and lifelong learning. The report addresses four major themes, and has an introductory demographic overview and a final section that looks at expectations for CONFINTEA VI and the future of adult learning and education. The four themes are: policy, legislation, and financing; quality of adult learning and education—provision, participation, and achievement; research, innovation, and good practices; and adult literacy.

Learn Canada 2020 Publication Date: 2008-04-15

Learn Canada 2020 is the framework that provincial and territorial ministers of education, through the Council of Ministers of Education, Canada, are using to enhance Canada's education systems, learning opportunities, and overall educational outcomes. The document presents the four pillars of lifelong learning: early childhood learning and development, elementary through high school, postsecondary education, and adult learning and skills training. Within the four pillars, ministers have identified eight specific activity areas and accompanying objectives. As well, the document includes statements on key partners and stakeholders and communication with Canadians.

OECD Activity – Recognition of Non-Formal and Informal Learning (RNFIL): Report on Provincial/Territorial Activities and Pan-Canadian Overview Publication Date: 2007-12-21

This report provides information on recognizing non-formal and informal learning in Canada, most commonly known as Prior Learning Assessment and Recognition (PLAR). It presents a pan-Canadian overview, including contextual information on demographics and economic and social developments, and descriptions of governmental, institutional, and other organizational PLAR arrangements. The overview document is supported by detailed reports from ten provinces and one territory.

United Nations Literacy Decade, 2003-2012 Publication Date: 2007-11-15

This report looks at literacy activities from 2004 to 2006 of the provincial, territorial, and federal governments, and of civil society, under the six themes outlined by UNESCO for this review: policy; flexible programs; capacity building of educators, stakeholders, and partners; research; community participation; and monitoring and evaluation. The report includes literacy for young children, school-aged children, and adults, with special attention paid to groups such as Aboriginal learners, new immigrants, special-needs students, families, and workers.

Report to UNECE and UNESCO on Indicators of Education for Sustainable Development Publication Date: 2007-10-15

The United Nations Economic Commission for Europe (UNECE) asked member states to report on their implementation of the Strategy for Education for Sustainable Development in formal, non-formal, and informal settings, within the context of the United Nations Decade of Education for Sustainable Development. This report was structured around the nine main issues outlined in the UNECE questionnaire: policy, regulation, and operational frameworks; formal, non-formal, and informal learning; educators; tools and resources; research and development; cooperation; indigenous knowledge; challenges and obstacles; and assistance needed. The document includes the policies and programs from 2005 to 2007 of the provinces and territories, non-governmental and civil-society organizations, and departments of the federal government.

Developing an Adult-Education Policy Framework: Terminology, Typology, and Best Practices Publication Date: 2005-05-31

This research report was prepared to support the development of a policy framework for adult education across Canada. Research was conducted between December 2004 and March 2005, employing: an extensive literature review of recent adult-education and lifelong-learning literature; the completion of a survey by provincial and territorial governments involved in the development and delivery of adult-education programs; a review of federal government Web sites to identify adult-education and training programs; and consultation with a targeted group of expert adult-educators and practitioners. The report includes an overview of the current state of adult education, definitions, a proposed policy framework, and guiding principles.

Canadian Report for the CONFINTEA V Mid-Term Review of Adult Education Publication Date: 2004-06-15

This report on adult education was prepared at UNESCO's request in preparation for the Mid-Term Review Conference on Adult Education (CONFINTEA + 6), held in 2003 to report on progress in adult learning since the Fifth International Conference on Adult Education (CONFINTEA V) in 1997. UNESCO prepared a questionnaire and this report provides the responses from four jurisdictions - Prince Edward Island, Quebec, Manitoba, and Saskatchewan - as well as departments of the federal government and literacy organizations. The report's contents are arranged around the themes of conditions and quality of adult learning, literacy and basic education, and media, culture, and technologies.

A Spring 2003 Snapshot: The Current Status of Prior Learning Assessment and Recognition (PLAR) in Canada's Public Postsecondary Institutions: Part One Publication Date: 2003-05-15

In February 2003, the Council of Ministers of Education, Canada (CMEC), undertook Part One of the PLAR Project, a study of the current state of prior learning assessment and recognition (PLAR) in Canada's public postsecondary institutions. This report provides a snapshot of the practices in each jurisdiction, as well as an annotated bibliography of reports and papers.

Meeting of the OECD Education Committee at Ministerial Level Publication Date: 2001-04-01

The report of the Canadian delegation on the 2001 Meeting of the OECD Education Committee at Ministerial Level on "Investing in Competencies for All" provides details on the sessions dealing with information and communications technologies, lifelong learning and training for all, trade in services, developing innovative teaching and learning in schools, and promoting social values in schools.

Canadian Intervention at the UNESCO World Conference on Higher Education Publication Date: 1998-10-07

This document contains the speeches made by two education ministers from Canada, which are based on a forward-looking vision of higher education that sees no gap between past roles and future visions on issues such as public funding, the relationship with the world of work, and research and its role in the area of innovation.

Survey of Trends in Adult Education and Training in Canada (1985–1995): Report of Canada in Preparation for CONFINTEA V, July 1997 Publication Date: 1997-07-15

This report, prepared for CONFINTEA V, covers the trends and significant developments in adult education, particularly with regard to literacy, participation, equity, and legislation. The overview presents information about the structures, management, and coordination of adult education, funding, relations with the formal systems, priority groups, learning materials, adult educators, and research. Particular areas of intervention include women, citizenship education, the environment, health, democracy, the information highway, and international cooperation.

Report of the Canadian delegation to the Fifth International Conference on Adult Education (CONFINTEA V) Publication Date: 1997-07-14

This report describes the Canadian delegation's objectives and the debates leading to the Declaration and Agenda for the Future. Canada's recommended amendments, as well as Canada's participation in debates and leadership of workshops, are also detailed.