DOCSLIB.ORG

The Development of Education in Canada

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Development of Education in Canada THE DEVELOPMENT OF EDUCATION IN CANADA REPORT OF CANADA In response to the International Survey in Preparation for the Forty-sixth Session of the International Conference on Education Geneva September 5-8, 2001 COUNCIL OF MINISTERS OF EDUCATION, CANADA CANADIAN COMMISSION FOR UNESCO THE DEVELOPMENT OF EDUCATION IN CANADA Report of Canada by The Council of Ministers of Education, Canada September 5-8, 2001 Acknowledgments The Council of Ministers of Education, Canada (CMEC) would like to acknowledge the work of André Lalonde, who undertook the documentary research and writing of this report. CMEC gratefully acknowledges the generous comments and feedback from the provincial and territorial ministries/departments of education, and the non-governmental organizations for their contribution to the writing of this report. CMEC also acknowledges the financial contribution of the Department of Foreign Affairs and International Trade, International Academic Relations Division, and the Canadian Commission for UNESCO. Council of Ministers of Education, Canada 95 St. Clair Avenue West, Suite 1106 Toronto, Ontario M4V 1N6 Telephone: (416) 962-8100 Fax: (416) 962-2800 E-mail : [email protected] Web site : www.cmec.ca © 2001 Council of Ministers of Education, Canada ISBN 0-88987-132-9 TABLE OF CONTENTS SUMMARY ..................................................................................................................................................1 FOREWORD ................................................................................................................................................5 1.0 ECONOMIC, SOCIAL AND POLITICAL CONTEXT OF EDUCATION.............................10 1.1 Standard of living.......................................................................................................................10 1.2 Economic development..............................................................................................................10 1.3 Official languages ......................................................................................................................10 1.4 Diversity.....................................................................................................................................11 1.5 Demographic trends...................................................................................................................11 1.6 Children living in low-income families .....................................................................................12 2.0 EDUCATIONAL POLICIES ....................................................................................................12 2.1 Fundamental values ...................................................................................................................12 2.2 Legal and constitutional foundations .........................................................................................13 3.0 STRUCTURE OF EDUCATION AND TRAINING IN CANADA.........................................13 3.1 Preschool programs....................................................................................................................13 3.2 Elementary and secondary education.........................................................................................14 3.3 Postsecondary education............................................................................................................14 3.4 Council of Ministers of Education, Canada...............................................................................15 4.0 MAIN FEATURES AND OBJECTIVES OF REFORMS........................................................16 4.1 Reorganization and restructuring...............................................................................................16 4.1.1 Changes in structures ........................................................................................................16 4.1.2 Reorganization of government departments......................................................................17 4.1.3 Reducing the number of school boards .............................................................................17 4.1.4 Accountability structures...................................................................................................18 4.2 Funding reform ..........................................................................................................................18 4.3 Curriculum renewal ...................................................................................................................19 4.4 Early childhood development ....................................................................................................20 4.5 Performance testing ...................................................................................................................21 4.6 Transition to the job market.......................................................................................................22 4.7 Quality of teaching.....................................................................................................................23 5.0 EDUCATIONAL INSTITUTIONS AND ENROLMENT .......................................................25 5.1 Institutions .................................................................................................................................25 5.2 Enrolment...................................................................................................................................26 5.2.1 Elementary and secondary ................................................................................................26 5.2.2 College enrolment .............................................................................................................26 5.2.3 University enrolment.........................................................................................................28 5.2.4 Adult participation in education........................................................................................29 5.2.5 Employment-related Adult Education...............................................................................29 6.0 EDUCATION FUNDING .........................................................................................................30 6.1 Spending by type of education...................................................................................................31 6.2 Public spending on education ....................................................................................................32 6.3 Education-related spending by resource category .....................................................................33 6.4 Student Indebtedness .................................................................................................................34 7.0 INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCHOOLS ..................35 7.1 Student-computer ratio...............................................................................................................36 7.2 Internet connection.....................................................................................................................36 7.3 Student activities on the Internet................................................................................................36 7.4 Obstacles to fuller use of information and communication technologies ..................................37 7.5 Provincial initiatives ..................................................................................................................38 8.0 EDUCATORS ...........................................................................................................................39 8.1 Distribution by gender ...............................................................................................................40 8.2 Supply and demand....................................................................................................................41 9.0 THE EDUCATIONAL PROCESS............................................................................................49 9.1 Curriculum components at elementary and secondary level......................................................49 9.2 Teaching and learning process...................................................................................................51 9.3 Organization of teaching time and academic year .....................................................................52 9.4 Special education .......................................................................................................................52 10.0 TESTING STUDENT ACHIEVEMENT..................................................................................54 11.0 EQUITY.....................................................................................................................................55 11.1 Aboriginal educational levels ....................................................................................................55 11.2 Educational levels of language groups.......................................................................................56 12.0 HIGHER EDUCATION ............................................................................................................57 13.0 PRIVATE EDUCATION ..........................................................................................................60 14.0 EDUCATION RESEARCH ......................................................................................................62
Load more

Recommended publications
  • Bibliography of Education, 1911-11
    I UNITEDSTATESBUREAU ,OFEDUCATION 657 BULLETIN, 1915, NO. 30 - - - WHOLE NUMBER BIBLIOGRAPHYOFEDUCATION FOR 19,1 1-1 2 a at, Ab. WASHINGTON GOVERNMENT PRINTINGOFFICE 1915 ADDITIONAL COPIES PIMLICATION MAT DR PROCUREDFROM THE '1:PERIN-TENDERT OrDOCUMENTS GOVERNMENT PRINTING OPTICS WASHINGTON, D. C. AT 2O CENTS PER COPY 205570 .A AUG 28 1918 athl 3 a -3g CONTENTS. i9IS 30 -3 8 Generalities: Bibliography Page. New periodicals 7 9 Pulaications of associations, sociefies, conferences,etc. National State and local 9 14(i' Foreign 23 International Documents 23 Encyclopedias 23 24 History and description: General Ancient 24 25 Medieval 25 odena 25 United States . Ge.neral 25 Public-school system 28 Secondary education 28 Higher or university education 29 National education association 30 Canada s 30 South AmericaWest Indies 31 Great Britain 31 Secondary education 32 Higher or university education 32 Austria 32 France 33 Germany 33 Higher or university education 34 Italy Belgium 35 Denmark 35 Sweden 35 Iceland 35 Switzerland 35 Asia 35 .China 35 India Japan 38 Now Zealand 38 Philippine Islands 38' Biography 37 Theory of education 38 Principles and practice of teaching: General 42 Special methods of instruction 44 Moving pictures, phonographs, etc 44 Methods of study.. 45 Educational psychology 45 Child study 48 Child psychology 49 Plays, games, etc 49 4 CONTENTS. Principles and practice of teachingContinued. Pais. Kindergarten and primary education 50 Montessori method 52 Elementary or common-school education 54 Rural schools. 54 Curriculum. 57 Reading . 58 Penmanship 58 . Spelling 58 Composition and language study 59 Languages 59 History 59 Geography 59 Nature study and science 60 Arithmetic .
    [Show full text]
  • The Quebec Education Program (QEP) Makes up the Core Curriculum for Elementary and Secondary School Students
    The Quebec History and Citizenship Education Curriculum and the Benchmarks of Historical Thinking (BHT): Convergence and Divergence David Lefrancois and Stephanie Demers The Quebec Education Program (QEP) makes up the core curriculum for elementary and secondary school students. It is divided according to levels (elementary and secondary), then according to cycles. Consequently, there is one elementary curriculum and two secondary curricula (one for the first cycle – grades seven and eight, known as secondary one and two, and another for the second cycle, grades nine through eleven, known as secondary three to five). In terms of structure and prescriptions, differences between the two secondary school curricula are minor. The only significant differences relate to content: the social phenomena which are studied change from one cycle to the next. The QEP structures the aims, objects and content of the Quebec history program. The Benchmarks of Historical Thinking (BHT), on the other hand, are not part of a curriculum, but rather make up a series of key reference points for evaluating what students should be able to accomplish in learning history. Collectively, they represent structural, cognitive concepts of historical thinking. Examples of tasks centred on the Benchmarks concepts illustrate what to expect of students putting them into practice. 1. Conceptions of history and the purpose of teaching history There exists some convergence in the aims put forth by the QEP and that of the BHT, particularly in regards to students building their identity and worldview, as well as in the development of skills or intellectual and critical competencies. Where these two programs diverge is in the origins of their theoretical foundations.
    [Show full text]
  • Digital Learning in Canadian Higher Education in 2020
    Digital Learning in Canadian Higher Education in 2020 Ontario Report Report Author: Dr. Nicole Johnson Research Director, Canadian Digital Learning Research Association Research Team: Dr. Nicole Johnson Research Director, Canadian Digital Learning Research Association Dr. Jeff Seaman Director, Bay View Analytics and Director of Analytics, Canadian Digital Learning Research Association Dr. George Veletsianos Professor & Canada Research Chair in Innovative Learning and Technology, Royal Roads University Canadian Digital Learning Research Association Association canadienne de recherche sur la formation en ligne ACKNOWLEDGEMENTS The National Survey of Online and Digital Learning is made possible with the support of our sponsors. The primary funding agencies for the 2020 CDLRA research initiatives were: eCampusOntario, BCcampus, Campus Manitoba, Contact North, OCAS, Pearson Canada, and D2L. We thank Dr. George Veletsianos for his work on the Canadian Pulse Project surveys, which contributed to the findings presented in this report. We also thank the following organizations for their support: Colleges and Institutes Canada (CICAN) and Universities Canada. In addition, we thank Carole Freynet-Gagné and her team for their translation services that enabled the bilingual production of the 2020 CDLRA reports and presentations. We also thank Rachel Sumner, the eCampusOntario/CDLRA Liaison for her support in arranging interviews with senior administrators in Ontario and for her feedback on the Ontario report. Most importantly, we thank our survey
    [Show full text]
  • Academic Transformation: the Forces Reshaping Higher Education in Ontario
    An agency of the Government of Ontario Ian D. Clark, Greg Moran, Michael L. Skolnik, and David Trick. Academic Transformation: The Forces Reshaping Higher Education in Ontario. Montreal and Kingston: Queen’s Policy Studies Series, McGill-Queen’s University Press, 2009. The book is available for purchase at http://mqup.mcgill.ca/book.php?bookid=2363 (English only). The thesis of this book is that the present approach to the provision of baccalaureate education in Ontario is not sustainable and is in need of significant modification. The stage for the present approach was set by two higher education policy decisions that were made in the 1960s: (1) that the colleges would have no role in the provision of baccalaureate credit activity; and (2) that the publicly supported universities would have complete autonomy in deciding on their purpose, mission, and objectives. While the universities had been primarily teaching institutions until the 1960s, since then a single idea of the mission of the university—the research university—has been adopted by all. A key element of the research university model to which the university community in Ontario has subscribed is that of the teacher-researcher ideal: that undergraduate students should be taught only by professors who are active researchers. Not only have all the universities embraced the research university model, but in the past two decades there has been a growing expectation from the public and the government for universities to produce knowledge that will enhance Canada’s economic well-being and international economic competitiveness. This new model has fostered substantial growth in university research, brought changes to the traditional research paradigm, and introduced new costs—both human and financial.
    [Show full text]
  • Archived Content Information Archivée Dans Le
    Archived Content Information identified as archived on the Web is for reference, research or record-keeping purposes. It has not been altered or updated after the date of archiving. Web pages that are archived on the Web are not subject to the Government of Canada Web Standards. As per the Communications Policy of the Government of Canada, you can request alternate formats on the "Contact Us" page. Information archivée dans le Web Information archivée dans le Web à des fins de consultation, de recherche ou de tenue de documents. Cette dernière n’a aucunement été modifiée ni mise à jour depuis sa date de mise en archive. Les pages archivées dans le Web ne sont pas assujetties aux normes qui s’appliquent aux sites Web du gouvernement du Canada. Conformément à la Politique de communication du gouvernement du Canada, vous pouvez demander de recevoir cette information dans tout autre format de rechange à la page « Contactez-nous ». CANADIAN FORCES COLLEGE / COLLÈGE DES FORCES CANADIENNES CSC 31 / CCEM 31 EXERCISE/EXERCICE NEW HORIZON CANADIAN MILITARY CONTRIBUTIONS TO UNITED NATIONS PEACE SUPPORT OPERATIONS By/par Maj Gérard Sénéchal This paper was written by a student La présente étude a été rédigée par un attending the Canadian Forces College in stagiaire du Collège des Forces fulfilment of one of the requirements of the canadiennes pour satisfaire à l'une des Course of Studies. The paper is a scholastic exigences du cours. L'étude est un document, and thus contains facts and document qui se rapporte au cours et opinions which the author alone considered contient donc des faits et des opinions que appropriate and correct for the subject.
    [Show full text]
  • Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten Zuhra Abawi
    JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten Zuhra Abawi Dr. Zuhra Abawi is an assistant professor of education at Niagara University, Ontario. Her work focuses on the ways that discourses of race and identity are negotiated, mediated, and socialized in education. Her research seeks to recenter the voices of racialized and Indigenous children, families, and educators by problematizing whiteness and Eurocentric developmentalist discourses and curricula embedded in educational institutions. Email: [email protected] While there has been extensive research pertaining This paper critically unpacks the racialized and toward the importance of diversifying the teacher gendered hierarchies between the co-teaching model of workforce in order to represent student diversity early childhood educators (ECEs) and Ontario certified and provide equitable and inclusive education teachers (OCTs) in full-day kindergarten (FDK), and (e.g., Abawi, 2018; Abawi & Eizadirad, 2020; how such positionalities speak to racial socialization James & Turner, 2017; Ryan, Pollock, & Antonelli, in early learning spaces. While young children and 2009; Turner Consulting Group, 2015), there is early learning spaces are often portrayed as raceless, limited study on the racialized power relations ahistorical, and apolitical, extant literature suggests informing the relationship between the co- that children as young as two years of age are aware teaching team of early
    [Show full text]
  • Education in Canada
    Education in Canada © 2008 Council of Ministers of Education, Canada Permission is granted for non‐commercial reproduction related to educational purposes, provided there is a clear acknowledgement of the source. Otherwise, no part of this publication may be reproduced or transmitted in any form without prior permission from the Council of Ministers of Education, Canada, 95 St. Clair Ave. West, Suite 1106, Toronto, Ontario, M4V 1N6 July 2008 Également offert en français sous le titre : L’Éducation au Canada. Education in Canada Canada is the second largest country in the world — almost 10 million square kilometres (3.8 million square miles) — with a population of 33.1 million as of October 2007, a population density of 3.5 people per square kilometre, and a median income in 2005 of C$41,401. However, Canada’s population is not spread evenly over the territory as two out of three Canadians live within 100 kilometres of the southern border with the United States. In addition, more than 80 per cent of the population lives in urban centres; 45 per cent of the population lives in just six metropolitan areas. Responsibility for Education Responsibility: In Canada, there is no federal department of education and no integrated national system of education. Within the federal system of shared powers, Canada’s Constitution Act of 1867 provides that “[I]n and for each province, the legislature may exclusively make Laws in relation to Education.” In the 13 jurisdictions — 10 provinces and 3 territories, departments or ministries of education are responsible for the organization, delivery, and assessment of education at the elementary and secondary levels, for technical and vocational education, and for postsecondary education.
    [Show full text]
  • The Economic Impact of International Students in Atlantic Canada
    The Economic Impact of International Students in Atlantic Canada STUDY LIVE WORK Prepared for Prepared by FEBRUARY 2018 Table of Contents Executive Summary 4 1. Introduction 6 1.1 Background. 6 1.2 Study Purpose and Objectives . 7 1.3 Approach and Methodology. 7 2. Internationalization 8 2.1 Canadian Challenges. 8 2.2 International Student Trends . 9 2.3 Education Policy. .10 3. Atlantic Canada 13 3.1 Enrolments. .13 3.2 Family Members of International Students . 16 4. Economic Impacts 18 4.1 Scope of Economic Impacts. .18 4.2 International Student Spending. 18 4.3 Economic Impact Results . 21 4.4 Export Value . 22 5. Attraction and Retention Initiatives 26 5.1 Student Pathways . 26 5.2 High School Origin. 26 5.3 Attraction. 28 5.4 Post-Secondary Completion. 31 5.5 Retention. 33 5.6 Retention Success Factors. 35 6. Experiential Learning 38 6.1 Experiential Learning and Work Integrated Learning . 38 6.2 Co-op Participation in Canada . 39 6.3 International Student Experiences in Atlantic Canada. 39 References 41 APPENDICES Appendix A Focus Group Findings. .A2 Appendix B Methodology . A5 Appendix C Confidence Levels for Spending . A10 Appendix D Additional Results. A11 Appendix E Survey Questions. A23 GARDNER PINFOLD ECONOMIC IMPACT OF INTERNATIONAL STUDENTS IN ATLANTIC CANADA | 1 List of Tables Table 3 1 Enrolments at Atlantic Canada universities and colleges (2016/17) ...........................................13 Table 3 2 College and university international student field of study, 2017 .............................................15
    [Show full text]
  • Quebec Education: the Unfinished Revolution
    Norman Henchty Quebec Education: The Unfinished Revolution Profound changes have taken place in the Province of Quebec since 1960. The period is described as the Quiet Revo­ lution and like all genuine revolutions change penetrated deeply into every aspect of the society - the identity, the culture, the institutions, and the people. The French-speaking Quebecer was once defined by his attachment to tradition, his allegiance to the Church, his elitist view of society, his distrust of change, and his detachment from the economic life of the continent. But a new definition has been emerging over the last decade: concern for the present, adherence to a secular and political ethic, an egalitarian view of society, a commit­ ment to change, an engagement in the technology and econ­ omics of the post-industrial state. As the identity of the French Quebecer alters, the tradi­ tional assumptions on which the English Quebecer has oper­ ated no longer hold. His economic and social cocoon has been broken open and he finds himself a member of a minority group, a stranger in a strange land. His identity is trans­ formed and in an ironic way he exchanges places with the French: it is now the English Quebecer who worries about the survival of his culture and language, who seeks his security in tradition, who stands on his constitutional rights. As identities change, so do cultures and institutions. Churches and convents, once the citadels of power, become shrines of a history turned aside; the theology and history of the classical college become the sociology and informatique of the Cegeps; the triumvirate of doctor-lawyer-priest becomes that of bureaucrat-accountant-animateur .
    [Show full text]
  • Education Handbook for School Administrators Page I Professional Learning
    2013 Table of Contents Forward ....................................................................................................................................................... 1 Minister’s Office .......................................................................................................................................... 2 Corporate Services and General Contacts ................................................................................................ 3 Instructional Development and Achievement .......................................................................................... 4 English Curriculum .................................................................................................................................... 5 French Curriculum ..................................................................................................................................... 6 Early Childhood Development ................................................................................................................... 7 Provincial Learning Materials Distribution Centre (PLMDC) .............................................................. 8 English Language School Board ................................................................................................................ 9 La Commission scolaire de langue française .......................................................................................... 17 Alternative Education Sites .....................................................................................................................
    [Show full text]
  • Prothonotary Warbler (Protonotaria Citrea) in Canada
    Species at Risk Act Recovery Strategy Series Recovery Strategy for the Prothonotary Warbler (Protonotaria citrea) in Canada Prothonotary Warbler 2011 Recommended citation: Environment Canada. 2011. Recovery Strategy for the Prothonotary Warbler (Protonotaria citrea) in Canada. Species at Risk Act Recovery Strategy Series. Environment Canada, Ottawa. v + 26 pp. For copies of the recovery strategy, or for additional information on species at risk, including COSEWIC Status Reports, residence descriptions, action plans, and other related recovery documents, please visit the Species at Risk Public Registry (www.sararegistry.gc.ca). Cover illustration: Judie Shore Également disponible en français sous le titre « Programme de rétablissement de la Paruline orangée (Protonotaria citrea) au Canada » © Her Majesty the Queen in Right of Canada, represented by the Minister of the Environment, 2011. All rights reserved. ISBN 978-1-100-17433-4 Catalogue no. En3-4/31-2011E-PDF Content (excluding the illustrations) may be used without permission, with appropriate credit to the source. Recovery Strategy for the Prothonotary Warbler 2011 PREFACE The federal, provincial, and territorial government signatories under the Accord for the Protection of Species at Risk (1996) agreed to establish complementary legislation and programs that provide for effective protection of species at risk throughout Canada. Under the Species at Risk Act (S.C. 2002, c.29) (SARA) the federal competent ministers are responsible for the preparation of recovery strategies for listed Extirpated, Endangered, and Threatened species and are required to report on progress within five years. The Minister of the Environment is the competent minister for the recovery of the Prothonotary Warbler and has prepared this strategy, as per section 37 of SARA.
    [Show full text]
  • Can the Reggio Emilia Approach Help with the Implementation of the New Quebec Curriculum?
    ADAPTING TO CHANGE: CAN THE REGGIO EMILIA APPROACH HELP WITH THE IMPLEMENTATION OF THE NEW QUEBEC CURRICULUM? PAULINE MESHER & HELEN AMORIGGI McGiII University ABSTRACT. Educators in Quebec are faced with implementation of a curricu­ lum reform, which places particular emphasis on young children's learning. One of the most highly regarded approaches to early childhood education is the Reggio Emilia approach, which began in Italy after the Second World War. Documentation of the success of this approach reveals imaginative and creative work produced by three-, four- and five-year-old children. The Reggio Emilia approach has significant similarities to the new Quebec curriculum. These include building on children's previous experiences; allowing children to set goals for themselves and decide on choice of projects; and drawing on a variety of 'languages' to represent children's ideas (e.g. artistic, verbal, or symbolic). In this article, we explore three relevant components of the Reggio Emilia approach which could assist in the impIe­ mentation of the new Quebec curriculum: 1) the environment, 2) project­ based learning, and 3) documentation. AJUSTEMENT AU CHANGEMENT: LA DÉMARCHE DE REGGIO EMILIA PEUT-ELLE CONTRIBUER À LA MISE EN ŒUVRE DU NOUVEAU CURSUS DU QUÉBEC? RÉSUMÉ. Les éducateurs du Québec sont tenus de mettre en œuvre une réforme du programme scolaire qui attache plus d'importance à l'apprentissage des jeunes enfants. L'une des méthodes d'enseignement préscolaire particulièrement prisées est la méthode de Reggio Emilia, qui a débuté en Italie après la Deuxième guerre mondiale. Le succès de cette méthode est attesté par des œuvres imaginatives et créatives conçues par des enfants de trois, quatre et cinq ans.
    [Show full text]