DOCSLIB.ORG

Achieving Excellence: a Renewed Vision for Education in Ontario 1 Our Success in Education – Now and in the Future

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Achieving Excellence: a Renewed Vision for Education in Ontario 1 Our Success in Education – Now and in the Future Achieving Excellence A Renewed Vision for Education in Ontario April 2014 BLEED We want schools … where students will feel free to dream“ about their futures, where they are able to connect their passions with possible career options, and where the opportunities and resources needed to support these decisions are provided. ” – Minister’s Student Advisory Council Representatives Mission Statement Ontario is committed to the success and well-being of every student and child. Learners in the province’s education system will develop the knowledge, skills and characteristics that will lead them to become personally successful, economically productive and actively engaged citizens. Ontario will cultivate and continuously develop a high-quality teaching profession and strong leadership at all levels of the system. Our education system will be characterized by high expectations and success for all. It will be responsive, high quality, accessible and integrated from early learning and child care to adult education. Together, we will build on past achievements and move forward with ambitious goals. A Renewed Vision for Education in Ontario Vibrant communities and a prosperous society staff and school and system leaders, as well as are built on the foundation of a strong education input from individuals and groups outside the system. T oday, Ontario’s publicly funded education education sector, including businesses and non- system – acknowledged as one of the best in profit organizations. Achieving Excellence is the the world1 – partners with parents, guardians result of their feedback. and communities to develop graduates who are By focusing on the four key goals outlined in personally successful, economically productive Achieving Excellence, we will maintain and and actively engaged citizens. We now have more enhance Ontario’s reputation as a world leader high school graduates than ever before, and in education. more students are meeting the high provincial academic standards than were a decade ago. Together, we will inspire our children and youth Our graduates are also entering a world that to become capable adults and fully engaged is more competitive, globally connected and citizens, ready and able to contribute to their technologically engaged than in any other period families and communities. Our children, youth and in history. With a track record of success that we adults will develop the skills and the knowledge can build on, and with the opportunities available that will lead them to become personally in a more interconnected world, the time has successful, economically productive and actively come for us to aim even higher. engaged citizens. They will become the motivated innovators, community builders, creative talent, That is why in fall 2013, individuals and skilled workers, entrepreneurs and leaders of organizations across the province came tomorrow. together to consider and discuss the skills and knowledge Ontario learners will need in the Achieving Excellence is based on the advice of future. The government received input from thousands of Ontarians, and is the important next representatives within the education system, step in building the vibrant, prosperous province including parents and students, teachers, support of tomorrow. 1. McKinsey & Company, How the World’s Most Improved School Systems Keep Getting Better, by M. Mourshed, C. Chijioke, and M. Barber (November, 2010), pp. 11–12. Available at www.mckinsey.com. Achieving Excellence: A Renewed Vision for Education in Ontario 1 Our Success in Education – Now and in the Future As Ontario embarks on a renewed vision A unique characteristic of Ontario’s successful of success for all learners, the province will education system continues to be its four vibrant build on a solid foundation. A decade ago, only systems, with English and French, Catholic and 54 per cent of children in grades 3 and 6 met public school boards contributing to student provincial standards in literacy and numeracy. achievement and well-being. T ogether, the That number has grown significantly, and today four systems have contributed to Ontario’s 71 per cent of grade 3 and 6 students are reputation for excellence and equity. As proof, achieving our high provincial standards.2 In respected international organizations such as the addition, only 68 per cent of students were Organisation for Economic Co-operation and graduating from high school a decade ago. Development (OECD), McKinsey & Company Now, 83 per cent of students are graduating. and the National Center on Education and the That means there are an additional 138,000 Economy in the United States have all applauded high school graduates in Ontario because of Ontario, our programs and our results. Time and the education reforms of the past 10 years. again, international studies rank Ontario students among the best in the world. In particular, they Performance gaps between groups of students have recognized our success in reducing the have also narrowed, and in some cases, closed. influence of socio-economic background on For example, elementary students participating student outcomes. in English as a Second Language programs now perform almost as well as the general student However, there is more work to do to ensure population. Meanwhile, the achievement gap that all students have the opportunity to between boys and girls is narrowing, as is the succeed. T oo many of our Aboriginal students, gap between elementary students with special youth in care (e.g., children in the custody of education needs and elementary students Children’s Aid Societies) and students with special generally. Moreover, students in French language education needs continue to struggle. Like many schools continue to perform at a high level, other jurisdictions across Canada and around the including scoring among the highest on world, Ontario has also seen a decline in student Education Quality and Accountability Office performance in mathematics. And as the world (EQAO) tests. becomes more interconnected and our students become more technologically sophisticated, there Ontario has also made significant investments to continues to be too much inconsistency in the support our youngest learners. Our education way technology is used in the classroom. system goals now include the modernization and integration of child care, making ours a truly With the progress made in education over the connected system from birth to adulthood. And past decade, Ontario is well positioned to address full-day kindergarten – the single most significant these challenges. Achieving Excellence builds on investment in education in a generation – will the success of the past and sets ambitious new soon be a reality across the entire province, giving goals for the future that will inspire and focus every four - and five-year-old the best possible our efforts. These goals include high levels of start in life. achievement in literacy and mathematics, higher graduation rates and more. 2. Ontario’s provincial standard is equivalent to a “B” grade. Achieving Excellence: A Renewed Vision for Education in Ontario 2 Ontario, which … has a relatively large school system of nearly 5,000 schools, 120,000 teachers,“ and 2.2 million students, is among the world’s highest-performing school systems. It consistently achieves top-quartile mathematics scores and top-decile reading scores in PISA.” – McKinsey & Company, How the World’s Most Improved School Systems Keep Getting Better (2010), p. 47 Achievement also means raising expectations Defining Our Renewed Goals for valuable, higher-order skills like critical thinking, communication, innovation, creativity, Achieving Excellence builds on the education collaboration and entrepreneurship. These system’s three current priorities: increasing are the attributes that employers have already student achievement, closing gaps in student told us they seek out among graduates. achievement and increasing public confidence in publicly funded education. It encompasses these Our renewed vision for education includes goals and reaches deeper and broader, raising the valuable insights and contributions of expectations both for the system and for the many individuals and organizations, including potential of our children and students. representatives from the education, business, research and innovation, not-for-profit, municipal, Our renewed goals for education are: multicultural, French language and Aboriginal • Achieving Excellence: Children and students communities. Time and again, our partners of all ages will achieve high levels of academic highlighted the innovation and creativity in performance, acquire valuable skills and teaching and learning that is already taking place demonstrate good citizenship. Educators will in Ontario’s classrooms. Spreading this approach be supported in learning continuously and will across the entire education system will only be be recognized as among the best in the world. possible with the leadership and commitment • Ensuring Equity: All children and students of educators and the involvement of our many will be inspired to reach their full potential, community partners, especially our learners and with access to rich learning experiences that their families. begin at birth and continue into adulthood. We know that change is never easy, and realizing • Promoting Well-Being: All children and Achieving Excellence the goals set out in will students will develop enhanced mental and require the continued commitment of all of physical health,
Load more

Recommended publications
  • 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]
  • 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]
  • FDPS PRICE DOCUMENT RESUME AC 006 502 Continuing
    DOCUMENT RESUME ED 036 722 AC 006 502 AUTHOR Royce, Marion TITLE Continuing Education for Women in Canada; Trends and Opportunities. Monographs in Adult Education, 4. INSTITUTION Ontario Inst. for Studies in Education, Toronto. Dept. of Adult Education. PUB DATF Sep 69 NCTE 174p. FDPS PRICE EDRS Price MF-$0.75 HC-$8.80 DESCRIPTORS Correspondence Study, Discussion Groups, Educational Television, English (Second Language), Immigrants, Manpower Development, Nursing, *Professional Continuing Education, Public Affairs Education, *Public School Adult Education, Teacher Education, *University Extension, Volunteers, *Womens Education IDENTIFIERS *Canada ABSTRACT This report describes a number of innovative continuing education programs for Canadianwomen under the auspices of universities, local educational authorities, and other organizations. It covers daytime (largely part time)classes at Mount St. Vincent University, the Thomas More Institute, and the Universities of British Columbia, Calgary, Guelph,and Manitoba; offerings by extension departments and continuingeducation centers at McGill, the University of Toronto, and the Universitiesof Alberta, British Columbia, Calgary, Guelphand Manitoba; and activities of the Adult Education Division of theCalgary School Board, including those in cooperation with the Universityof Calgary. It also deals with a public affairs educationprogram in Toronto, training of volunteers by and for the National Councilof Jewish women, discussion groups sponsored by the Young Women's Christian Association, career
    [Show full text]
  • Ontario Change in Ecec Spending
    ONTARIO CHANGE IN ECEC SPENDING PROFILE 2017 2011 $2,490,700,600 TRENDS IN ECEC 2014 $4,298.355,749 FROM 2011-2017 2017 $4,615,199,103 0 10000000002000000000300000000040000000005000000000 15 14 PERCENTAGE OF CHILDREN 2–4 YEARS 13 ATTENDING ECEC 12 11 2011 58% 10 9 9.5 8.5 8 2014 62% 7 6.5 6 5 2017 59% 4 3 0102030405060708090 100 2 1 0 ECE REPORT BENCHMARKS REPORT ECE 2011 2014 2017 ECE SALARIES AS A PERCENTAGE OF TEACHER SALARIES 2011 48% 2014 44% 2017 58% PERCENTAGE OF FACILITIES (NON-PROFIT/PROFIT) 2011 65% 2014 74% 2017 76% 0102030405060708090 100 1 1. GOVERNANCE Table 1.1 Ontario Governance Structure for Early Childhood Education Lead Ministry/Department Ministry of Education Related Ministry/Department Policy Framework Ontario’s Renewed Early Years and Child Care Policy Framework (2017)1 Common ECE Supervisory Unit Early Years and Child Care Division2 Legislation Child Care and Early Years Act (2014)3 O. Reg 137/15 (General)4 O. Reg 138/15 (Funding, Cost Sharing and Financial Assistance)5 Education Act (amended 2017)6 O. Reg 221/11 (Extended Day and Third Party Programs)7 Reg. 224/10: Full-Day Junior Kindergarten Early Childhood Educators Act (2007)8 Related Legislation Local Service Delivery 47 Consolidated Municipal Service Managers (CMSMs) or District Social Services Administration Boards (DSSABs) manage child care and related early years services.9First Nations may establish, administer, operate and fund child care and early years programs and services. 31 English Public School Boards; 29 English Catholic; 4 French Public; 8 French Catholic; 10 School Authorities consisting of 4 geographically-isolated boards and 6 hospital-based school authorities.
    [Show full text]
  • Early Childhood Educators' Experiences of the Ontario Full-Day Early Learning: Promises to Keep
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship@Western Western University Scholarship@Western Electronic Thesis and Dissertation Repository 12-19-2013 12:00 AM Early Childhood Educators' Experiences of the Ontario Full-Day Early Learning: Promises to Keep Rose M. Walton The University of Western Ontario Supervisor Dr. Roz Stooke The University of Western Ontario Graduate Program in Education A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Education © Rose M. Walton 2013 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Educational Leadership Commons, and the Elementary Education and Teaching Commons Recommended Citation Walton, Rose M., "Early Childhood Educators' Experiences of the Ontario Full-Day Early Learning: Promises to Keep" (2013). Electronic Thesis and Dissertation Repository. 1866. https://ir.lib.uwo.ca/etd/1866 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. EARLY CHILDHOOD EDUCATORS' EXPERIENCES OF THE ONTARIO FULL-DAY EARLY LEARNING: PROMISES TO KEEP (Thesis format: Monograph) by Rose Walton A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada November 2013 © Rose Walton Abstract School-based kindergarten is a place where Early Childhood Education and Care (ECEC) and schooling practices meet and overlap.
    [Show full text]
  • Special Education in Ontario, Kindergarten to Grade 12 Draft
    Draft Glossary The definitions provided in this glossary are specific to special education. accommodations. Special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. The provincial curriculum expectations for the grade are not altered for a student receiving accommodations only. alternative learning expectations. Statements on the IEP describing expectations developed to help students acquire knowledge and skills that are not represented in the Ontario curriculum expectations. Because they are not part of a subject or course outlined in the provincial curriculum documents, alternative learning expectations are considered to constitute alternative programs or alternative courses (i.e., secondary school courses). Examples of alternative programs/courses include speech remediation, social skills, orientation/mobility training, and personal care programs. Alternative programs/courses are provided in both the elementary and the secondary panels. alternative report. A report that records student achievement of alternative expectations. Student progress should be reported to parents by means of anecdotal comments on an alternative report. It is not required, nor is it advisable, for grades or marks to be assigned for the achievement of alternative expectations. The anecdotal comments should indicate the student’s progress/achievement relative to the expectations identified in the IEP, and should comment on the student’s strengths and next steps for improvement. This alternative report should accompany the Provincial G1 Special Education in Ontario, Kindergarten to Grade 12 Draft Report Card at the regular reporting periods. (Some school boards include a section for reporting on the achievement of alternative expectations in the IEP itself.) annual program goals.
    [Show full text]
  • Ontario's Strategy for K-12 International Education
    2015 ONTARIO’S STRATEGY FOR K–12 INTERNATIONAL EDUCATION The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). A Message from the Minister Ontario is recognized the world over as a leader in providing high-quality education in a system that is safe, welcoming, and accessible for all students. Ontario now hosts over 126,000 international students from Kindergarten through to postsecondary education, representing almost half of all the international students choosing to live and study in Canada. Ontario’s Strategy for K–12 International Education will expand and enrich the learning environment for all students and educators, providing opportunities to embrace diversity and achieve excellence through learning about and from other cultures and education systems. The benefits of this strategy extend beyond the classroom and into our communities, building social, cultural, and economic opportunities now and for the future. Students studying in Ontario contribute over $4 billion to our economy each year, and generate over 30,000 jobs. This strategy is the product of contributions from students, teachers, schools, and school boards, and of the valuable input of our other educational partners both at home and abroad. Its goals and framework are consistent with and reinforce Ontario’s vision for education, which is committed to the success and well-being of every student and child.
    [Show full text]
  • Ontario's Education Equity Action Plan
    Ontario’s Education Equity Action Plan 2017 BLEED The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). A Message from Minister Hunter October 2017 Ensuring equity is essential for improving student achievement and promoting student and staff well-being. This is why Ontario’s Education Equity Action Plan is so important to the future of Ontario’s students. All students deserve to have every opportunity to reach their full potential and succeed personally and academically, with access to rich learning experiences that provide a strong foundation of confidence that continues throughout their lives. Schools should be safe and welcoming places where all students have the tools they need to achieve success and follow their chosen pathways to life after graduation including work, college, apprenticeship or university. Ontario’s Education Equity Action Plan is a clear and robust blueprint that outlines how we will identify and eliminate persistent inequities in the education system. Together with our renewed focus on achievement and well-being, Ontario’s publicly funded education system will be fairer and more inclusive for all students, educators and staff, regardless of race, religion, ethnicity, or any other factor related to individual identity. Ontario’s path to equity has been supported by the contributions of thousands of remarkable educators, students and parents.
    [Show full text]
  • Adult Education Environmental Scan
    THE EASTERN REGIONAL PARTNERSHIP FOR ADULT EDUCATION (EASTERN RPAE) Phase One Part B: An Environmental Scan of Adult and Continuing Education in the Eastern Ontario Region REPORT BY: DR. SANDY YOUMANS, QUEEN’S UNIVERSITY DR. LORRAINE GODDEN, QUEEN’S UNIVERSITY FRANK HUMMELL, EASTERN RPAE COORDINATOR JUNE 2017 | FINAL REPORT PHASE ONE PART B: AN ENVIRONMENTAL SCAN OF ADULT AND CONTINUING EDUCATION IN THE EASTERN RPAE CONTENTS PAGE EXECUTIVE SUMMARY 3 ACHIEVING EXCELLENCE 5 OVERVIEW: EASTERN RPAE PROJECT 6 PHASE ONE PART B: ENVIRONMENTAL SCAN 8 METHODOLOGY USED FOR CONDUCTING THE ENVIRONMENTAL SCAN 9 DATA COLLECTION 10 DATA ANALYSIS 14 POSITIONING OF ADULT AND CONTINUING EDUCATION 17 CULTURE OF CARE 29 VULNERABLE POPULATIONS 36 QUANTITATIVE FINDINGS 47 SUMMARY 77 LIMITATIONS 81 REFERENCES 81 APPENDIX 82 Appendix A: Adult Education Interview Questions for Staff and Students Appendix B: Examples of Shared Services and Coordination of Services FINAL REPORT | JUNE 2017 PAGE 1 THE EASTERN REGIONAL PARTNERSHIP FOR ADULT EDUCATION (EASTERN RPAE) Note: The views expressed in this report are the views of the authors and do not necessarily reflect those of the Province of Ontario. PAGE 2 PHASE ONE PART B: AN ENVIRONMENTAL SCAN OF ADULT AND CONTINUING EDUCATION IN THE EASTERN RPAE EXECUTIVE SUMMARY This report outlines the results of phase one, part Contained in this report are: aggregate AE b of the Eastern Regional Partnership for Adult program enrolment and student success data for Education (Eastern RPAE) project, an the Eastern region, results from the online AE Environmental Scan of Adult and Continuing school board survey results, and a description of Education in eight district school boards in the themes that emerged from AE staff and student Eastern RPAE region1.
    [Show full text]
  • Kindergarten in Ontario – an Exceptional Case of a Publicly Funded Early Childhood Education Since 1883
    Encounters in Theory and History of Education Vol. 21, 2020, 231–252 Kindergarten in Ontario – An Exceptional Case of a Publicly Funded Early Childhood Education Since 1883 Danuta Wloka Queen’s University Abstract Ontario has the distinction of having the longest and the richest history of public kindergarten in Canada. Ontario’s kindergarten is an exception in the field of publicly funded early childhood care and education in Canada, where the care and education of preschool-aged children has not been recognized as the government’s responsibility. This article traces the development of Ontario’s public kindergarten from its inception in 1883 to the current Full-Day Early Learning–Kindergarten Program. It identifies the evolving characteristics of kindergarten, trends, and paradigmatic changes in the analyzed period by using a longue durée approach as per Fernand Braudel. It explores the context of each historical phase of Ontario’s kindergarten development, the intersection of political agendas, ideologies, and economic and pragmatic considerations that were impacting kindergarten policies. Keywords: kindergarten, childcare, early childhood education, early years education policy, longue durée history ISSN 2560-8371 DOI: 10.24908/encounters.v21i0.14255 Ó Encounters in Theory and History of Education | 231 D. Wloka Kindergarten in Ontario Les écoles maternelles en Ontario – Le cas exceptionnel d’une initiative d’éducation de la petite enfance subventionnée par le gouvernement depuis 1883 Résumé L’Ontario est la province canadienne qui a la plus ancienne et la plus riche histoire d’éducation maternelle et de soins aux enfants d’âge préscolaire au Canada. Les maternelles ontariennes font exception au Canada dans le domaine des soins et de l’éducation de la petite enfance subventionnés par des fonds publics dans la mesure où ces services ne relèvent pas du gouvernement dans les autres provinces.
    [Show full text]
  • Religious Education Curriculum Continues to Deepen Their Awareness of the Significance of These Sacraments in Their Lives and in the Life of All Christians
    Ontario Catholic Elementary Curriculum Policy Document Grades 1 - 8 Religious Education RE 2012 2012 The Ontario Catholic Curriculum: Religious Education for Grades 1-8 General Directory for Catechesis (1997) In 1971, the General Catechetical Directory (GDC) was published as a direct response to a recommendation of the Second Vatican Council’s document Decree on the Pastoral Office of Bishops in the Church. So significant was this statement’s outline of fundamental principles of catechetical instruction that, in light of the post-conciliar catechetical activity of the Church and the subsequent publication of the Catechism of the Catholic Church (1992), revisions were required, leading to the publication in 1997 of the General Directory for Catechesis. The present document, then, firmly places all catechesis in the context of evangelization. Moreover, the GDC makes clear that the central reference point of such work is the Gospel of Jesus Christ, as reflected in the Catechism of the Catholic Church (CCC). If the CCC conveys the content of the faith - the what - then the GDC can be understood to provide catechists with the rationale and methodological principles - the why and the how. Religious Education in Catholic schools complements family and parish-based catechesis. It incorporates the methods and principles of catechesis best suited to the school milieu, and leading to the development of religious knowledge, understanding and the skills necessary for lifelong learning and spiritual development. Therefore, the authority and influence of the GDC can be seen throughout this policy document which hopes, in turn, to guide and inspire the efforts of Catholic educators to provide their students with authentic, meaningful and relevant courses of instruction in religious education.
    [Show full text]