INCA Education around the world
Canada : Context, principles and reforms of education
1.2 Purposes of education
1.2.1 Aims, objectives, values, principles
1.2 Purposes of education
1.2.1 Aims, objectives, values, principles
National
Each province has its own education legislation and its own Ministry or Department of Education. Policy on education is entirely a provincial responsibility and, as a consequence, the resulting systems, while similar to one another in many ways, also differ as they reflect the circumstances of regions separated by great distances and the diversity of the country's historical and cultural heritage.25,21
A few exceptions do exist, however, for which the federal government has assumed direct responsibility. These include the education of Canada's aboriginal people (North American Indians, "Inuit" and "Métis"), who represent about three per cent of the population; armed forces personnel; and inmates of federal prisons. In order to ensure the provision of education in the official language of minorities (e.g. French in Ontario), the federal government also provides financial assistance to support the additional costs of developing and maintaining these programmes.15
While the political parties in power in the various jurisdictions in Canada may differ and espouse philosophies either slightly to the left or right of centre, Canada is not a country of political extremes. Moderation and pragmatism are Canadian characteristics. In a nation founded on democratic principles, the majority of its citizens share an ethos of equal opportunity, and the provision of universal, free schooling to the college or university level. Education is viewed as a process of imparting the necessary knowledge and skills to achieve a productive, rewarding and fulfilling life. Differences, therefore, tend to focus on the interpretation of concepts such as 'knowledge' and 'skills' and the methods for acquiring them, rather than on the underlying principles.15.
The Victoria Declaration/the Council of Ministers of Education Canada (CMEC)
In September 1999, the Council of Ministers of Education Canada (CMEC) (the National Secretariat of the Ministers of Education from each province, see 2.1.1) issued a joint ministerial declaration (known as the 'Victoria Declaration'). This detailed a list of 'shared priorities in education at the dawn of the 21st century', whilst reaffirming CMEC's responsibility for providing leadership in education at the pan-Canadian level.22
We (CMEC) believe that education is a lifelong learning process and that we must continue to strive to create a learning society in which the acquisition, renewal, and use of knowledge are cherished. We also believe that the future of our society depends on informed and educated citizens who, while fulfilling their own goals of personal and professional development, also contribute to social and economic progress. On the international scene, our activities should reflect these values and our priorities, while contributing to strengthening our role globally. Above all, we want all citizens to have a fair and equitable opportunity in whatever educational and training endeavours they may pursue.22
The Victoria Declaration highlighted CMEC's priorities for joint action as:
- Focussing on education outcomes
- Sharing information on best practices
- Collaborating on curriculum initiatives
- Promoting policy-related research
- Strengthening the post-secondary sector and increasing access
- Supporting international activities
- Promoting mobility
- Enhancing CMEC as a forum for effective and fruitful cooperation with the federal government.22
Alberta
The Ministry of Education in Alberta publishes regular statements on its mission, mandate, principles and beliefs: http://education.alberta.ca/
British Columbia
The aim of the Kindergarten to Grade/Year 12 programme is for all students to graduate with a sound education that is relevant to their lives. The goals set for schools are defined by standards that provide a meaningful measure of students' progress. These standards are realistic expectations of what students should know and be able to do as they progress through thirteen years of schooling.69
In July 2004 the Select Standing Committee on Education (SSCE) published its report on the future of education in British Columbia. The report, which sets the strategic direction for education across all phases and ages in the province, made specific recommendations including:
- Extending the mandate of publicly funded education to include early childhood education
- Ensuring that the education system addresses the anticipated employment needs of the province
- Ensuring accountability throughout the system
- Reviewing the legislation and structures for apprenticeship training
- Developing a provincial infrastructure for online learning
- Establishing a standing committee to identify and review the competences and standards required to qualify for all certificates, diplomas and degrees
- Establishing a college of educators to be responsible for certification, standards of practice, ethics, enforcement and professional development.
More detailed information about the report and its recommendations is available on the website of the Legislative Assembly for British Columbia: http://www.leg.bc.ca/cmt/37thparl/session-5/edu/reports/Rpt-37-5-FirstReport-Edu-04Nov25.htm#update
Ontario
The Ministry of Education's plan to promote a strong, vibrant, publicly funded education system is focused on three goals: high levels of student achievement; reduced gaps in student achievement; and high levels of public confidence in public education: http://www.edu.gov.on.ca/eng/about/
Saskatchewan
Saskatchewan's education system is based on the foundation of the (Saskatchewan) Education Act.75 The Ministry of Education incorporates early learning and childcare, the PreKindergarten to Grade 12 education system, and the Provincial Library. Its aim is to provide the foundation for a cohesive learning system by increasing learning opportunities throughout the early years, childcare and PreKindergarten to Grade 12 and striving to make life better for students, families, and communities so young people can build a better future in Saskatchewan: http://www.education.gov.sk.ca/department-overview/.
1.2.2 Special programmes
The Pan-Canadian Assessment Programme (PCAP)
Since Spring 2007, a sample of students have taken the the Pan-Canadian Assessment Programme (PCAP) rather than the School Achievement Indicator Programme(SAIP). PCAP assesses student performance in the core subjects of reading, mathematics and science and is designed so that other subjects, such as second languages, information and communications technologies, and the arts can be added as the need arises. Around 30,000 13-year-olds took the assessment. Further information on PCAP is available online.
It's predecessor SAIP was a developed from 989, when members of the Council of Ministers of Education, Canada (CMEC) (the Council of Ministers of Education of all the provinces and territories) combined their expertise to develop an assessment programme in mathematics, reading and writing, and science for 13- and 16-year-olds students nationwide. The aim of SAIP was to provide data to assist each province and territory in making policy decisions and planning programme/curriculum improvement. Randomly selected students throughout Canada took part in this national testing project, which provided indicators of student participation in the systems, as well as graduation rates, and indicators of the achievement of 13- and 16-year-old students in the above subjects.75
Alberta
Discussion paper on the future of education
The Government of Alberta has published the discussion paper 'Inspiring Action on Education' as part of an ongoing dialogue with its citizens about the future of education to 2030. The paper covers Kindergarten to Year 12 (ages five to 18) and lays the groundwork for changes including a new School Act, which is planned to be introduced in the Legislature in spring 2011 (see below). It presents policy directions that include:
- creating an inclusive education system
- developing a curriculum that is more competency-based, personalised and student-focused
- taking a coordinated approach to early learning from birth
- increasing community participation and
- defining the roles and responsibilities of school boards. 170
Education Act 2011 proposed framework
The Ministry of Education is currently introducing legislative proposals that will form a new Education Act to replace the current School Act which was introduced in 2000. A framework document for the proposed Act was published in October 2010, which details the following themes:
- all children having access to the early childhood services to Grade 12 education system
- a child's educational interest being the paramount consideration in making decisions about his/her education
- providing the structure and support to enable student success as the primary goal of the education system
- the roles and responsibilities of the different types of school authorities
- the roles and obligations of the boards and Government with respect to finance
- provisions related to educational professions and occupations.172
Literacy First: a plan for action
An action plan has been launched to support the vision, values and goals of the Alberta literacy framework which was published in September 2009. The plan applies from Kindergarten to Grade 12 (ages four/five to 18) and aims include:
- supporting professional learning opportunities which focus on literacy in all subject areas and school years
- designing partnerships and collaborative working models with education stakeholders
- building awareness with Albertans of the importance of literacy development for student success. 171
British Columbia
Rural education
A Rural Achievement Action Plan was launched in 2003, based on the recommendations of the Task Force on Rural Education. The Plan includes measures to:
- ensure high-speed (broadband) Internet access for rural schools,
- develop a student loan programme specifically for British Columbia students who train as teachers and then return to teach in rural Columbia communities for at least five years
- investigate new models for rural community schools as an alternative to school closures, and
- provide funding to pilot electronic learning programmes in rural areas.
For further information, see the Task Force on Rural Education website at http://www.bced.gov.bc.ca/mintask/rural.htm.
Safe Schools Strategy
In 2003, the Ministry of Education also adopted the Safe Schools Strategy, which is based on work undertaken by the Safe Schools Taskforce to identify ways to address violence in schools. The strategy is designed to create schools which are safe, orderly and caring and has three main components:
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new provincial standards
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annual reports from school districts and written codes of conduct for school
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a new Ministry of Education website, Call it Safe providing easier access to all sources of information on school safety.
Further information on the strategy is available from the Ministry of Education website: http://www.bced.gov.bc.ca/sco
Early years literacy and numeracy initiatives
In September 2004, the Education Minister for British Columbia announced five new initiatives to help children gain the reading, writing and mathematics skills they need to succeed at school. The initiatives include:
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A literacy website for teachers and parents ( http://www.bced.gov.bc.ca/literacy ) featuring the latest literacy tools and information
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Free books for kindergarten children to read at home with their parents
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Guides to reading and writing standards for primary age children
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Early numeracy resources for teachers and parents
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Tools to help kindergarten teachers to identify the needs of the youngest learners.154
Ontario
New school safety rules
The 'Keeping Our Kids Safe at School Act' came into force across Ontario on 1st February 2010. Ontario is the first Canadian province to require all school staff to report serious student incidents - including bullying - to the headteacher. Headteachers are also required to contact the parents of those pupils affected. School staff and school board members have received training on the new requirements.166
Early maths and reading strategies
In June 2001, the Ontario Ministry of Education introduced the Early Reading Strategy for children in junior Kindergarten to Grade 3 classes (aged 4+ to 8/9 respectively). The goal is to raise achievement in reading as measured by Ontario's annual province-wide Grade 3 reading test. Under the Strategy, all elementary schools are requested to participate in a regular cycle of target-setting, improvement planning and testing. 100
A similar Early Maths Strategy was launched in May 2002, to raise the level of maths achievement of children in junior Kindergarten to Grade 3. This maths initiative will include an intensive training programme for leading maths teachers, the development of a technical guide on effective teaching in early maths, and advice on the best assessment techniques to evaluate young children's maths skills. Like the Early Reading Strategy, the maths programme required school boards and authorities to set targets for improvements in Grade 3 maths, starting in winter 2004. 100
Further information and materials related to the strategies are available on the Ontario Ministry of Education website:
http://www.edu.gov.on.ca/eng/general/elemsec/early/
Healthier schools plan
As part of the Ministry of Education's healthier schools plan, school boards in Ontario have been directed to remove all junk food from vending machines in elementary schools. Instead, they are expected to provide healthier alternatives, such as milk or yoghurt-based drinks, muffins, pretzels and popcorn. Other initiatives under the plan include ensuring that students have 20 minutes of daily physical activity and encouraging parents to pack healthy school lunches.155 A background report entitled "Making Ontario Schools Healthier Places to Learn" is available from the Ministry of Education website.
Equity and inclusive education strategy
The Ontario Government launched an 'Equity and Inclusive Education Strategy' in April 2009 to improve and address gaps in student achievement. The strategy is intended to help schools build equity and inclusive education principles into the curriculum, and to guide school boards in establishing policies. It also aims to help schools better address forms of discrimination such as sexism, racism and homophobia, which may have an impact on student achievement.160
