Posts tagged ‘CMEC’

Education indicators in Canada

On March 29, CMEC released a document titled Education indicators in Canada: An international perspective (seems to be based on data/information from 2011-204). If you are into a pan-Canadian comparative education – then this is for you. It includes data from primary grades to post-secondary (tertiary) levels. It compiles data from the following areas:

  1. The output of educational institutions and the impact of learning
  2. Financial resources invested in education
  3. Access to education, participation and progression
  4. The learning environment and organization of schools
  5. Skills proficiencies of adults

If  you are  like – a skimmer of headlines – and the thought of ploughing through all the charts and data is totally tedious, there is a highlights page.  Here are a couple of indicators that I found interesting from here:

  • In Canada, the proportion of adults aged 25 to 64 with tertiary education (college/university completion) increased to 54% in 2014, the highest rate among OECD countries.
  • In Canada and other OECD countries, employment prospects increase with educational attainment.
  • Canadians with higher levels of educational attainment tended to have higher levels of ICT and problem-solving skills.

Check it out!


March 31, 2016 at 8:00 am Leave a comment

Report on building effective teachers, teaching environments

CMEC has released a copy of a report titled Implementing highly effective teacher policy and practice: The 2015 International Summit on the Teaching Profession.

From page 3 “The goal of this Summit was to share emerging best practices and issues around the following three interrelated topics that are critical to the success of education systems in the modern era:

  • Promoting and developing effective leadership
  • Valuing teachers and strengthening their effectiveness
  • Encouraging innovation to create twenty-first-century learning environments”

The chapters are (see below) and each chapter includes its own conclusions and a series of recommendations:

  • Promoting and developing effective leadership
  • Valuing teachers and strengthening their effectiveness
  • Encouraging innovation to create twenty-first-century learning environments
  • Next steps

From page 30, at the end of the summit, Canada’s overall goals, inter-provincially are:

“Forty Canadians from every province met and agreed to create more op­portunities for teacher leadership and recognition and to foster climates of collab­oration in schools that support deeper learning and practice. They also reiterated Canada’s commitment to fostering a climate of high expectations and well-being of all students, with special attention to integration of services, and inclusive educa­tion for all, especially Aboriginal children.”

Check it out!


September 2, 2015 at 8:00 am Leave a comment

CMEC: Homework – how much is enough?

CMEC had issued #7 in its Assessment Matters series, titled Homework Alert: How Much is Enough?

From page one, the document describes how the authors obtained their data. “Data were collected at three different grade levels: early, middle, and high school. First, Canadian data from the Progress in International Reading Literacy Study (PIRLS) are used to see how homework is linked to reading achievement in Grade 4 (early-grade level). Then, results from the Pan-Canadian Assessment Program (PCAP) help us consider the impact of homework on mathematics achievement in Grade 8/Secondary II (middle-grade level). Finally, data from the Programme for International Student Assessment (PISA) are analyzed to determine the link between homework and performance in mathematical literacy at age 15 (high-school level).”   (page 1)

Page 5, summarizes their conclusions:

“In the early grades, more time spent on homework does not mean higher reading performance. Most Grade 4 teachers across Canada assign short but regular homework.

At the middle-grade level, there seem to be some differences between the amount of homework expected by teachers and the amount of homework that students actually do. At that grade level, it is also quite clear that the performance in mathematics of students who don’t do homework at all is significantly lower than the performance of those who do.

Finally, most high-school students seem to devote a limited amount of time to homework (less than one hour per day). As was the case at the middle-grade level, our results suggest that the return on investment is optimal for those students who spend some time every day on their subject-specific homework by balancing the multiple demands of each subject area.” (page 5)

Boy, things sure have change since when I was in high school.

Check it out!




October 20, 2014 at 6:42 pm Leave a comment

CMEC releases pan-Canadian report – Ontario’s results are positive

The CMEC has released a report titled PCAP 2013 Report on the Pan-Canadian Assessment of Science, Reading, and Mathematics. This is one of the few assessments that compares the achievement of Canadian students between different provinces. There are chapters summarizing the achievement of students for each province.

Page 1 outlines the purpose: “…young Canadians in different jurisdictions learn many similar skills in reading, mathematics, and science. PCAP has been designed to determine whether students across Canada reach similar levels of performance in these core disciplines at about the same age, and to complement existing jurisdictional assessments with comparative Canada-wide data on the achievement levels attained by Grade 8/Secondary II students across the country”

Page 191 brings together the overall conclusions:  “Highest achievement per domain is found in Alberta and Ontario for science, Ontario for reading, and Quebec for mathematics. Ontario is the only province in which students achieve at or above the Canadian mean in each of science, reading, and mathematics” (me: this quotation represents two sentences only…read report  more for a comprehensive summary).

This is large publication. If you are like me -a headline reader – you can also read the CMEC news release, or the Globe and Mail article Tests show provincial difference in math, reading, science education by Kate Hammer and Caroline Alphonse.

Check it out, Rowan


October 7, 2014 at 5:34 pm 1 comment

CMEC Early Learning & Development Framework

The Council of Ministers of Education Canada have released a document titled CMEC Early Learning and Development Framework and applies to programs for children from birth to age 8. The purpose of the document is to

  • “present a pan-Canadian vision for early learning
  • provide a common understanding  of a continuum of learning and shared values
  • serve as a resource to support decision making and policy-making by the provincial MOEs ” (page 4).

Quality programming is based on the following principles of learning and development:

  1. the child is integral to policy and program development
  2. the family is central to a child’s development
  3. honoring the diversity of children and families is integral to equity and inclusion
  4. safe, healthy and engaging environments shape lifelong learning, development , behavior, health and well-being
  5. learning through play capitalizes on children’s natural curiosity and exuberance
  6. the educator, the extended family as educator, is central to supporting learning and development through responsive and caring relationships

The document also includes the 2012 CMEC statement on play- based learning (p. 18):

  • learning  through play is supported by science
  • learning through play is supported by experts
  • learning through play is supported by children and parents,
  • when children are playing, children are learning.

Check it out!


June 23, 2014 at 2:43 pm Leave a comment

Problem solving: Canada’s teens

Last week I wrote about the problem solving abilities of Canadian teens, and further to that, yesterday,  CMEC released #6 in its Assessment Matters series titled How Good are Canadian 15-year-olds at solving problems? Further results from PISA 2012.

Page one defines problem solving skills as knowledge and reasoning (deductive, inductive, analogical, combinatorial) and the “ability to process multiple sources of information in unfamiliar situations where the solution is not readily apparent” . [is combinatorial a real word?]

Page 13-14  offer a summary and conclusion, including:

  • generally Canadian youth are well equipped to apply skills and competencies to solve challenging problems (BC kids were the best!) and thus better equipped to handle workplace and societal challenges (esp solutions that are not straightforward)
  • boys out-perform girls (difference in Canada is not as great as with other OECD counties)
  • there are some regional difference; there are some differences between francophone and anglophone school systems; there was little difference accounting for SES or immigrant status; there are differences between high achievers and low achievers

Check it out!


April 9, 2014 at 3:32 pm Leave a comment

Education Indicators in Canada

CMEC’s site includes a link to a new document titled Education Indicators in Canada: An International Perspsective 2013.

The introduction describes the content and purpose of these selected statistics: “A set of 11 international indicators is presented in Education Indicators in Canada: An International Perspective 2013. This year’s set of indicators captures information on educational attainment, upper secondary graduation rates, labour market outcomes, expenditure on education, international students, transitions to the labour market, and the organization of learning environments at the elementary and secondary levels—for Canada, and for its provinces/territories. The intention of this report is to allow Canada and its jurisdictions to be compared in an international context. ”

Is this of general interest for the classroom teacher? Probably not, but for the education researcher in Canada, more so. And let’s face it, everything we do, at the end of the day, it is all about assessment!


January 8, 2014 at 3:28 pm Leave a comment

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