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OECD activity on recognition of non-formal and informal learning: British Columbia report

This report responds to OECD's questions by providing information on policies and activities in British Columbia. F ... Show more
This report responds to OECD's questions by providing information on policies and activities in British Columbia. Formal education, non-formal and informal learning in British Columbia occur within a diversified post-secondary educational system, consisting of both public and private institutions. Components covered include: Demographic change; Internationalization; New ICT; Economic development and skills shortage/mismatch; Social developments; Description of institutional arrangements; Government and the role of government; Resources; Qualifications, qualification systems, qualifications framework; Credit accumulation and transfer; Assessment methods and procedures; Characteristics of stakeholders; Access; Participation; Incentives and disincentives; Economic benefits; Educational benefits; Social benefits; and Personal benefits.
The pan-Canadian overview is indexed at TD/TNC 92.610. Individual province/territory reports are indexed from TD/TNC 92.611 to TD/TNC 92.620. Show less

Corporate authors: Council of Ministers of Education (Canada)

Date: 2007

Geographic subjects: North America; Canada

Resource type: Country information

Series name: CMEC report for OECD activity on recognition of nonformal and informal learning policies

Subjects: Assessment; Quality; Statistics ... [+] Show more
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OECD study on enhancing learning through formative assessment and the expansion of teacher repertoires: Canadian report October 2005

The focus of this OECD study is an in-depth understanding of the way that teaching and learning takes place and stu ... Show more
The focus of this OECD study is an in-depth understanding of the way that teaching and learning takes place and student progress is assessed as a formative process, using a small number of exemplary innovations. When the OECD Ministers of Education met in April 2001, a significant part of their discussion was devoted to the promotion of innovative teaching and learning strategies: this study aims to deepen the understanding of what is possible. The importance of tailoring instruction more closely to student learning needs and to individual progress, rather than to suit the administrative convenience of education systems, is a long running theme of the lifelong learning agenda. This study addresses this issue with students in lower secondary schools. In Canada, Newfoundland and Labrador led a team of five provinces, Saskatchewan, Manitoba, Ontario, and Quebec, which all provided descriptions of their policy and program context, as well as data on their particular case studies, based on an OECD questionnaire (Appendix A). Newfoundland and Labrador, Quebec and Saskatchewan also participated in the in-depth analysis by identifying a case study (based on criteria established by OECD and country experts) and by hosting a study visit from an OECD expert in April 2003. The [Council of Ministers of Education, Canada] CMEC coordinated the activity in Canada.
Excerpt from published introduction reprinted by permission of the copyright owner. Show less

Corporate authors: Council of Ministers of Education (Canada)

Date: 2005

Geographic subjects: North America; Canada

Resource type: Government report or paper

Subjects: Assessment; Research; Governance ... [+] Show more
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Saskatchewan, Canada background report for OECD activity recognition of non-formal and informal learning

This report responds to OECD's questions by providing information on policies and activities in Saskatchewan. Compo ... Show more
This report responds to OECD's questions by providing information on policies and activities in Saskatchewan. Components covered include: Demographic change; Internationalization; New ICT; Economic development and skills shortage/mismatch; Social developments; Description of institutional arrangements; Government and the role of government; Resources; Qualifications, qualification systems, qualifications framework; Credit accumulation and transfer; Assessment methods and procedures; Characteristics of stakeholders; Access; Participation; Incentives and disincentives; Economic benefits; Educational benefits; Social benefits; and Personal benefits.
The pan-Canadian overview is indexed at TD/TNC 92.610. Individual province/territory reports are indexed from TD/TNC 92.611 to TD/TNC 92.620. Show less

Corporate authors: Council of Ministers of Education (Canada)

Date: 2006

Geographic subjects: North America; Canada

Resource type: Country information

Series name: CMEC report for OECD activity on recognition of nonformal and informal learning policies

Subjects: Assessment; Quality; Statistics ... [+] Show more
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Recognition of informal and non-formal learning in Prince Edward Island

This report responds to OECD's questions by providing information on policies and activities in Prince Edward Islan ... Show more
This report responds to OECD's questions by providing information on policies and activities in Prince Edward Island.
The pan-Canadian overview is indexed at TD/TNC 92.610. Individual province/territory reports are indexed from TD/TNC 92.611 to TD/TNC 92.620. Show less

Corporate authors: Council of Ministers of Education (Canada)

Date: 2007

Geographic subjects: North America; Canada

Resource type: Country information

Series name: CMEC report for OECD activity on recognition of nonformal and informal learning policies

Subjects: Assessment; Quality; Statistics ... [+] Show more
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A spring 2003 snapshot: the current status of prior learning assessment and recognition (PLAR) in Canada's public postsecondary institutions: part one

In 1999, the Council of Ministers of Education, Canada (CMEC) released 'A report on public expectations of postseco ... Show more
In 1999, the Council of Ministers of Education, Canada (CMEC) released 'A report on public expectations of postsecondary education in Canada' (indexed at TD/TNC 78.434). The report identified accessibility, and mobility and portability as two of the key themes that would guide future research. Recognition of prior learning was considered the process that responds to learners, employers and the community, and to broader issues of social inclusion and accountability. In order to address the 'responsiveness' theme, CMEC commissioned a study on prior learning assessment and recognition (PLAR) as the first part of a two-part PLAR project. This report documents the first part which involved the creation of an inventory of provincial/territorial policies, initiatives, and best practices. For the purposes of this study, PLAR was defined as 'all processes (advising, assessment, evaluation, transcription) associated with informal learning acquired by adults through employment, on-the-job training, volunteer work, independent study, military service, credit for workplace training and other life experiences, which are evaluated against the learning outcomes of a program or course through the use of a challenge test, demonstration, case study, or portfolio assessment'. The survey results and their analysis identify the key issues for PLAR, indicate areas for further investigation, and provide a benchmark for discussion on PLAR in Canada's public postsecondary institutions. Show less

Authors: Kennedy, Bonnie

Corporate authors: Council of Ministers of Education (Canada)

Date: 2003

Geographic subjects: North America; Canada

Resource type: Government report or paper

Subjects: Assessment; Pathways; Quality ... [+] Show more
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Measuring up: Canadian results of the OECD PISA study: the performance of Canada’s youth in science, reading and mathematics: 2006 first results for Canadians aged 15

In the spring of 2006, Canadian students participated in the Programme for International Student Assessment (PISA) ... Show more
In the spring of 2006, Canadian students participated in the Programme for International Student Assessment (PISA) which seeks to measure how well young adults, at age 15, are prepared to meet the challenges of today’s knowledge societies. PISA was first conducted in 2000 with an emphasis on reading achievement and again in 2003 with an emphasis on mathematics achievement. The third survey of PISA conducted in 2006 completes the first set of three-yearly assessment surveys of knowledge and skills with a focus on science achievement. This report summarizes the results for Canada and the provinces in an international context.
Excerpt from publication. Show less

Corporate authors: Human Resources and Social Development Canada (HRSDC) ... [+] Show more

Date: 2007

Geographic subjects: North America; Canada

Resource type: Government report or paper

Subjects: Youth; Literacy; Assessment ... [+] Show more
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OECD recognition of non-formal and informal learning: New Brunswick background report

This report responds to OECD's questions by providing information on policies and activities in New Brunswick. Comp ... Show more
This report responds to OECD's questions by providing information on policies and activities in New Brunswick. Components covered include: Demographic change; Internationalization; New ICT; Economic development and skills shortage/mismatch; Social developments; Description of institutional arrangements; Government and the role of government; Resources; Qualifications, qualification systems, qualifications framework; Credit accumulation and transfer; Assessment methods and procedures; Characteristics of stakeholders; Access; Participation; Incentives and disincentives; Economic benefits; Educational benefits; Social benefits; and Personal benefits.
The pan-Canadian overview is indexed at TD/TNC 92.610. Individual province/territory reports are indexed from TD/TNC 92.611 to TD/TNC 92.620. Show less

Corporate authors: Council of Ministers of Education (Canada)

Date: 2007

Geographic subjects: North America; Canada

Resource type: Country information

Series name: CMEC report for OECD activity on recognition of nonformal and informal learning policies

Subjects: Assessment; Quality; Statistics ... [+] Show more
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OECD activity on recognition of non-formal and informal learning: Nova Scotia

This report responds to OECD's questions by providing information on policies and activities in Nova Scotia. Compon ... Show more
This report responds to OECD's questions by providing information on policies and activities in Nova Scotia. Components covered include: Demographic change; Internationalization; New ICT; Economic development and skills shortage/mismatch; Social developments; Description of institutional arrangements; Government and the role of government; Resources; Qualifications, qualification systems, qualifications framework; Credit accumulation and transfer; Assessment methods and procedures; Characteristics of stakeholders; Access; Participation; Incentives and disincentives; Economic benefits; Educational benefits; Social benefits; and Personal benefits.
The pan-Canadian overview is indexed at TD/TNC 92.610. Individual province/territory reports are indexed from TD/TNC 92.611 to TD/TNC 92.620. Show less

Corporate authors: Council of Ministers of Education (Canada)

Date: 2007

Geographic subjects: North America; Canada

Resource type: Country information

Series name: CMEC report for OECD activity on recognition of nonformal and informal learning policies

Subjects: Assessment; Quality; Statistics ... [+] Show more
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OECD activity on recognition of non-formal and informal learning: Manitoba report

This report responds to OECD's questions by providing information on policies and activities in Manitoba. Component ... Show more
This report responds to OECD's questions by providing information on policies and activities in Manitoba. Components covered include: Demographic change; Internationalization; New ICT; Economic development and skills shortage/mismatch; Social developments; Description of institutional arrangements; Government and the role of government; Resources; Qualifications, qualification systems, qualifications framework; Credit accumulation and transfer; Assessment methods and procedures; Characteristics of stakeholders; Access; Participation; Incentives and disincentives; Economic benefits; Educational benefits; Social benefits; and Personal benefits.
The pan-Canadian overview is indexed at TD/TNC 92.610. Individual province/territory reports are indexed from TD/TNC 92.611 to TD/TNC 92.620. Show less

Corporate authors: Council of Ministers of Education (Canada)

Date: 2007

Geographic subjects: North America; Canada

Resource type: Country information

Series name: CMEC report for OECD activity on recognition of nonformal and informal learning policies

Subjects: Assessment; Quality; Statistics ... [+] Show more
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OECD activity on recognition of non-formal and informal learning: Ontario report

This report provides an overview of Ontario policies related to the recognition of nonformal and informal learning ... Show more
This report provides an overview of Ontario policies related to the recognition of nonformal and informal learning (NFIL). For all intents and purposes, NFIL is called here prior learning assessment and recognition (PLAR). Components covered include: Demographic change; Internationalization; New ICT; Economic development and skills shortage/mismatch; Social developments; Description of institutional arrangements; Government and the role of government; Resources; Qualifications, qualification systems, qualifications framework; Credit accumulation and transfer; Assessment methods and procedures; Characteristics of stakeholders; Access; Participation; Incentives and disincentives; Economic benefits; Educational benefits; Social benefits; and Personal benefits.
The pan-Canadian overview is available in VOCEDplus at TD/TNC 92.610. Individual province/territory reports are available in VOCEDplus from TD/TNC 92.611 to TD/TNC 92.620. Show less

Corporate authors: Council of Ministers of Education (Canada)

Date: 2007

Geographic subjects: North America; Canada

Resource type: Country information

Series name: CMEC report for OECD activity on recognition of nonformal and informal learning policies

Subjects: Assessment; Quality; Statistics ... [+] Show more

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