For too long we have valued some skills over others. The evidence is now unequivocal: young people need a broad set of foundational skills to succeed.
People for Education – working with experts from across Canada – is leading a multi-year initiative to create a new way of thinking about skills, to find consensus on a new set of goals for education, and to develop a method of measuring schools’ progress toward those goals.
The goal of Measuring What Matters is to create a set of measures that are publicly understandable, educationally useful and reflect the broad skills students will need in the workforce and to take their place as engaged citizens.
A two-page summary of the Measuring What Matters project, with examples of the competencies in each of the domains.
The launch report for Measuring What Matters, a project proposing five dimensions of learning that, alongside academic achievement, might be part of a more comprehensive set of indicators of success: physical and mental health, social-emotional development, creativity and innovation, citizenship and democracy, and school climate. The report looks at how success in these areas is important for the long-term well-being of students and society and how schools can strengthen these capacities in students, as well as providing examples of existing measures.
An overview of the project background, rationale, key concepts and timelines. Includes descriptions, competencies and conditions in the domains of creativity, health, social emotional learning, and citizenship, as well as conditions of Quality Learning Environments.
What Matters in French Language Schools Summary (English) (2015)
Dr. Michelle Boucher examines the connections between initiatives undertaken in the French-language education system in a minority setting in Canada, particularly in Ontario, and the five domains in People for Education’s Measuring What Matters initiative. Full version of paper available in French.
What Matters in Indigenous Education: Implementing A Vision Committed To Holism, Diversity And Engagement (2016)
Dr. Pamela Toulouse explores an Indigenous approach to quality learning environments and relevant competencies/skills. The paper draws out the research, concepts and themes from Measuring What Matters that align with Indigenous determinants of educational success. It expands on this work by offering perspectives and insights that are Indigenous and authentic in nature.
BY PEOPLE FOR EDUCATION
People for Education, working with experts from across Canada, has defined a menu of concrete, teachable competencies and skills in health, social-emotional learning, creativity, and citizenship. We have also identified learning conditions in the classroom, school, and community that support student growth in these areas.
BY DR. BRUCE FERGUSON, SICKKIDS & THE UNIVERSITY OF TORONTO
BY DR. RENA UPITIS, QUEEN’S UNIVERSITY
BY DR. STUART SHANKER, YORK UNIVERSITY
BY DR. ALAN SEARS, THE UNIVERSITY OF NEW BRUNSWICK
BY DR. NINA BASCIA, Ontario Institute for Studies in Education, The UNIVERSITY OF TORONTO
2013/14: BEYOND THE 3 “R’S (2014)
A summary of the findings from the initial public consultations and an outline of the work done to identify the domain areas and conditions for quality learning environments.
2014/15: Moving From Theory to Practice (2015) 30 pp.
An overview of the work done to explore the relationship between the domains and education policy and curriculum in Ontario, and plans for the field trials to take place in Ontario schools.
2015/16: Phase 3 report (2016)
The 2015-16 progress report includes preliminary findings from the Measuring What Matters field trials in 26 publicly funded schools across 7 Ontario school boards.