Our articles synthesize the latest news and research — connecting the dots between public education and public good.
Vincent Atallah, PFE board member and chair of the NextGen Committee, talks about what he learned at our annual conference from a panel of young people discussing what “success” means to them.
The Ministry recently asked whether there are“parts of the funding formula that are not core to the delivery of education in Ontario.” Annie Kidder asks what should the core business of education be?
New study finds relationship between students’ demographics and their Learning Skills marks on report cards
A recently released report finds that students with the same levels of achievement on Grade 6 EQAO math tests may have different assessments of their learning skills, based on their demographics.
On December 14th, the Ministry of Education sent memos to school boards across the province outlining a number of areas where funding is going to be reduced or discontinued. Find out which programs are affected.
Singapore, one of the world’s highest-ranked education systems, is implementing changes that will “encourage individuals to concentrate on their own learning development,” and reduce the emphasis on rote-learning, student ranking, and exam preparation.
It’s in the public education system itself where hope lies. It is only through systemic change that we can ensure that young people are gaining the skills they will need for the future.
An article by Andreas Schleicher, Director for Education and Skills at the OECD, about educating students for their future, is a good starting point for our ongoing dialogue about the future of public education.
When test scores are used as a proxy for overall system success, it can lead governments to target funding and policy in ways that may ignore competencies that are vital for students’ long-term success.
Ontario’s curriculum and policy requires comprehensive change to ensure that students are prepared for the world they will enter upon graduation. However, it is important to focus on the competencies they need for the future.
Effective, evidence-based health education supports students in adopting healthy lifestyles from an early age. It helps them manage risks, and provides them with the skills and competencies they need to engage in health promoting behaviours.