Our articles synthesize the latest news and research — connecting the dots between public education and public good.
Featured article: Province may change policy for hiring teachers
In 2012, the Ontario government implemented Regulation 274, changing the way that school boards hired teachers. The purpose of the regulation was to create a standardized hiring practice that removes the potential for nepotism or favouritism in hiring practices, and creates greater transparency, fairness, and accountability.
In January, 2019, the province announced that it is considering changes to the regulation. The proposed changes will eliminate some of the seniority requirements and require boards to consider equity and diversity when they are hiring. The Ministry is engaging in consultations on these changes, with submissions due by May 31.Read the article
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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.
Since 2000, UNICEF has released a series of publications focusing on the well-being of children in wealthy countries. This year’s report card looks at equality in education.
Results from People for Education's 2018 survey show that it is a challenge for today’s principals to find the time to fulfill their role as curriculum leaders, while also managing all of the administrative tasks.
For future success, students need competencies that extend beyond the 3Rs into areas like creativity, health, social-emotional learning, and citizenship. Education systems around the world are starting to embed these competencies into school curriculum.