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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.
A new report from the American Academy of Pediatrics says that children and young people aren’t getting enough time to develop the vital competencies and skills that are learned through play.
A new report raises concerns about how Canada is addressing mental health problems among young people. Schools are the ideal place to promote mental health and provide support for students with mental health issues.
People for Education reviewed over 30 years of research and identified four key things parents can do to help their children succeed, both academically and in the development of health, citizenship, creativity, and social-emotional competencies.
Teachers teach the next generation of society. While there are many important professions, none of them affect all of society’s children – and thus all of society – in the way teaching does.