People for Education Reports
Connecting the Dots: Early years as the starting point for a continuum of learning
Date of Publication: July 28, 2021
New report recommends that early learning and childcare be publicly funded, publicly governed, and embedded in public education systems.
Download PDFThe far-reaching costs of losing extracurricular activities during COVID-19
Date of Publication: April 18, 2021
COVID-19’s impact on extracurricular activities leaves Ontario students without crucial opportunities for learning.
Download PDFOntario's Principals' Challenges and Well-being
Date of Publication: February 22, 2021
Initial findings of People for Education’s 2020/21 Annual Ontario School Survey (AOSS) show that principals are dealing with an exceptional set of challenges related to running schools during a pandemic.
Download PDFCanadian Right to Education Framework
Date of Publication: October 22, 2020
The COVID-19 crisis has exposed and exacerbated inequities worldwide, including within education systems, where 1.6 billion students have been affected by the pandemic. The United Nations recently released a policy brief warning that the combination of worldwide economic impacts and school closures could turn the current learning crisis into a “generational catastrophe” (United Nations, 2020). To prevent this crisis from becoming a catastrophe, governments and stakeholders around the world need to ensure all students have access to a quality education, and to do that, education systems must be grounded in the right to education (Barry, 2020).
Download PDF#CanadaWeWant Report on the Future of Public Education
Date of Publication: June 10, 2020
In March 2020, courageous young people travelled from coast to coast to coast to work with the Students Commission of Canada and People for Education to build the #CanadaWeWant so we can have the #CanadaWeNeed. Youth participants were encouraged to explore the topic of education through a rights-based lens. This report is a culmination of their conversations and recommendations.
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