#Ontario; #OntarioEducation; #NewElementaryMathCurriculum

Ottawa, Jun 25 (Canadian-Media): Ontario's new elementary math curriculum, developed over two years in consultation with parents, math educators, academics and math education experts was released by the Ontario Government on June 23, media reports said.

The curriculum, designed to reverse a decade of declining math scores, to strengthen math competence, improve grades, and to better prepare students for work in a rapidly changing world, will be available to students across the province beginning in September 2020.

Professional development would be provided to educators including $10 million aimed at board-based math learning leads, $15 million for school-based math learning facilitators, and $15 million to familiarize the educators with the curriculum.

Details were released  by Premier Doug Ford, Christine Elliott, Deputy Premier and Minister of Health, and Stephen Lecce, Minister of Education during a news conference on June 23.

Released at the start of what is being heralded as a “decade of action” for education, as the world grapples with the COVID-19 crisis, the 2020 Global Education Monitoring (GEM) Report illuminates how countries are putting diversity at the core of their education systems, with varying degrees of success.
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“It has never been more crucial to make education a universal right, and a reality for all”, UNESCO chief Audrey Azoulay said in the report’s foreword. 

Challenges aboundHowever, as underlying inequalities exacerbate learners’ needs, well-meaning laws and policies often falter, and educational opportunities continue to be unequally distributed, keeping quality education out of reach for many. 

Even before the pandemic, one-in-five children, adolescents and youth were entirely excluded from education. 

Stigma, stereotypes and discrimination mean millions more are further alienated inside classrooms, with the current crisis further perpetuating different forms of exclusion. 

And while the world is “in the throes of the most unprecedented disruption in the history of education”, Ms. Azoulay stated that social and digital divides “have put the most disadvantaged at risk of learning losses and dropping out”.

“More than ever, we have a collective responsibility to support the most vulnerable and disadvantaged, helping to reduce long-lasting societal breaches that threaten our shared humanity”, she said.

Inclusivity is key

The core recommendation of the GEM report is to understand that inclusive education means equal access for all learners, notwithstanding identity, background or ability.
And it identifies different forms of exclusion, how they are caused and what can be done to mitigate them.

Moreover, GEM provides policy recommendations to make learner diversity a strength, to be celebrated as a force for social cohesion.

Ms. Azoulay noted that “the COVID-19 pandemic has further exposed and deepened” inequalities and the “fragility of our societies”. 

At the same time, past lessons have shown that health crises can leave many behind, particularly poor girls who may never return to school. 

As the world seeks to rebuild inclusive education systems, the report recommends practices on governance, curricula, teacher education, school infrastructure - and relations with students, parents and communities - aimed at increasing access to the classroom. 

The UNESCO chief called it “a call to action we should heed”, paving the way for more resilient and equal societies in the future. 

“Only by learning from this report can we understand the path we must take in the future”, she said.

A look at the numbers

Inclusion is not just an economic but also a moral imperative. 

And yet, 40 per cent of the poorest countries have not supported at-risk learners during the COVID-19 crisis.

Furthermore, the law in a quarter of the world’s countries, require children with disabilities to be educated in separate settings, while only 10 per cent have laws to ensure full education inclusion.
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“To rise to the challenges of our time, a move towards more inclusive education is non-negotiable – failure to act is not an option”, she concluded. 

#UBC; #BoardOfGovernorChanges; #Inclusion;#Justice; #Equity
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​British Columbia, Jun 21 (Canadian-Media): The following statement was issued  Jun 2o by Melanie Mark, Minister of Advanced Education, Skills and Training, on changes to the University of British Columbia's (UBC) Board of Governors, media reports said.

“Today, I was informed of Michael Korenberg’s resignation from his position as chair and board member of UBC’s Board of Governors, effective immediately. 

“Our government and UBC are deeply committed to inclusion, justice and equity for all.

“The university has an inclusion action plan and has begun implementing it. I believe UBC will continue its work to provide a world-class education to all of its students in a safe and supportive community environment.”

#B.C.; #Canada; #IndigenousStudents; #PostSecondaryInstitutions

British Columbia, Jun 20 (Canadian-Media): $6.15 million is being provided to British Columbia (BC) government to indigenous students for their success at public post-secondary educational institutions throughout B.C. and to enable them to finish their studies, media reports said.

“We’re investing in the future of Indigenous students throughout British Columbia,” said Melanie Mark, Minister of Advanced Education, Skills and Training according to today's news release. "I’m proud to be part of a government that is responding to the Truth and Reconciliation Commission’s Calls to Action by empowering Indigenous students with the tools they need to pursue their dream careers and make it to the finish line.”

This support includes $6.15 million for initiatives and programs that respond to the Calls to Action of the Truth and Reconciliation Commission of Canada, the United Nations Declaration on the Rights of Indigenous Peoples and for annual Aboriginal Service Plans that support the goals of the Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan.

Partenering with programs that improve the post-secondary educational experiences and outcomes of Indigenous learners, this funding will enable the institutions to develop learning environments including programs and supports to make post-secondary more accessible and that address systemic barriers.

“When Indigenous students have access to learning and cultural supports, a world of opportunity opens up that can make a significant impact on their future careers and lives,” said Scott Fraser, Minister of Indigenous Relations and Reconciliation. “Students are our future. By improving Indigenous students’ experiences and outcomes in post-secondary school, we are advancing reconciliation and helping to build a brighter future for everyone.”

Programs and activities supported by the funding include: outreach activities and events to promote Indigenous cultures; Indigenous cultural training for faculty and staff at post-secondary institutions; enhanced programs and courses to include Indigenous culture and knowledge; providing  financial, academic or career counselling to students; delivery of programs or courses on campus or in Indigenous communities; and partnerships and engagement in Indigenous communities through community liaison, peer mentorship or Elders-in-residence programs.
 
Examples of ongoing and past years’ programs and activities at institutions throughout B.C.:

• Tsilhqot’in and St’at’imc science and language revitalization camps in partnership with Thompson Rivers University;

• Students working with the Community Living Lab Project at the University of Victoria (UVic) led by community knowledge-keepers in the Lekwungen and W̱SANEĆ dialects/languages and supported by UVic graduate students.

• An Indigenous artist-in-residence course at Langara College teaches Musqueam weaving as a fine arts program, while incorporating reconciliation into the discussion.

• North Island College’s tourism bridging program taches short-term employment and training-based courses.

• An undergraduate research mentorship program at the University of British Columbia pairs undergraduate students with faculty researchers throughout the university. 
  
• ​ Reconciliation with Indigenous peoples is a shared priority between government and the BC Green Party caucus, and is part of the Confidence and Supply Agreement.​

#Ontario; #Education; #AdditionalMaterialsDeveloped; #Covid19Pandemic

Ottawa, Jun 18 (Canadian-Media): Additional educational content is being provided by the government of Ontario in partnership with Science North and the Ontario Science Centre for students and teachers during the school closures resulting from COVID-19, media reports said on June 15.

Stephen Lecce. Image credit: Twitter handle

A funding of up to $1.5 million for the creation of  made-in-Ontario videos and resources to support Science, Technology, Engineering and Math (STEM) learning is being provided by Ontario will  help students from Kindergarten to Grade 12.

"Through our partnership with Science North and the Ontario Science Centre we will create new resources focusing on STEM skills that will help our students continue to prepare for the jobs of the future," said Stephen Lecce, Minister of Education in a news release.

Resources for elementary school teachers and students would be created by Science North  while the Ontario Science Centre will develop materials for secondary school teachers and students.

All resources will be accessible and available in both English and French and will include: Professional development videos for educators; Virtual and at-home hands-on STEM activities for students; Activities and student worksheets which can be printed and distributed through school boards

"Science North and the Ontario Science Centre have been welcoming Ontario's young learners to the wonderful world of science for decades...I'm proud that these new online resources will support students with the high-quality, accessible content they need to continue learning at home during this unprecedented time said Lisa MacLeod, Minister of Heritage, Sport, Tourism and Culture Industries in a news release of June 15.  

"Science North is a tremendous educational resource in Northern Ontario, home to some of our brightest and boldest thinkers and we thank Science North for their ongoing commitment to inspire creativity and learning across the north." said Greg Rickford, Minister of Energy, Northern Development and Mines, Minister of Indigenous Affairs. 

Resources can be accessed online at Science North and the Ontario Science Centre websites, with additional material being released weekly. Activities will use everyday objects and supplies so students can participate easily at home.

Guy Labine, CEO, Science North said that these online workshops and resources will support teachers in delivering inquiry-based lessons for elementary students through at-home learning. These are unprecedented times and we all share these challenges, united in our goal of supporting continued learning in Ontario. We applaud the Ministry of Education for their support."

"At the Ontario Science Centre, our mission is always to inspire discovery, encourage curiosity, and instill a love of learning," said Paul Kortenaar, CEO of the Ontario Science Centre. "We are pleased to partner with the Ministry of Education to provide these curriculum-based resources, which are a continuation of the experience we give teachers and students on field trips to the Centre." 

“More than ever now is when arts and music and culture have the power to uplift spirits and to bring people together in these unprecedented times. Our festivals endeavour to do just that” says Ricky Bajaj, ACISA co-founder and president, said June 11 in a press release. 

ACISA with a vision to cross cultural understanding in bringing a diverse community together to celebrate life, culture, art, and tradition is mandated to promote the diversity of South Asian art forms a wide range of both Non-South Asians & South Asians audience.

This year's festival would showcase the participation from more than 100 local and international artists from the Bollywood playback and Pakistan music industry and enable different communities in Brampton to experience rich South Asian heritage.

“The festival promotes local talent and includes an exciting line-up of emerging artists and well-known names in the entertainment industry which appeals to all ages,” adds festival art director and co-founder, Arpan Banerjee, a press release of June 11 said.

Four events included in this year's festival Vibrant Brampton, Vibrant Star, Visual Arts of South Asia (V.A.S.A) Arts festival and META would digitally showcase the culture and diversity of Ontario.

VibrantBrampton would present performances from renowned and emerging artists every Tuesday and Wednesday from July 21 to August 5, 2020. 

“Access to the technology and materials needed to continue learning while schools are closed is desperately unequal. Likewise, children with limited learning support at home have almost no means to support their education. Providing a range of learning tools and accelerating access to the internet for every school and every child is critical”, said UNICEF Chief of Education, Robert Jenkins.

“A learning crisis already existed before COVID-19 hit. We are now looking at an even more divisive and deepening education crisis.”

Disparities in access

UNICEF data reveals that in 71 countries worldwide, less than half the population has internet access. Yet, nearly three-quarters of governments in 127 reporting countries, are using online platforms to deliver education during the pandemic.

Authorities are mainly using television to deliver remote education, despite disparities in TV ownership.

More than 90 per cent of countries in Europe and Central Asia use the medium, and 100 per cent in South American. In Latin America and the Caribbean, the figure is 77 per cent.



UNICEF reported that in 40 of the 88 countries with data, children living in urban areas are twice as likely to have a TV than their rural counterparts. The largest disparity can be found in sub-Saharan Africa. For example, only 1 in 100 homes in rural Chad has a television, compared to 1 in 3 in cities.

Governments are also using radio to deliver educational programmes, with 60 per cent of the reporting countries using this method.

Radio ownership varies both across and within regions. Devices can be found in just one in five households in South Asia, compared to three out of four, in Latin America and the Caribbean.
Transforming education systems

Countries have been transforming their educational systems to meet the current demands, UNICEF said.

Governments in countries in West and Central Africa, for example, have been working with local service providers to deliver education for primary and secondary school children either online or through radio, TV and paper-based approaches.

“In Somalia, offline recorded lessons are being uploaded onto solar-powered tablets and made available to children”, the UN agency added.

Video lessons are also shared through social media channels such as WhatsApp and Facebook and broadcast through radio and TV.”

Meanwhile, the Ministry of Education in Jamaica is using national television and radio, as well as online platforms and WhatsApp, to provide lessons at all levels.
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Steps are also being taken to provide more than 200 of the most vulnerable students, with tablets equipped with connectivity and educational content.