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The project draws upon earlier Agency work in the Teacher Education for Inclusion project (2009–2012) and establishes a conceptual framework that sees initial teacher education, induction and continuing professional development as a continuum with the need for strong support from politicians, leaders and external experts as well as all stakeholders in schools and communities.
In the second half of 2015, the Agency worked on behalf of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to provide a suite of materials on empowering teachers. The results of this work have been summarised in three documents: a literature review, a case study and a methodology overview. A further output includes a re-designed Inclusive Education in Action website: Empowering Teachers: Empowering Learners. The site includes over 30 examples from all around the globe, focusing on teacher education and professional development.
The project aims to strengthen policy and practice connections by exploring approaches to training and support for inclusive teacher practice. The study highlights the increasing focus on human rights and equity in international and European level policy that aims to promote social cohesion and stresses the need to improve teacher education programmes in particular through the role of teacher educators better prepared to address diversity issues.
The case study looks at practice examples from thirteen member countries Austria, Belgium (Flemish speaking community), Cyprus, Finland, Germany, Iceland, Ireland, Latvia, Norway, Portugal, Sweden, UK (England) and UK (Scotland) with additional country/policy information from France, Malta, UK (Northern Ireland) and UK (Wales). The study considers implications for wider policy development, teacher education and professional development and the development of teacher educators.
The results from this work point out a number of key considerations. Teachers should:
Confront their attitudes and beliefs about diversity and accept responsibility for all learners;
Support those vulnerable to marginalisation as part of their daily practice – not see this as an ‘additional’ task. This requires flexible pedagogy, organisation, curriculum and assessment frameworks;
Receive support and feedback to increase the capability to meet diverse needs and intervene early when necessary;
Collaborate with colleagues and work in partnership with families;
Engage with research, reflect and make connections to inform work in the classroom;
Take part in induction and on-going professional development to continuously improve;
Use resources in different ways and draw on social capital in schools and communities for support and personal professional development;
Work closely with school leaders who focus on learning and drive quality teaching and who also distribute leadership tasks to ensure sustainability.
With regard to teacher educators, the materials suggest that countries should:
Take a strategic approach to the recruitment and development of teacher educators in higher education and those based in schools, with an agreed framework of competences to support the development of inclusive teachers;
Take steps to ensure that teacher educators are able to model inclusive practice, engage with research and regularly update on current practice including the use of ICT in the classroom.
The case study and methodology, as well as the literature review are available for download on the Agency website. They will also form one of a number of thematic case studies from different regions that will be included in the UNESCO knowledge-base on inclusive approaches to teaching and learning.
source : www.european-agency.org
An analysis of graduate outcomes conducted by the Higher Education Funding Council for England found that while 69.2 per cent of students who finished their courses in 2008-09 were in so-called professional jobs three and a half years later, this had decreased to 68.9 per cent for the class of 2010-11.
However, the prospects for English graduates from many ethnic minority groups worsened by a much greater margin, according to data from the Destinations of Leavers from Higher Education surveys.
Black students fared particularly badly. Graduates from a Caribbean background who finished their course in 2010-11 reported a professional employment rate of 60.9 per cent three and a half years later, compared with 66.8 per cent among 2008-09 finishers.
Only 64.1 per cent of 2010-11 graduates from an African background were in a professional job three and a half years on, compared with 65.9 per cent of those who left two years earlier.
Outcomes for Asian graduates got worse, too, with the long-term professional employment rate declining between the classes of 2008-09 and 2010-11 for students from an Indian background (from 79.1 per cent to 75 per cent); a Bangladeshi background (69.6 per cent to 67.2 per cent) and a Pakistani background (67.9 per cent to 66.8 per cent).
In contrast, the employment rate for white graduates dropped by only 1 percentage point, reaching 77.7 per cent for 2010-11 graduates.
Hefce found that the differences were often even bigger than expected once entry grades, subjects studied and degree results were controlled for. African and Caribbean students were respectively 8.3 and 8.8 percentage points less likely than anticipated to be in a professional job on this measure, while the gap for students from a Pakistani background was 8.5 percentage points, and it was 6.6 percentage points for Bangladeshi graduates.
Les Ebdon, the director of fair access to higher education, described the gaps in outcomes as “shocking”.
“We know that students from most black and minority ethnic groups and those from disadvantaged areas face worse outcomes,” Professor Ebdon said. “This remains the case even when accounting for factors such as entry qualifications, which might affect your future prospects.”
Students from Chinese backgrounds were one of the few groups to report improved employment outcomes. They are now more likely than any other group to be in a professional job three and a half years after graduation: 78.2 per cent of students from Chinese backgrounds who graduated in 2010-11 were in a professional job, compared with 74.6 per cent of their peers who finished two years earlier.
The report, published on 25 August, also finds significant differences in employment outcome by gender and by social class. It finds that while women are more likely to be in work than men, males are consistently about 4.6 percentage points more likely to be in a professional role than females.
Source : www.timeshighereducation.com
The rankings include higher education as well as international school tests – which boosted the UK’s position.
Pearson chief executive John Fallon highlighted the economic importance of improving education and skills.
These latest international comparisons, compiled for Pearson by the Economist Intelligence Unit, emphasise the success of Asian education systems, with South Korea, Japan, Singapore and Hong Kong in China rated as the highest performing.
But it shows a strong performance from the UK, which is ranked sixth, behind only Finland in Europe and ahead of countries such as Germany, France and the United States.
Finns no longer flying
Finland, which was previously in first place, has slumped to fifth, and there has been a wider downward trend for a number of Scandinavian countries.
It also records the rise of Poland, which has been hailed for reforming its post-Communist education system and sits in the top 10.
These rankings are based upon an amalgamation of international tests and education data – including the OECD’s Pisa tests, and two major US-based studies, Trends in International Mathematics and Science Study (Timss) and Progress in International Reading Literacy Study (Pirls).
They also include higher-education graduation rates, which helped the UK to a much higher position than in Pisa tests, which saw the UK failing to make the top 20.
The UK’s Business Secretary Vince Cable said: “The UK has a global reputation for excellence in higher education, attracting overseas students who make huge economic and cultural contribution to Britain.
“To maintain our position, we must continue to attract international students and promote the UK as a knowledge economy.”
A Learning Curve report accompanying the ranking says that the success of top-performing Asian countries reflects a culture in which teachers and schools are highly respected and “teachers, students and parents all take responsibility for education”.
Students in South Korea, with the strongest test results, will have had to memorise 60 to 100 pages of facts, says the report, raising questions about the long-term value of such rote learning.
The report also notes that highly-prized skills such as being creative and problem solving are much harder to measure and put into such rankings.
The lowest-ranked European country is Greece, with a group of emerging economies at the bottom of the table, including Indonesia, Mexico and Brazil.
John Fallon, chief executive of Pearson, says the report shows a strong link between improving levels of education and training and economic growth.
And the international comparisons, such as with the top Asian education systems, show the potential for what could be achieved in other countries.
Healthcare has benefited from a globalised approach, he says, such as developing and testing medicines.
And education systems around the world could learn more from each other, he argues, when many face the same challenge of raising standards while facing financial constraints.
“How do we do more or better with the same or less resources?”
More than $5 trillion (£2.95 trillion) is spent on education globally each year, he says, but there is pressure to target this more effectively and see what really worked.
Digital technology could play a part in sharing good ideas, but this will mean reinforcing rather than displacing the role of the teacher.
Mr Fallon says it would be a “huge mistake” to think of the role of teacher being lessened by an increasing use of technology.
Pearson has also created an open-access information hub, with a databank of education information for 50 countries.
So far, the education community is only at the stage of “dipping its toe” in applying the lessons of international data and research, says Mr Fallon.
“There is a huge amount of innovation in schools and colleges around the world. And the biggest challenge isn’t finding brilliant teachers or high-performing schools – it’s how to share that, and how you replicate that at scale.”
Where Pisa test results are very high, he says, “our job is how to replicate this”.
But he says globalisation will have limits and that education systems will always have a strong national and local identity – shaped by “community, culture and language”.
Sir Michael Barber, a former Downing Street adviser, who is now Pearson’s education adviser, says the rankings and report provide “an ever-deeper knowledge base about precisely how education systems improve themselves”.
“The rise of Pacific Asian countries, which combine effective education systems with a culture that prizes effort above inherited “smartness”, is a phenomenon that other countries can no longer ignore.”
Russell Hobby, general secretary of the National Association of Head Teachers, said: “Given the criticism of schools by many of our politicians you could be forgiven for thinking that our education system compares unfavourably with others.
“Yet when alternative research becomes available, it shows a different picture.”
Mary Bousted, leader of the ATL teachers’ union, welcomed the UK’s strong performance.
“We are confident that Michael Gove will respond positively to the good news and acknowledge the hard work of teachers and lecturers in this achievement.”
source : http://www.bbc.com/
Democracy Education became one of the concerns ministers in Europe.
Education ministers and officials from 50 countries attended the Council of Europe Standing Conference of Ministers of Education, in Brussels from 11-12 April, 2016, to discuss the theme “”Securing democracy through education: The development of a Reference Framework of Competences for Democratic Culture”.
Speaking at the event, which focuses on the democratic mission of education to face the challenges of violent extremism, migration and racism, Mr Qian Tang, UNESCO Assistant Director-General for Education, commended the Council of Europe for “giving such high attention to the fundamental role of education in building and maintaining democracy and peace.”
Mr Tang presented UNESCO’s pioneering work on Global Citizenship Education and on Preventing Violent Extremism through Education, including the new UNESCO Teachers’ Guide on the Prevention of Violent Extremism and a forthcoming Guide for Policymakers to be launched in September this year in Paris.
In his welcoming remark, Mr Thorbjørn Jagland, Secretary General of the Council of Europe said: “If we want to promote democratic ideals we need to promote values, teach children to live with others equally.”
Minister of Education for the Flemish Community of Belgium Ms Hilde Crevits said: “In the long term education will be more important than any anti-terrorist law. Education plays a pivotal role in safety and security in Europe and beyond.”
The European Commissioner for Education, culture and sports Mr Tibor Navracsics added “While education is not the only solution, there is no other solution without education.”
New education tool to teach democratic values
The event also launched a new tool for teaching democracy and democratic values. The Reference Framework of Competences required to participate in Democratic Culture, developed by the Council of Europe with input from over a thousand teachers and experts across the continent, was launched at the event.
“UNESCO is supporting countries to deliver education programmes that build young people’s resilience to violent extremist messaging and foster a positive sense of identity and belonging” said Mr Tang. He also expressed the hope that the event would help strengthen collaboration between UNESCO and the Council of Europe in providing effective citizenship education to prevent extremism and combat radicalization and a look at the relationship between European and global challenges.
In a Final Declaration, the Ministers of Education invite the Council of Europe to reinforce cooperation with strategic partners in order to further support education reforms in member States, including the United Nations system and its agencies, notably UNESCO, for its work on global citizenship education and the prevention of violent extremism.
1. California Institute of Technology
Relative to the tiny size of the student population, CalTech has an impressive number of wildly successful graduates and affiliates, including 34 Nobel prizewinners, six Turing Award winners, five Fields Medalists and a number of national awards.
There are only 2,243 students at CalTech, and the primary campus in Pasadena, near Los Angeles, covers 124 acres. Almost all undergraduates live on campus.
Across the six faculties there is a focus on science and engineering; the university appears in the top 5 for engineering and technology (#2), physical sciences (#1), and life sciences (#5) rankings in 2016.
In addition to Nobel laureates and top researchers, the CalTech alumni community also includes a number of politicians and public advisers, particularly in positions that deal with science, technology and energy.
All first-year students belong to one of four houses as part of the university’s alternative model to fraternities. There are a number of house traditions and events associated with each house.
The university has the highest proportion of students who continue on to pursue a PhD, and the trope of the CalTech postgraduate has filtered into popular culture; all the main characters in the TV comedy The Big Bang Theory work or study at CalTech.
2. Stanford University
Based right next to Silicon Valley – or Palo Alto – Stanford has had a prominent role in encouraging the high-tech industry to develop in the area.
Many faculty members, students and alumni have founded successful technology companies and start-ups, including Google, Snapchat and Hewlett-Packard.
In total, companies founded by Stanford alumni make $2.7 trillion each year.
The university is often referred to as “the Farm”, as the campus was built on the site of the Stanford family’s Palo Alto Stock Farm. The campus covers 8,180 acres, but more than half of the land is not yet developed.
With distinctive sand-coloured, red-roofed buildings, Stanford’s campus is thought to be one of the most beautiful in the world. It contains a number of sculpture gardens and art museums in addition to faculty buildings and a public meditation centre.
As might be expected from one of the best universities in the world, Stanford is highly competitive. The admission rate currently stands at just over 5 per cent.
Of the 15,596 students – most of whom live on campus – 22 per cent are international.
3. Massachusetts Institute of Technology
A long-standing rival of CalTech, MIT also cultivates a strong entrepreneurial culture, which has seen many alumni found notable companies such as Intel and Dropbox.
Unusually, the undergraduate and postgraduate programmes at MIT are not wholly separate; many courses can be taken at either level.
The undergraduate programme is one of the country’s most selective, admitting only 8 per cent of applicants. Engineering and computer science programmes are the most popular among undergraduates.
Thirty-three per cent of the 11,000 students are international, hailing from 154 different countries around the world.
Famous alumni include astronaut Buzz Aldrin, former UN Secretary General Kofi Annan and physicist Richard Feynman. Graduates are prevalent throughout science, politics, economics, business and media.
The university appears in the top 5 list in the Engineering and technology, physical sciences, social sciences and arts and humanities rankings published by Times Higher Education.
4. Harvard University
Harvard University is probably the best-known university in the world, coming top in the reputation rankings most years.
It was founded in 1636, and is the oldest higher education institution in the United States.
There are currently 20,152 students enrolled, a quarter of whom are international. Although the cost of tuition is expensive, Harvard’s financial endowment allows for plenty of financial aid for students.
The Harvard Library system is made up of 79 different libraries and counts as the largest academic library in the world.
Among many famous alumni, Harvard can count eight US presidents, about 150 Nobel laureates, 13 Turing Award winners and 62 living billionaires.
Unlike some other universities at the top of the list, Harvard is at least equally as reputed for arts and humanities as it is for science and technology, if not more so. In the 2016 arts and humanities ranking, Harvard takes the second position, and secures top 10 positions for physical sciences, social sciences and engineering and technology.
5. Princeton University
Like Harvard, Princeton is a prestigious Ivy League university with a history stretching back more than 200 years.
Princeton’s distinctive social environment includes private “eating clubs” – which function as both social houses and dining halls. Many of the clubs are selective and competitive, but others simply require undergraduates to sign up.
There are fewer than 8,000 students enrolled at Princeton, and just over a quarter are international.
Princeton’s campuses, in New Jersey, are located about an hour away from both New York City and Philadelphia.
Degree courses have strictly specified requirements. All students are required to do independent research as part of their degrees, and some must take a foreign language course.
The application process is highly selective. Unlike most US universities, Princeton does not now offer an early decision application route.
Renowned Princeton alumni include US presidents, astronauts, businessmen, Olympians and numerous award-winners. Physicist Richard Feynman attended as a graduate student, as did mathematicians John Nash and Alan Turing.
Source : www.timeshighereducation.com
University of Bristol researchers, writing on the London School of Economics and Political Science’s British Politics and Policy blog, recently detailed their analysis of YouGov polling data on the referendum.
Imagine the European Union referendum as a misty medieval battlefield, with the two sides lined up against each other. What is the dominant make-up of the two armies glowering at each other before the bloodletting begins? According to many academic experts on polling, it is graduates v non-graduates.
They found “substantial differences – especially among the middle-aged and the old – in their declared propensity to vote for Brexit according to their [educational] qualifications”. Older people with degrees “are only two-thirds as likely to vote to leave the EU as older people with no qualifications”, they said.
The fact that graduates are more likely to favour EU membership is of practical use to the Remain camp – but even more significantly may tell us much about the increasing polarisation of the UK’s jobs market and society.
Once the authors of the referendum research – Ron Johnston, Kelvyn Jones and David Manley, all of Bristol’s School of Geographical Sciences – had isolated educational differences as key, they used census data on levels of education by age in every local authority area to model the probability of each area’s electorate voting for Brexit.
“South Staffordshire has the highest proportion favouring departure from the EU…followed by Havering, Gravesham, Boston, King’s Lynn, Mansfield, and Tendring (which includes Clacton),” they wrote.
“The areas giving least support to Brexit are Lambeth, Hackney, Edinburgh, Haringey, Oxford, Cambridge, Bristol and Brighton – in general, places with fewer old people than the first group and many more graduates.”
The areas judged most likely to back Brexit do not have universities. Most of the areas where Brexit support is likely to be weakest have at least two universities.
The distinctiveness and importance of graduates’ social and political attitudes has already attracted interest from researchers. A November 2015 research paper for the Department for Business, Innovation and Skills, titled “The effect of higher education on graduates’ attitudes”, was based on data gathered in the British Social Attitudes (BSA) survey.
Although the BIS study did not look specifically at the EU referendum, it found that of all groups with different educational levels graduates have “the most tolerant attitudes towards immigrants and benefit recipients”.
One key question posed, but not answered, by the research is whether students are more likely to have generally “liberal” social attitudes anyway, or whether there is something about going to university that changes their views.
John Brennan, emeritus professor of higher education research at the Open University, an author on the BIS paper, offered some potential explanations from the latter category on why graduates tend to be pro-EU.
“Personal experience of mobility might encourage positive attitudes towards Europe and ‘going global’ more generally,” he said. “And of course with so many international students in UK universities, the development of cross-border ties and relationships is bound to be a feature of the higher education experience for many.”
Having a degree v the school of life
John Curtice, professor of politics at the University of Strathclyde, one of the UK’s foremost academic experts on polling and elections, has written an analysis paper about the EU referendum based on data from opinion polls, the BSA and the British Election Study.
The paper cited BSA data showing that 78 per cent of those with degrees favoured remaining in the EU, against just 15 per cent who wanted a Brexit. Among those with no qualifications, 35 per cent favoured remaining while 55 per cent backed Brexit.
“It’s long been known that this [the referendum] is a battle between graduates and those with little or no educational qualifications, and it’s a battle between older and younger people,” Professor Curtice told Times Higher Education.
He added: “On one side of the coin are people who are university graduates, who are…perfectly happy with a diverse society: they’ve been to university, were used to living in an international environment, many of them will live in London, which is the most diverse city in the world.”
Many people in this group “are operating in a globalised labour market”, including academics who “don’t feel that their jobs are under threat because people come from Greece or Spain”, he said.
Professor Curtice continued: “The other side of the coin is the hotel porter in Margate [in Kent], who says: ‘I don’t understand what my fellow workers say any more because they are all speaking Polish to each other. I’ve not had a pay rise for five years’.”
There are economic arguments suggesting that while “for the most part migration has been good for the British economy…for those at the bottom end of the labour market it may have helped to depress wages”, he noted.
Stephen Bush, special correspondent for the New Statesman, wrote recently that the Remain campaign is “betting big on mobilising early in student areas, as the biggest dividing line in the referendum is not age but education”.
This might suggest that Universities UK’s high-profile Universities for Europe campaign could play an influential role in mobilising the converted to vote.
Alistair Jarvis, deputy chief executive of UUK, said that the organisation is also mounting a campaign – entirely separate to Universities for Europe – to drive voter registration.
UUK will be “quite dramatically scaling this up in May” and “putting as much time into voter registration as into the whole of the Universities for Europe campaign”, Mr Jarvis said.
The registration drive reflects widespread concerns that the switch to Individual Electoral Registration could have disenfranchised groups such as students: those living in halls could previously be registered en masse by universities. And of course younger people are already less likely to vote than the old.
Mr Jarvis said that the registration campaign was “about the civic duty of universities to encourage democracy by encouraging staff and students to have their say”, not about telling individuals to vote one way or the other – although that is unlikely to convince UUK’s critics in the Brexit camp.
The distinctive social and political attitudes of graduates have implications beyond June’s vote.
Professor Brennan said that research on graduates’ attitudes to the EU referendum should “remind us that the social implications of expanding higher education systems extend well beyond the labour market agendas which receive so much – too much – attention”.
Professor Curtice said of the graduates/non-graduates contrast on the EU: “On the one hand you’ve got a section [of society] which is culturally and economically comfortable with globalisation, on the other hand you’ve people who are culturally and economically challenged by globalisation…This is a referendum as much about different sections of British society as it is anything to do with our relationship with Europe.”
A step forward amid cultivated by Indonesia’s education sector.
Indonesia plans to cooperate with Germany to strengthen its education sector, especially with regard to vocational education.
Foreign Minister Retno LP Marsudi said cooperation in the education sector was the main focus of President Joko “Jokowi” Widodo’s working visit to Germany.
“Why vocational education? Vocational education is obviously very necessary at this time to respond to the needs of today’s market,” Retno said at a press conference at the Adlon Kempinski hotel in Berlin.
Vocational education prepares people to work in various sectors, such as trade and manufacturing, or in supporting roles of various professions, such as engineering, accounting, nursing, medicine, architecture and law.
Retno added that vocational education was aimed at preparing Indonesia to embrace its demographic bonus period, during which more than 50 percent of the country’s population were below the age of 30.
“Undoubtedly, to improve or strengthen vocational education, the government should partner with the private sector and one of Germany’s key success factors in education is the partnership between the private sector and the government,” she went on.
Retno said enhancing cooperation in the education sector was particularly important for Indonesia, as it was now facing tighter competition following the implementation of the ASEAN Economic Community (AEC) at the turn of the year.
“Our qualification and expertise in certain fields of professions must be improved, and one aspect of this is strengthening vocational education,” the minister said.
President Jokowi and his entourage arrived in Berlin on Sunday evening local time. Indonesian Ambassador to Germany Fauzi Bowo welcomed the President. German Ambassador to Indonesia Georg Witschel was also present.
Retno said President Jokowi’s working visit was in response to German Chancellor Angela Merkel’s invitation conveyed during their meeting on the sidelines of the G20 Summit last year.
During the one-day visit to Germany, Jokowi will also attend several activities, including two ‘one-on-one’ meetings and a business forum. The President is also scheduled to meet with Indonesian citizens in Germany.
Indonesian Ambassador to Germany Fauzi Bowo explained the German education system to journalists at the press conference. After compulsory education of nine years, he said, students were given the opportunity to go to university or continue their studies at vocational education institutions.
“They are given an apprenticeship opportunity. They already receive a salary of a moderate amount, and two days a week they get vocational education that focuses on skills,” Fauzi said.
The ambassador said the skills of Indonesia’s young generation needed to be improved. This would become a mainstay of Indonesian economy in the future, he added.
Fauzi went on to say that Germany’s youth unemployment rate was the lowest in Europe, even in the whole world, particularly because the country’s workforce had professional skills, so they no longer burdened the society and the country.
“We will learn about the system. The President will have a closed-door meeting with Chancellor Merkel, probably it is also in this regard,” he added.
Fauzi said creating a partnership with the private sector was necessary to finance the vocational education program. “Private companies should be involved, because they will utilize this skilled workforce,” he said. (ebf)
Ontario create enough buzz in mathematics with poured huge funds. This is done to support students to achieve better grades in mathematics.
Ontario is dedicating more than $60 million to help support students across the province achieve better results in mathematics.
Math is a critical requirement for the jobs of today and tomorrow. Starting next September, key elements of the renewed strategy will be introduced including:
- A minimum of 60 minutes each day of protected learning time for effective mathematics instruction and assessment for students in Grades 1 to 8
- Up to three math lead teachers in all elementary schools
- Coaching for principals of select secondary schools to lead improvement in math among their students
- Support for learning at home through parent resources that provide helpful tips and information on the mathematics curriculum
- Better access to online math resources and math supports such as Homework Help or SOS Devoirs
- Math support for Grades 6 to 9 outside of the school day
- Opportunities for educators to deepen their knowledge in math learning, teaching and leading, including a dedicated math Professional Development Day to further their school improvement efforts.
The renewed math strategy is informed by research and lessons learned from the education sector. It focuses on the needs of students, their families, educators, schools and district school boards and encourages a shared responsibility to support student learning.The strategy also supports Ontario’s renewed vision for education with its focus on achieving excellence in math.
Helping students achieve success in mathematics is part of the government’s economic plan to build Ontario up and deliver on its number-one priority to grow the economy and create jobs. The four-part plan includes investing in talent and skills, including helping more people get and create the jobs of the future by expanding access to high-quality college and university education. The plan is making the largest investment in public infrastructure in Ontario’s history and investing in a low-carbon economy driven by innovative, high-growth, export-oriented businesses. The plan is also helping working Ontarians achieve a more secure retirement.
- As part of the 2012 Program for International Student Assessment, Ontario students performed at the Canadian average and above the Organisation for Economic Co-operation and Development (OECD) average in mathematics, reading and science.
- However, from 2009-10 to 2013-14, EQAO Grade 3 mathematics results declined by four percentage points and Grade 6 results declined by seven percentage points.
- Since 2014, Ontario has supported more than 6,000 teachers to earn additional qualifications in math.