| |
Maxis Solutions | |
Kids Safe-at-Sport Network [KSAS-Au]
|
Home | Research | DED |CVD |ECD | EMD | HPD | LCD | LSD | TUD | Disclaimer | Copyright OCTOBER 2010 - REPORT HIGHLIGHTS - Education Domain [ECD] - Highlights Martin GUHN, Anne M. GADERMANN AND Bruno D. ZUMBO University of British Columbia Bc EDUCATION DOMAIN [ECD] - 8 WELLBEING INDICATORS 1 Early Childhood Education and Care 2 Developmental Health in Kindergarten 3 Student-Educator Ratio in Public Schools 4 Social and Emotional Competence in Middle Childhood 5 Basic Educational Knowledge and Skills of Youth 6 Socio-economic Gradient 7 High School Completion 8 Post-secondary Participation and Attainment C HIGHLIGHTS (8) - Education Domain [ECD] a Childcare Spaces are Up b Developmental Health in Kindergarten has Levelled off c Student-Educator Ratio is Improving – Except in British Columbia d Social and Emotional Competencies are Declining in Middle Childhood e Canadian Basic Education Scores are Above the International Average f Parental Socio-economic Status is Becoming Less Important to Student Performance g High School Completion Rates are Up h University Participation and Completion Rates are Up The following are the key highlights of the report: a Childcare Spaces are Up 1 Over the last two decades, the availability of childcare spaces increased. The percentage of children aged 0-5 years with a childcare space rose steadily from 12% in 1995 to 20% in 2008. 2 Research has shown that high-quality childcare has significant positive effects on children’s social, emotional, and academic developmental outcomes. The positiveeffects are especially pronounced for children from disadvantaged minority backgrounds. Chart 1. Availability of Childcare Spaces Source: Childcare Canada, (Childcare Resource and Research Unit) 3 There was considerable variation among provinces. Chart 2. Availability of Childcare Spaces for Select Provinces Availability of child care spaces (age 0-5) Source: Childcare Canada, (Childcare Resource and Research Unit) b Developmental Health in Kindergarten has Levelled off 1 Developmental health is a composite of the scores in five categories 1 physical health, 2 social relationships, 3 emotional wellbeing, 4 cognitive skills (vocabulary), and 5 contextual factors (parental reading). 2 The percentage of children in kindergarten who did well on developmental health scores in the National Longitudinal Study of Children and Youth increased consistently from 83% in 1994 to 86% in 2000, but remained at 86% in 2006. 3 The fact that data show a consistently increasing trend over one decade (1990s) and a consistent plateau during the following decade (2000s) raises important questions about the social and political changes that accompanied this pattern. Chart 3. Children Doing Well in Five Categories of Developmental Health Developmental health (average; age 5) Source: National Longitudinal Study of Children and Youth (Statistics Canada) c Student-Educator Ratio is Improving – Except in British Columbia 1 The number of students per educator steadily dropped from 16.5 in 1998 to 14.7 in 2007. Chart 4. Student-Educator Ratio Student-educator ratio (public school) Source: Centre for Education (Statistics Canada) 2 While the student-educator ratio steadily improved in Ontario (from 15.8 to 14.5), in British Columbia it strongly fluctuated and did not improve (16.9 in 1997 and 16.6 in 2007). B.C. already had one of the poorest student-educator ratios in the country so the gap between it and other provinces widened over the past 15 years. Canada’s average improved from 15.9 to 14.7, while BC’s poor ratio remained unchanged i.e. the gap increased from a 1-point difference to a 2-point difference. d Social and Emotional Competencies are Declining in Middle Childhood 1 Social and emotional competencies is a composite based on scores in five categories: 1 self-concept (self-esteem); 2 peer belonging; 3 friendship intimacy; 4 bullying (victimization); and 5 empathy. 2 Social and emotional competency scores among children 12-13 declined slowly but steadily from 3.25 in 1996 to 3.13 in 2006. The trend was not reflected equally in the five individual components: 1 self-concept and peer belonging stayed at a steadily high level, 2 while bullying (victimization), friendship intimacy, and empathy went down over time. 3 The continued overall decline raises critical questions from social, educational, and developmental perspectives. In an increasingly globalizing, diverse Canadian society, fostering inter-personal competences is critical for building trust and social capital across different groups within our society. If the trend for children 12-13 reflects a general societal trend, it will be important to understand and address the underlying processes and causes. Chart 5. Average Score of Five Categories of Social and Emotional Competencies in Middle Childhood (age 12-13) Social & emotional competences (average score) Year Source: National Longitudinal Study of Children and Youth (Statistics Canada) e Canadian Basic Education Scores are Above the International Average – But the Margin is Dropping 1 Scores for international math (Grade 8), science (Grade 8) and reading tests (Grade 9) are routinely standardized, so that, for each cohort, the international average score is 500. 2 Canadian scores were above the international average on an index of tests taken between 1995 and 2006. But scores progressively declined from a high of 533 in 1999 to 522 in 2006, the most recent test year. 3 Canadian scores declined in each of the test areas from 1999 to 2006: 1 in literacy from 534 to 527; 2 in math from 531 to 523; and 3 in science from 533 to 517. Chart 6. Average Score of Canadian Children (Grade 8) in International Assessment of Science Skills Source: Trends in International Mathematics and Science Study (TIMSS), National Center for Education Statistics, US Department of Education f Parental Socio-economic Status is Becoming Less Important to Student Performance 1 The amount of variation in PISA Grade 9 literacy/reading test scores that can be attributed to differences in parental socio-economic background dropped from 11% in 2000 to 9% in 2006 for Canadian students. 2 Canada is in the mid-range among OECD countries. In Germany, for example, the variation in scores related to parents’ socio-economic status is about 25%, one of the highest relationships among OECD countries. In other countries (e.g.,Finland, Korea), it is around 3% to 5% – much less significant than in Canada. Chart 7. Variation in Student PISA Scores (Grade 9) Accounted for by Parental Socioeconomic Status PISA score variance explained by SES Year Source: Programme for International Student Assessment (PISA), Organization for Economic Co-operation and Development (OECD). 3 Students whose parents have completed high school or less are only 70% as likely to participate in the post-secondary education process as students whose parent(s) has/have competed university. 4 Looking at Canada as a whole may disguise large variation across specific groups. It must be noted that some Aboriginal children attend schools that fall under the jurisdiction of the provincial ministries of Education, and that others attend schools that fall under the jurisdiction of the First Nations. First Nation schools have been systematically under-funded by the Canadian government and Aboriginal children have historically been segregated, disadvantaged, and disempowered by the Canadian education system. g High School Completion Rates are Up 1 The percentage of the Canadian population between 20 and 24 years old that reported having completed high school has gone up slowly but steadily from 86% in 1994 to 91% in 2007. Chart 8. High School Completion Rates (age 20-24) High school completion (age 20-24) Source: Labour Force Survey (Statistics Canada) h University Participation and Completion Rates are Up 1 The percentage of the Canadian population between 20 and 24 years old that reported having attended university during a given year has gone up slowly but consistently from 20% in 1994 to 25% in 2008. The growth is primarily driven by increased participation rates of women. Chart 9. University Participation Rates (age 20-24) Source: Labour Force Survey (Statistics Canada) 2 University graduation rates among 25-64 year-olds have gone up steadily from 19% in 1994 to 28% in 2008. A Summary (9) - Education Domain [ECD] B Trends (8) - Education Domain [ECD] C Highlights (8) - Education Domain [ECD] - THIS WEB-PAGE R THE CANADIAN INDEX OF WELLBEING NETWORK a Based in the Faculty of Applied Health Sciences at the University of Waterloo, the Canadian Index of Wellbeing Network is an independent, non-partisan group of national and international leaders, researchers, organizations, and grassroots Canadians. b Its mission is to report on wellbeing at the national level and promote a dialogue on how to improve it through evidence-based policies that are responsive to the needs and values of Canadians. c The Network’s signature product is the Canadian Index of Wellbeing (CIW). d The CIW measures Canada’s wellbeing and tracks progress in eight interconnected categories. e It allows us, as Canadians, to see if we are better off or worse off than we used to be - and why. f It helps identify what we need to change to achieve a better outcome and to leave the world a better place for the generations that follow. The Honourable Roy J. Romanow, Chair The Honourable Monique Bégin, Deputy Chair University of Waterloo, 200 University Avenue West, Waterloo, ON, Canada N2L 3G1 519-888-4567, ext. 31235 | ciwinfo@uwaterloo.ca | http://www.ciw.ca Home | Research | DED |CVD |ECD | EMD | HPD | LCD | LSD | TUD | Disclaimer | Copyright
THD F 2012/07/27 10:00 - 10:21 - 7 units
Coding Structured Information Process
THD F 2012/07/27 10:21 - 11:07 - 15 units
Coding links to Charts
SGG F 2012/07/27 11:07 - 11:35 - 10 units
Checking and modifying links
