A cross-country interactive guide to public education's policy change levers. Click below to discover and compare these levers in each of Canada's public education systems.
For additional information, key facts, and an outline of how K鈥12 education operates in Canada, from the Council of Ministers of Education, Canada.
PFE's Canadian Education Blueprints
Please select a province/territory or policy change lever to begin.
This section details quick, high-level stats in this province/territory.
Alberta
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 2,060 public schools (public, separate, and francophone schools); 58 publicly funded charter schools1
Student Enrolment: 738,660 students attend public, separate, and francophone schools; 15,400 students attend charter schools (2024-25)2
Educators: 35,736 teachers across public, separate, and francophone school authorities (2024-25)3
French Language Schools: 49 K-12 schools, 9,839 students (2024-25)4
Indigenous Students: 60,225 Indigenous students attending public schools鈥
Read moreBritish Columbia
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 1,586 public schools; 364 independent schools (2022-23)1
Student Enrolment: 577,024 students in public schools (2022-23)2
Educators: 37,000 full-time equivalent teachers (2022-23)3
French Language Schools: 47 schools, 6,269 students (2022-23)4
Indigenous Students: 74,365 Indigenous students in public and independent schools (2022-23)5; 4,849 students attending First Nation-run schools (2021-22)6
K-12 Education Budget: $9,827,605,000 budget for Ministry of Education and Child鈥
Read moreManitoba
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 696 public schools (2025)1
Student Enrolment: 198,589 students in public schools (2025)2
Educators: 13,903 teachers (2025-26)3
French Language Schools: 26 schools, 6,447 students (2025-26)4
Indigenous Students:
- 40,497 Indigenous students attending public schools (2023-24)5 [Unclear whether Statistics Canada total includes students attending division-administered First Nations schools or Manitoba First Nations School System]
- 3,887 First Nations students attending 11鈥
New Brunswick
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 296 public schools (2024-25)1
Student Enrolment: 108,863 students in public schools (2024-25)2
Educators: 8,184.5 full-time equivalent classroom teachers (2024-25)3
French Language Schools: 90 schools, 31,294 students (2024-25)4
Indigenous Students: no data located on Indigenous students attending public schools5; no data located on enrolment in First Nations schools (total of seven band-funded K-12 schools in N.B.)6
K-12 Education Budget: $2,111,300,000 budget for Department of鈥
Read moreNewfoundland & Labrador
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 255 public schools (2024-25)1
Student Enrolment: 63,845 students in public schools (2024-25)2
Educators: 5,270 full-time equivalent teachers (2024-25)3
French Language Schools: 6 schools, 395 students (2024-25)4
Indigenous Students: 4,560 Indigenous students attending public schools (2023-24)5; ~980 students attending total of three Indigenous schools6
K-12 Education Budget: $1,391,393,400 budget for Department of Education, with $27,865,300 budgeted for K-12 education (2025-26)7
鈥
Read moreNorthwest Territories
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 49 public schools (2024-25)1
Student Enrolment: 7,214 students in public schools (2023-24)2
Educators: 1,428 educators, including teachers, school administrators, and support staff (2023-24)3; Northwest Territories Teachers鈥 Association estimates ~950 working teachers in the Northwest Territories (n.d.)4
French Language Schools: 2 schools, 279 students5
Indigenous Students: 4,553 Indigenous students attending public schools (2023-24)6
K-12 Education Budget: $403,245,000 budget鈥
Read moreNova Scotia
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 367 public schools (2024-25)1
Student Enrolment: 133,752 students in public schools (2025-26)2
Educators: 9,456.5 full-time equivalent teachers (most recent official data on FTE teachers from 2018-19)3
French Language Schools: 23 schools, 6,976 students (2025-26)4
Indigenous Students: 7,782 Indigenous students attending public schools (2023-24)5; ~3,000 K-12 students attending First Nations schools (2019)6
K-12 Education Budget: $2,225,951,000 budget for Department of Education鈥
Read moreNunavut
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 45 publicly funded schools (2023-24)1
Student Enrolment: 10,852 students in public schools (2023-24)2
Educators: 738 teachers (2023-24)3
French Language Schools: 1 school; 92 students4
Indigenous Students: 10,317 Indigenous students attending public schools (2023-24)5
K-12 Education Budget: $345,595,000 budget for Department of Education, with $214,183,000 budgeted for school operations (2025-26)6
Funding for Private/Independent Schools: No public funding for private schools. No鈥
Read moreOntario
This section details quick, high-level stats in this province/territory.
Total K-12 Schools: 4,861 public schools (2024-25)1
Student Enrolment: 2,095,193 students in public schools (2024-25)2
Educators: 128,430 full-time equivalent teachers (2024-25)3
French Language Schools: 389 schools, 112,500 students (2023-24)4
Indigenous Students: 57,072 Indigenous students attending public schools (2023-24)5; no data located on enrolment in First Nations schools
K-12 Education Budget: $42,720,400,000 budget for Ministry of Education, with $30.3 billion budgeted for core education鈥
Read morePrince Edward Island
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 62 public schools (n.d.)1
Student Enrolment: 22,080 students in public schools (2024-25)2
Educators: 1,593 FTE educators (2023-24)3
French Language Schools: 6 schools; 1,256 students4
Indigenous Students: 549 Indigenous students attending public schools (2023-24)5; approximately 50 students attending the single First Nations school in PEI6
K-12 Education Budget: $117,259,700 budget for Department of Education and Early Years (excluding PSB and CSLF), with $322,197,100 budgeted鈥
Read moreQuebec
This section details quick, high-level stats in this province/territory.
Total K-11 schools: 2,774 public schools (2024-25)1
Student Enrolment: 1,051,971 students in public schools (2024-25)2
Educators: 96,816 teachers (2024-25)3
French Language Schools: 2,231 schools, 966,041 students across French school service centres4
Indigenous Students: 1,814 Indigenous students attending public and private schools (2021-22); 14,986 Indigenous students attend community-based First Nations schools5
K-11 Education Budget: $23,393,428,300 budget for Ministry of Education, with鈥
Read moreSaskatchewan
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 755 public schools (2024-25)1
Student Enrolment: 200,066 students in public schools (2024-25)2
Educators: ~9,669 K-12 regular classroom teachers (2024-25)3
French Language Schools: 16 schools, 2,120 students4
Indigenous Students: 36,348 Indigenous students attending public schools (2023-24)5; no data located on enrolment in First Nations schools
K-12 Education Budget: $3,508,246,000 budget for Ministry of Education, with $2.4 billion budgeted for K-12 school division operating鈥
Read moreYukon
This section details quick, high-level stats in this province/territory.
Total K-12 schools: 32 public schools (2025-26)1
Student Enrolment: 6,227 students in public schools (2025-26)2
Educators: 561 full-time educators (2023-24; includes teachers, school administrators, and pedagogical support personnel)3
French Language Schools: 4 schools, 413 students (2025-26; student count does not include enrolment at the Ecole Nomade homeschooling program)4
Indigenous Students: 3,328 Indigenous students attending public schools (2023-24; self-identification as Yukon First Nation鈥
Read moreVision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Alberta
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淪tudents will gain the skills, knowledge, and competencies they need to live fulfilling lives and make meaningful contributions to their communities and the world. Alberta Education鈥檚 objective is to deliver a world-class education for every student while expanding choice in education. Expanding parent and student options in Alberta鈥檚 public, separate, francophone, charter, independent, early childhood and home education systems will ensure parents and caregivers have a host of鈥
Read moreBritish Columbia
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥溾he purpose of the British Columbia school system is to enable learners to develop their individual potential and to acquire the knowledge, skills, and attitudes needed to contribute to a healthy society and a prosperous and sustainable economy.鈥9
Overarching Policy Framework: B.C.鈥檚 focuses on three overarching goals of education that foster 鈥淓ducated Citizens鈥: intellectual development; human and social development; and career development. 罢丑别鈥
Read moreManitoba
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淔rom every part of Manitoba, from every background, all children and youth matter, belong, are respected, successful, and safe.鈥
Overarching Policy Framework: Manitoba鈥檚 provides a 5-year roadmap for improving public education in the province. The Action Plan focuses on four pillars to achieve student success: high-quality learning; student engagement and well-being; excellence in teaching and leadership; and responsive systems. It includes a revised鈥
Read moreNew Brunswick
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淭he mission for New Brunswick public schools is to have each student develop the attributes needed to be a lifelong learner, to achieve personal fulfillment and to contribute to a productive, just and democratic society.鈥8
Overarching Policy Framework: New Brunswick鈥檚 12-year education plans (2026-2038) 鈥 (Anglophone sector) and (Francophone sector) 鈥 set priorities and transformation objectives for the education system,鈥
Read moreNewfoundland & Labrador
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淓ffective and modern learning environments that foster inclusive and healthy communities for all learners in the province.鈥8
Overarching Policy Framework: Newfoundland and Labrador鈥檚 2017 report outlines recommendations for improving educational outcomes across nine focus areas including: inclusive education; mental health; numeracy and literacy; Indigenous education; career and co-op education; and鈥
Read moreNorthwest Territories
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: The mission of the Department of Education, Culture and Employment (ECE) is 鈥渢o invest in and provide for the development of the people of the Northwest Territories, enabling them to reach their full potential, to lead fulfilled lives and to contribute to a strong and prosperous society.鈥8
Overarching Policy Framework: The is a 10-year initiative to review and renew the K-12 education system. The framework centers on nine major commitments that鈥
Read moreNova Scotia
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淪upporting Student Success in Inclusive, Culturally and Linguistically Responsive, Equitable and Healthy Communities鈥9
Overarching Policy Framework: Nova Scotia鈥檚 education system focuses on an overarching goal of supporting student success within and beyond education. sets out key priorities for improving the education system, including a focus on increasing literacy and numeracy achievement and career readiness; improving student behaviour;鈥
Read moreNunavut
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淥ur vision is to have more well-educated and self-reliant Nunavummiut. We aim for our high school graduation rates to be on par with the rest of Canada and for the majority of Nunavut youth to graduate from high school, college or university, and with the same level of skills, knowledge and abilities as graduates from anywhere in Canada. We foresee more Nunavummiut employed as skilled professionals and tradespersons working in the public sector, the mining and fishing industry and鈥
Read moreOntario
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淭he Ministry of Education is responsible for delivering a world-class, high-quality publicly funded education system from Kindergarten to Grade 12, and for the oversight of Ontario鈥檚 child care and early years system. The ministry is committed to ensuring Ontario remains a leading education system, both in English and French, that focuses on foundational skills like reading, writing and math.鈥8
Overarching Policy Framework: Ontario鈥檚 most recent for K-12 public鈥
Read morePrince Edward Island
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淓veryone thrives, achieves, and succeeds as contributing members of the community.鈥8
Overarching Policy Framework: PEI鈥檚 most recent outlines overarching priorities for the K-12 public education system including: reviewing education programs to enable student achievement; achieving equitable and inclusive education for students with complex needs; promoting data-driven decision-making to align education with rapid technological and societal change; and鈥
Read moreQuebec
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淏as茅e sur ces valeurs et ces principes d鈥檃ction et de gouvernance, la mission du Minist猫re et du r茅seau ne pourrait pas 锚tre r茅alis茅e si toutes et tous ne regardaient pas, ensemble, dans la m锚me direction. La r茅ussite des 茅l猫ves et l鈥檈ngagement d鈥檕ffrir des milieux de vie propices 脿 la pratique r茅guli猫re d鈥檃ctivit茅s physiques, sportives, de loisir et de plein air, sains et respectueux, sont les raisons d鈥櫭猼re du Minist猫re et de tout le r茅seau : c鈥檈st ce鈥
Read moreSaskatchewan
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: The focus of Saskatchewan鈥檚 鈥溾s to support students in learning what they need for their future, to ensure students feel safe and supported.鈥9
Overarching Policy Framework: Saskatchewan鈥檚 education system is guided by the (implemented starting in 2023-24), which establishes four priority actions: learning and assessment; Indigenous education; mental health & well-being; and student transitions. The plan aims to鈥
Read moreYukon
Vision sets long-term direction and system-wide priorities. It helps guide decision-making across all other policy levers by articulating shared goals, values, and targets at a high level.
Vision: 鈥淯nder the Education Act, the Department of Education is responsible for delivering accessible and quality education to Yukon learners. We work closely with our partners in education, including Yukon First Nations, and school communities to develop and improve our programs and practices.鈥8
Overarching Policy Framework: Yukon鈥檚 is a 10-year strategy for the public education system. Developed in collaboration with Yukon First鈥
Read moreGovernance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Alberta
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In Alberta, school boards manage K-12 schools within defined geographic regions (school authorities), led by 5-10 locally elected trustees (four-year term) accountable to their communities, parents, and Alberta Education and Childcare for their decisions. Board authority is rooted in the , which delegates governance powers to school boards, and the , which regulates trustee elections. In Alberta, school boards are considered鈥
Read moreBritish Columbia
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In British Columbia, boards of education manage K-12 schools within a defined school district. Boards are led by school trustees (elected every four years), who appoint a superintendent and other senior administrators responsible for operating schools within their specified area. Responsibilities include setting school policies, budgeting, hiring staff, establishing councils and committees, and selecting educational resource materials.11
Number of Districts/Boards: 60 school鈥
Read moreManitoba
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In Manitoba, school boards manage K-12 public schools within defined geographic regions (i.e. divisions or districts). Boards consist of elected trustees (elected every four years) who are responsible for setting strategic plans and policies; determining annual budgets; and setting broad direction for establishment of local programming, supports, and services tailored to community needs and requirements. Boards appoint a superintendent who is responsible for the鈥
Read moreNew Brunswick
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In New Brunswick, the education system is organized into two distinct education sectors 鈥 Anglophone and Francophone. Both Anglophone and Francophone school districts manage K-12 public schools within defined geographic regions.9 Each district is governed by a District Education Council (DEC) with elected education councillors (four year terms), including one student councillor appointed by the Minister, and one councillor of a Mi鈥檏maq or Wolastoqey First Nation also鈥
Read moreNewfoundland & Labrador
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
Newfoundland and Labrador鈥檚 K-12 public education system operates under two distinct structures. English-language schools are operated directly by the Department of Education through NLSchools following the 2024 integration of the former Newfoundland and Labrador English School District. NLSchools operates four regional offices, with daily school operations, teacher hiring and allocation, and school transportation remaining the same as the former district model.11 罢丑别鈥
Read moreNorthwest Territories
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In the Northwest Territories (NWT), public education is governed through a two-tiered system of education bodies. At the community level, District Education Authorities (DEAs) are made up of 5-7 elected members that oversee how local schools operate on their community鈥檚 behalf, including establishing local goals and policies, managing local budgets, and advising the superintendent on hiring decisions. At the regional level, Divisional Education Councils (DECs) are鈥
Read moreNova Scotia
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In Nova Scotia, K-12 schools are managed by seven Regional Centres for Education (RCEs; English schools) and the Conseil scolaire acadien provincial (CSAP; French schools).
Following the 2018 , elected English school boards were dissolved and replaced with the RCEs led by a regional executive director appointed by the Minister of Education and Early Childhood Development. Each RCE is responsible for operating schools within their defined geographic region,鈥
Read moreNunavut
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In Nunavut, District Education Authorities (DEAs) manage K-12 public schools within local communities. DEAs are each led by seven locally elected members (4-year term), plus an Elder that may be appointed to a DEA. DEAs work with Regional School Operations (RSO) teams (overseen by the Department of Education) to manage schools under their jurisdiction. DEA responsibilities include developing school improvement plans; reporting on attendance; establishing an operating budget;鈥
Read moreOntario
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In Ontario, district school boards manage K-12 schools within a defined geographic region, which are led by elected trustees, a Chief Executive Officer overseeing the board鈥檚 finances and operations, a Chief Education Officer (either hired by the Chief Executive Officer or the Chief Executive Office themself) responsible for student achievement and pedagogy, and superintendents.54 Boards are responsible for operating schools in their assigned region, including setting鈥
Read morePrince Edward Island
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In PEI, K-12 schools are managed by two education authorities 鈥 the Public Schools Branch (PSB; English schools) and the Commission scolaire de la langue fran莽aise (CSLF; French schools).11 The PSB operates under a hybrid governance model with a board of trustees consisting of eight elected trustees and three appointed members (one Mi鈥檏maq representative appointed by the Assembly of Councils and two members at large appointed by Engage PEI).12 The CSLF is governed by鈥
Read moreQuebec
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In Qu茅bec, school service centres (French schools) and school boards (English schools) manage K-11 public schools within their defined territories. School service centres are governed by a board of directors made up of 15 members including parents, community members, and school staff. The Government is responsible for setting terms and conditions for the designation of members of the board of directors for French school service centres.10 English-language school boards鈥
Read moreSaskatchewan
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
In Saskatchewan, boards of education manage K-12 schools within defined school divisions. Boards are led by elected members, who appoint a Director to administer schools within their division. Board responsibilities include setting and implementing division policies; budgeting; hiring school staff; selecting Ministry-approved curriculum resources; and establishing school community councils.11
Number of Districts/Boards: 27 school divisions (18 public; 8 separate; 1 francophone)鈥
Read moreYukon
Governance defines authority, roles, and decision-making processes within the education system. By determining who holds responsibility at provincial/territorial, district, and school levels, governance shapes system goals, ways of operating, monitoring mechanisms, and responsiveness to community needs.
Governance Overview
There are two school boards in the Yukon, the Commission scolaire francophone du Yukon (CSFY) and the First Nation School Board (FNSB); each governed by five trustees elected for three-year terms. Both boards have territory-wide jurisdiction, managing schools throughout Yukon. Boards are responsible for operating schools under their jurisdiction including setting policies; budgeting; hiring staff; establishing parent advisory groups; arranging professional development for鈥
Read moreFunding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Alberta
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Combination of provincial general revenues and education property taxes16
Property Tax Role: The province sets education property tax rates and municipalities collect these taxes from all property owners based on their assessment value. Education property taxes are pooled into the Alberta School Foundation Fund (ASFF). Funds from the ASFF are then allocated to public school boards on an equal per-student basis. Alberta鈥檚 separate school鈥
Read moreBritish Columbia
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Combination of school taxes and provincial public education grants16
Property Tax Role: The province sets a residential and non-residential school tax rate for each school district; school taxes are collected by municipalities and transferred to the provincial government which redistributes funds to boards of education.17
Funding Formula: B.C. uses a largely student-based funding formula, where the majority of funding is allocated to boards of鈥
Read moreManitoba
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Combination of direct provincial funding, property taxes (special levy), federal investments, and other revenues13
Property Tax Role: Each year, the Minister determines the amounts to be collected for school divisions through the special levy. A minimum of 40% of a school division鈥檚 special requirement (difference between budgeted expenses and provincial support) must be raised through the special levy. The special levy mill rates vary across鈥
Read moreNew Brunswick
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Direct provincial funding16
Property Tax Role: No data located on property tax contributions for education; funds for education remitted directly from province to districts
Funding Formula: There is limited publicly available data on New Brunswick鈥檚 funding formula for education; however, education funds for school districts are allocated across four categories of expenditures: district office; educational services; facilities; and pupil鈥
Read moreNewfoundland & Labrador
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Direct funding from provincial government
Property Tax Role: No data on property tax allocation for public education in Newfoundland and Labrador
Funding Formula: There is limited public data on Newfoundland and Labrador鈥檚 funding formula for public education. The outlines how funding for K-12 public education falls largely across two funding blocks. The K to Grade 12 Education funding block includes curriculum鈥
Read moreNorthwest Territories
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Combination of direct territorial government funding and some local property taxation
Property Tax Role: The Government of the Northwest Territories (GNWT) collects education property taxes throughout the territory, but only the two Yellowknife District Education Authorities (DEAs) collect and receive local property tax revenues directly. For all other education bodies, the GNWT collects taxes and provides 100% of the funding needed for鈥
Read moreNova Scotia
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Combination of education property taxes collected by municipalities and transferred to the Regional Centres of Education (RCEs) and the Conseil scolaire acadien provincial (CSAP),11 and grants directly from the province12
Property Tax Role: The province sets an annual rate for the Mandatory Provincial Education Tax Contribution to be collected by municipalities on behalf of the province. Municipalities collect this from property owners and鈥
Read moreNunavut
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Direct funding from the territory14
Property Tax Role: No property tax contribution to the public education system. Nunavut鈥檚 indicates that the Minister must set an education mill rate; however, Nunavut鈥檚 list of 2025 mill rates indicate a rate of 0.15 The City of Iqaluit sets its own property tax rates, but no data was located on whether there is a rate for education.16
Funding Formula: The territorial鈥
Read moreOntario
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Combination of education property taxes collected by municipalities on behalf of the province, plus provincial grants to top-up to guaranteed funding amount14
Property Tax Role: The province sets a uniform education property tax rate, then municipalities are responsible for collecting this from property owners and remitting it directly to school boards. The province provides any remaining funding to boards through top-up grants.15
贵耻苍诲颈苍驳鈥
Read morePrince Edward Island
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Direct funding from the provincial government to education authorities18
Property Tax Role: No data on property tax allocation for public education in PEI
Funding Formula: PEI鈥檚 public education authorities are funded through the , which aims to 鈥渃reate equal access to basic educational services.鈥 The funding formula is primarily based on student enrolment and corresponding staffing鈥
Read moreQuebec
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Combination of provincial education grants and school taxes levied by school service centres16
Property Tax Role: The Minister establishes and publishes the school tax rate each year, and school service centres are responsible for collecting school taxes on property owners within their territories.17
Funding Formula: Qu茅bec uses a student enrolment-based funding formula where base allocations are provided per student according to education鈥
Read moreSaskatchewan
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Combined provincial and property tax funding51
Property Tax Role: The provincial government sets uniform education property tax mill rates for all public school divisions, and municipalities collect these taxes from property owners and remit them to the provincial general revenue fund. The province then distributes funding to all 27 school divisions through the PreK-12 Funding Distribution Model. Separate school divisions may pass bylaws to set鈥
Read moreYukon
Funding determines how resources are substantially allocated and distributed, signalling priorities in the public education system. Sources of funding, allocation formulas, and eligibility are all important considerations that determine which and how students, schools, and programs receive support. Properly designed funding formulas ensure educational quality, efficiency and equity.
Provincial/Territorial Funding Model
Funding Source: Direct funding from the territory16
Property Tax Role: No data located on property tax contribution to public education
Funding Formula: There is limited official government data on the specific funding formula used to calculate public education funding in Yukon. Public education budget areas are separated by capital; and operation and maintenance. Operation and maintenance grants cover: education support services; administration and support;鈥
Read moreCollective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Alberta
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of Alberta鈥檚 teachers and school leaders (principals and vice-principals) in public, separate, and francophone school authorities are unionized, represented by the Alberta Teachers鈥 Association (ATA).21
Bargaining Structure: Alberta鈥檚 (PECBA) legislation establishes a two-tier bargaining structure for negotiating collective agreements: Central bargaining and Local bargaining. Central bargaining focuses on鈥
Read moreBritish Columbia
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
- Union Coverage: 100% of teachers in B.C.鈥檚 publicly funded schools are unionized, represented by the British Columbia Teachers鈥 Federation (BCTF).24
- Bargaining Structure: B.C.鈥檚 outlines how bargaining works between teachers 鈥 represented by the British Columbia Teachers鈥 Federation (BCTF) 鈥 and their employers. The legislation sets out two levels of bargaining for central and local issues. The B.C. Public 厂肠丑辞辞濒鈥
Manitoba
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in Manitoba鈥檚 publicly funded schools are unionized, represented by the Manitoba Teachers鈥 Society (MTS).18
Bargaining Structure: Manitoba鈥檚 outlines how bargaining works between teachers and employers, with also applying to the bargaining process. The Manitoba School Boards Association acts as agent for the employers at the bargaining table, negotiating a provincial agreement with the鈥
Read moreNew Brunswick
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in New Brunswick鈥檚 public schools are unionized, represented by the New Brunswick Teachers鈥 Federation (NBTF). Teachers join the NBTF through one of two constituent professional associations: the New Brunswick Teachers鈥 Association (NBTA) or the Association des enseignantes et des enseignants francophones du Nouveau-Brunswick (AEFNB).19
Bargaining Structure: New Brunswick鈥檚 outlines how bargaining鈥
Read moreNewfoundland & Labrador
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in Newfoundland and Labrador鈥檚 publicly funded schools are unionized, represented by the Newfoundland and Labrador Teachers鈥 Association (NLTA)20
Bargaining Structure: Newfoundland and Labrador鈥檚 outlines how bargaining works between teachers and employers. The legislation establishes a centralized bargaining structure in the province. An education committee appointed by the Lieutenant-Governor in鈥
Read moreNorthwest Territories
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in the Northwest Territories鈥 (NWT) publicly funded schools are unionized, represented by the Northwest Territories Teachers鈥 Association (NWTTA).
Bargaining Structure: The NWT governs collective bargaining in the territory. There are three separate collective agreements covering educators in the NWT: one negotiated between the Government of the Northwest Territories (GNWT) Minister of Human Resources (the employer)鈥
Read moreNova Scotia
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in Nova Scotia鈥檚 publicly funded schools are unionized, represented by the Nova Scotia Teachers鈥 Union (NSTU)18
Bargaining Structure: Nova Scotia鈥檚 Teachers Collective Bargaining Act outlines how bargaining works between teachers and employers, and establishes the NSTU as the exclusive bargaining agent for teachers. The NSTU negotiates a Provincial Agreement directly with the Minister of Education and Early Childhood Development, and鈥
Read moreNunavut
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in Nunavut鈥檚 publicly funded schools are unionized, represented by the Nunavut Teachers鈥 Association (NTA)18
Bargaining Structure: Nunavut鈥檚 and the outline how bargaining works between teachers and employers. The Government of Nunavut (represented by the Minister responsible for the Public Service Act) acts as the employer, negotiating a central collective agreement with the NTA.鈥
Read moreOntario
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in Ontario鈥檚 publicly funded schools are unionized, represented by four unions: Association des enseignantes et des enseignants franco-ontariens (AEFO); Ontario English Catholic Teachers鈥 Association (OECTA); Ontario Secondary School Teachers鈥 Federation (OSSTF); and the Elementary Teachers鈥 Federation of Ontario (ETFO).17
Bargaining Structure: Ontario鈥檚 establishes a two-tier legal framework鈥
Read morePrince Edward Island
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in PEI鈥檚 publicly funded schools are unionized, represented by the Prince Edward Island Teachers鈥 Federation (PEITF).20
Bargaining Structure: PEI鈥檚 outlines how bargaining works between teachers (represented by the PEITF) and their employers. PEI operates a central bargaining model where a Memorandum of Agreement is negotiated between the Education Negotiating Agency and the PEITF.21 The Education Negotiating Agency,鈥
Read moreQuebec
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in Qu茅bec are unionized, represented primarily by three unions: F茅d茅ration des syndicats de l鈥檈nseignement (FSE-CSQ); F茅d茅ration autonome de l鈥檈nseignement (FAE); and Qu茅bec Provincial Association of Teachers (QPAT)21
Bargaining Structure: Qu茅bec鈥檚 outlines how bargaining works between teachers and employers. 罢丑别鈥
Read moreSaskatchewan
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in Saskatchewan鈥檚 publicly funded schools are unionized, represented by the Saskatchewan Teachers鈥 Federation (STF)21
Bargaining Structure: Saskatchewan鈥檚 and outline how bargaining works between teachers and employers. The legislation sets out two levels of bargaining for provincial and local issues. The Boards of Education and Government of Saskatchewan form a bargaining committee to act as鈥
Read moreYukon
Collective bargaining shapes working conditions, compensation, and professional voices of staff groups in education, including teachers, support staff, and/or administrators. Bargaining structures influence teacher and education worker recruitment, retention and promotion, and working conditions.
Teacher Representation
Union Coverage: 100% of teachers in Yukon鈥檚 publicly funded schools are unionized, represented by the Yukon Association of Education Professionals (YAEP)20
Bargaining Structure: The Yukon鈥檚 and outlines how bargaining works between teachers and employers. The Government of Yukon acts as the employer, negotiating a central collective agreement with the YAEP鈥檚 negotiating committee. There is no local level鈥
Read moreTeacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Alberta
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: 14 institutions offer accredited teacher certification programs including University of Alberta, University of Calgary, University of Lethbridge, Concordia University of Edmonton, The King鈥檚 University, St. Mary鈥檚 University, and Ambrose University27
Program Structures: All include extended teaching placements (~14-20 weeks)73
- 4-year Bachelor of Education (BEd) programs
- 5-year concurrent BEd (plus second Bachelor鈥
British Columbia
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: 9 institutions offer accredited teacher certification programs, including Thompson Rivers University, University of British Columbia, University of Victoria, Simon Fraser University, and more.29
Program Structures: All include extended teaching placements (minimum 10-week final practicum)53
- 10-month to 2-year after-degree Bachelor of Education (BEd) programs47
- 5-year concurrent/dual BEd programs48
- 5-year Indigenous鈥
Manitoba
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: 7 institutions offer accredited teacher certification programs, including Brandon University, University College of the North, University of Manitoba, University of Winnipeg, Universit茅 de Saint-Boniface, and Yellowquill University College
Program Structures: All include extended teaching placements (generally 24 weeks)48
- 5-year integrated program (first undergraduate teachable subject area combined with Bachelor of鈥
New Brunswick
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: 4 institutions offer accredited teacher certification programs, including Crandall University, St. Thomas University, University of New Brunswick (multiple campuses), and Universit茅 de Moncton26
Program Structures: All include extended teaching placements55
- 5-year concurrent Bachelor of Education (BEd)
- 10-month to 2-year after-degree BEd programs
- 4-year specialized programs, including a BEd for teaching Wabanaki鈥
Newfoundland & Labrador
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: Memorial University is currently the only institution offering accredited teacher certification programs in Newfoundland and Labrador28
Program Structures: All include extended teaching placements64
- 5-year Bachelor of Education (BEd) as first degree (primary/elementary), including coursework, school visit days, and one-semester internship
- 2-year BEd as second degree (primary/elementary), including coursework, school鈥
Northwest Territories
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: As of fall 2025, Aurora College offers a Bachelor of Education (BEd) degree which qualifies students for a teaching certificate.24
Program Structures: Aurora College鈥檚 BEd program includes two years of General Studies university credits, followed by a BEd for the third year of studies.25
Teacher Certification
Certifying Body: Department of Education, Culture and Employment鈥檚 Registrar of Teacher Certification26
鈥
Read moreNova Scotia
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: 5 institutions offer accredited teacher education programs in Nova Scotia, including Acadia University, Cape Breton University, St. Francis Xavier University, Mount Saint Vincent University, and L鈥橴niversit茅 Sainte-Anne29
Program Structures: All include extended teaching placements65
- 5-year Bachelor of Arts/Bachelor of Education (BEd)
- 12- to 20-month after-degree BEd programs with extended practicums
罢别补肠丑别谤鈥
Read moreNunavut
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: Nunavut Arctic College provides the Nunavut Teacher Education Program (NTEP) in partnership with Memorial University of Newfoundland.27
Program Structures:63
- 5-year campus- and community-based NTEP program leads to a Bachelor of Education (BEd) from Memorial University. The first two years are delivered in Inuktut through Nunavut Arctic College and lead to eligibility for a certificate and diploma. The remaining three鈥
Ontario
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: 17 institutions offer accredited teacher certification programs, including Lakehead University, OISE/University of Toronto, Laurentian University, and more23
Program Structures: All include extended teaching placements (e.g., minimum 80 days)58
- 4-5 year concurrent Bachelor of Education (BEd)
- 16 month to 2 year after-degree consecutive BEd
- Alternative, OCT-regulated pathways into teaching, including a specialized鈥
Prince Edward Island
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: 1 institution offering accredited teacher certification program in PEI 鈥 University of Prince Edward Island26
Program Structures: 12-month consecutive Bachelor of Education (following completion of an undergraduate degree), including extended practicum placements
Teacher Certification
Certifying Body: Department of Education and Early Years, Certification and Standards Section, Office of the Registrar27
颁别谤迟颈蹿颈肠补迟颈辞苍鈥
Read moreQuebec
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: 13 institutions offer accredited teacher certification programs, including Concordia University, McGill University, University of Sherbrooke, University of Qu茅bec (multiple campuses), Bishop鈥檚 University, and more30
Program Structures: All include extended teaching placements64
- 4-year Bachelor of Education programs
- 2-year Master of Arts in Teaching and Learning program for those who already have an undergraduate鈥
Saskatchewan
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: Two institutions offer accredited teacher certification programs: the University of Saskatchewan and the University of Regina. Additional programs affiliated with the universities and designed for Indigenous and northern students include First Nations University of Canada Indigenous Education, the Indian Teacher Education Program, Northern Saskatchewan Indigenous Teacher Education Program, and Saskatchewan Urban Native鈥
Read moreYukon
Teacher education and certification regulates entry into the teaching profession and supports ongoing professional development across the career trajectory. Requirements for preparation, licensure, and hiring can influence the quality of teachers鈥 interactions with students.
Teacher Education Structure
Universities/Colleges Offering Teacher Education: Yukon University offers the only accredited teacher certification program in the territory26
Program Structures: All include extended teaching placements (~20 weeks)56
- 4-year Yukon Native Teacher Education Program (YNTEP) leading to a Bachelor of Education (BEd) (credentialed by University of Regina)
- 2-year after-degree Yukon Native Teacher Education Program (YNTEP) leading to a BEd (credentialed by University of Regina) 鈥
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Alberta
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Ministry publishes which includes the Minister鈥檚 Accountability Statement, an analysis of the previous years鈥 performance results, and financial details.34 Additionally, the Ministry publishes which includes desired outcomes, key initiatives, performance measures and indicators, and budget information.35 Each year, the Ministry also publishes provincial results on the鈥
Read moreBritish Columbia
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Ministry of Education and Child Care publishes an outlining strategic priorities, performance measures, and financial summaries. The ministry also maintains the with a range of school data. Additionally, annual 鈥淗ow Are We Doing?鈥 reports provide updates on outcomes for Indigenous students and for children and youth in care.34
Board/District Reporting: Under the
Read moreManitoba
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Department of Education and Early Childhood Learning publishes which includes information on key highlights and achievements, performance measurement, and financials.37 The Department also publishes annual (Financial Reporting and Accounting in Manitoba Education) which provide province-wide data on public school division revenues, expenditures, and statistical information.38 Additionally, the
Read moreNew Brunswick
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Department of Education and Early Childhood Development publishes the following reports on an annual basis:
- covering strategic priorities, performance outcomes, highlights, and financials33
- addressing student performance related to provincial education plan outcomes34
- Additional statistical reports published on an annual basis include:35
- Education outline
- Drop out report
- 鈥
Newfoundland & Labrador
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Department of Education publishes which includes performance reports; overview of opportunities and challenges; and financial information. The department also publishes outlining current strategic issues and directions, as well as a range of . Additionally, activity plans and annual reports are publicly available from both the Teachers鈥 Certification Committee and鈥
Read moreNorthwest Territories
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Department of Education, Culture and Employment (ECE) publishes the , which provides a snapshot of the state of the public education system based on the . The report is organized into three categories 鈥 inputs, activities, and outcomes 鈥 and includes data on graduation and attendance rates;鈥
Read moreNova Scotia
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Department of Education and Early Childhood Development publishes an annual , and outlining goals, performance measures, financials, and outcomes for the public education system. The provides provincial assessment results and data on student achievement.
Board/District Reporting: Under the ,鈥
Read moreNunavut
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: Nunavut鈥檚 Department of Education publishes which includes key achievements; a report on Inuit Qaujimajatuqangit (including curriculum updates); a report on language of instruction (including implementation of the bilingual education model); budget updates; and student assessments and progressions. Additional requirements for the report are listed in the Education Act.35 Some select education data (e.g. enrolment,鈥
Read moreOntario
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Ministry publishes which generally includes a strategic plan for next school year, outcomes from the previous school year, and interim expenditures.28
Board/District Reporting: The Director of Education reports to the Ministry and board of trustees on the effectiveness of board policies and programs; a corresponding annual report is published on school board websites alongside audited financial鈥
Read morePrince Edward Island
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Department of Education and Early Years (DEEY) publishes which generally includes key ongoing priorities, current initiatives across departments, and financial statements.33 The DEEY also publishes each year.34
Board/District Reporting: Education authorities must submit an annual report to the Minister of Education and Early Years; annual reports for the and are published on鈥
Read moreQuebec
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Ministry of Education publishes an and an , which together provide details on educational outcomes, strategic priorities, and budget allocations.36 The Ministry also maintains an online database with regularly updated data on a number of different indicators (enrolment, graduation, school staff, etc.).37
Board/District Reporting: School service centres and school boards must adopt and鈥
Read moreSaskatchewan
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Ministry publishes presenting the ministry鈥檚 activities and results for the previous fiscal year. The Ministry also publishes an for the following year with goals, strategies, and actions for the year ahead, aligned with overarching government priorities.36 , , and are also published by the Ministry on an annual basis.
叠辞补谤诲/顿颈蝉迟谤颈肠迟鈥
Read moreYukon
Reporting promotes transparency and accountability by making information about the education system available to the public. Timely, accurate, and comprehensive data can support stakeholder decision-making, enable performance monitoring, and can help guide improvement efforts across jurisdictions.
Public Reporting Processes
Provincial/Territorial Reporting: The Department of Education publishes which generally includes a list of priority initiatives, an update on the state of education, and financial statements. The Department also publishes annual and ; and monthly .32
Board/District Reporting: Both the First Nations School Board (FNSB) and the Commission scolaire francophone du鈥
Read moreTesting and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Alberta
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:72
- Grades K-3 Mandatory Literacy and Numeracy Screenings (mandatory screenings will be introduced for grade 4 and 5 students starting in 2026-27)42
- Grade 6 Provincial Achievement Tests (language arts, mathematics, science and social studies)
- Grade 9 Provincial Achievement Tests (language arts, mathematics, science and social studies)
- Grade 12 diploma exams for a range of core courses43
Classroom Assessment: Alberta鈥檚
Read moreBritish Columbia
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:52
- Foundational Skills Assessment (FSA) 鈥 Annual assessment of literacy and numeracy for students in grades 4 and 7
- Grade 10 Numeracy Assessment 鈥 Provincial graduation requirement assessing numeracy proficiency
- Grade 10 Literacy Assessment 鈥 Provincial graduation requirement assessing literacy proficiency
- Grade 12 Literacy Assessment 鈥 Provincial graduation requirement assessing advanced literacy skills
Classroom Assessment: B.C.鈥檚
Read moreManitoba
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:46
- Kindergarten: Early Development Instrument
- Grade 3 Assessment in Reading, Lecture and Numeracy
- Grade 4 Assessment in French Immersion Lecture
- Grade 7 Assessment Mathematics
- Grade 8 Assessment in Reading Comprehension and Expository Writing
- Grade 12 Provincial Tests in English Language Arts (40S), Fran莽ais langue premi猫re (40S), Fran莽ais langue seconde (40S), Applied Mathematics (40S)/Math茅matiques appliqu茅es (40S), Essential鈥
New Brunswick
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:
Anglophone districts:39
- K-2: Early Grades Literacy Assessment for English Prime and French Immersion
- Grade 4: Provincial Assessment (English Reading; Scientific Literacy)
- Grade 5: Provincial Assessment (Math; French Immersion)
- Grade 6: Provincial Assessment (Scientific Literacy; English Reading)
- Grade 7: Provincial Assessment (Math; French Immersion; French Reading)
- Grade 8: Provincial Assessment (Scientific Literacy)
- Grade 9: English鈥
Newfoundland & Labrador
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:63
- Grade 3 Provincial Reading and Mathematics Assessment
- Grade 6 Provincial Reading and Mathematics Assessment
- Grade 9 Provincial Reading and Mathematics Assessment
Classroom Assessment: NL Schools鈥 sets out expectations for communicating student learning. Grades K-6 use a 4-point rating scale (4-Excellent; 3-Good; 2-Approaching; 1-Not Yet Achieving) to report on curriculum outcomes, with three鈥
Read moreNorthwest Territories
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments: Northwest Territories (NWT) schools are phasing in B.C.鈥檚 standardized assessment, including37:
- Foundational Skills Assessment (FSA) 鈥 Annual assessment of literacy and numeracy for students in grades 4 and 7 (grade 4 phased in 2024-25; Grade 7 in subsequent years)
- Grade 10 Numeracy Assessment 鈥 Provincial graduation requirement assessing numeracy proficiency (phased in starting 2024-25)
- Grade 10 Literacy Assessment 鈥 Provincial鈥
Nova Scotia
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:58
- Nova Scotia Assessment: Literacy and Mathematics in Grade 3
- Nova Scotia Assessment: Reading, Writing, and Mathematics in Grade 6
- Nova Scotia Assessment: Reading, Writing, and Mathematics in Grade 8
- Nova Scotia Examinations: English 10 and Mathematics 10 (worth 20% of final grade)
Classroom Assessment: Nova Scotia鈥檚 Department of Education and Early Childhood Education outlines expectations in the . Report cards鈥
Read moreNunavut
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:
- Grade 12 Alberta Diploma Examinations in select courses (administered through Alberta鈥檚 Department of Education)39
No data was located on other territory-wide assessments for Nunavut students; however, multiple sources indicate that planning is being undertaken to implement an assessment program in the future. The references discussions between the Language of鈥
Read moreOntario
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:56
- Education Quality and Accountability Office (EQAO) Grade 3 assessment for reading, writing and math
- EQAO Grade 6 assessment for reading, writing and math
- EQAO Grade 9 assessment for math
- EQAO Grade 10 Ontario Secondary School Literacy Test
Classroom Assessment: Ontario鈥檚 policy outlines how teachers should report on student learning. Elementary鈥
Read morePrince Edward Island
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:55 PEI鈥檚 Provincial Common Assessment Program (PCAP) includes (limited recent data available on PCAP processes or results):
- Primary literacy and mathematics at the end of Grade 3
- Elementary literacy and mathematics at the end of Grade 6 (French Immersion Literacy at the end of Grade 5)
- Intermediate mathematics at the end of Grade 9
- Secondary mathematics at the end of Grade 11
Classroom Assessment: PEI鈥檚 Minister鈥檚 Directive
Read moreQuebec
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:63
- Grade 6 ministerial exams (mathematics; English language arts)
- Secondary IV (Grade 10) ministerial exams (history of Qu茅bec and Canada; mathematics; science and technology; applied science and technology)
- Secondary V (Grade 11) ministerial exams (English as a second language, core program; English as a second language, enriched program; French as a second language, core program; French as a second language, enriched program; English鈥
Saskatchewan
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:50 Saskatchewan is in the process of implementing the Saskatchewan Student Assessment (SSA) program. The program will be fully implemented by 2028-29, at which point students will participate in the following assessments:
- Grade 4 鈥 English language arts assessment
- Grade 5 鈥 Mathematics assessment
- Grade 7 鈥 English language arts assessment
- Grade 9 鈥 Mathematics assessment
- Grade 10 鈥 English language arts assessment
颁濒补蝉蝉谤辞辞尘鈥
Read moreYukon
Testing and assessment measures student learning and therefore overall system performance. As a feedback mechanism, assessment data can highlight performance gaps across students, schools, and regions; while also providing insight into whether current educational policies (e.g., about curriculum, teaching and training) are working as intended. By supporting data-informed decision-making, it plays a central role in continuous system improvement and accountability.
Student Assessment
Provincial/Territorial Assessments:36
- Kindergarten Assessments:
- Boehm Test of Basic Concepts
- Early Years Evaluation 鈥 Teacher Assessment
- Grade 4 Foundational Skills Assessment (literacy and numeracy)
- Grade 7 Foundational Skills Assessment (literacy and numeracy)
- Grade 10 Numeracy and Literacy Assessments
- Grade 12 Literacy Assessment
Classroom Assessment: Elementary and middle grade (K-9) teachers use performance descriptions to describe student learning (instead of鈥
Read moreCurriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Alberta
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: Alberta鈥檚 curriculum is subject-based, with common components across all subjects. The components of each curriculum include: organizing ideas; guiding questions; learning outcomes; knowledge; understanding; and skills and procedures. The curriculum framework identifies opportunities where literacy, numeracy, and competencies can be developed within and across subjects. Competencies include critical thinking; communication; problem solving; collaboration; research and鈥
Read moreBritish Columbia
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: British Columbia鈥檚 curriculum is concept-based and competency-driven, organized around a 鈥淜now-Do-Understand鈥 model with three main elements: content (essential knowledge); curricular competencies (skills and processes); and big ideas (enduring understandings). These are underpinned by key features including core competencies (thinking; communication; personal and social) that develop across all subject areas; essential learning; and literacy and numeracy鈥
Read moreManitoba
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: Manitoba鈥檚 curriculum is subject-based, organized by discipline and grade level. Each curriculum integrates six transdisciplinary Manitoba Global Competencies (critical thinking, citizenship, collaboration, communication, connection to self, and creativity).44 The curriculum framework also incorporates Mino-Pimatisiwin (The Good Life), an Indigenous traditional teaching that describes how the emotional, physical, mental, and spiritual parts of a person come together in鈥
Read moreNew Brunswick
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: New Brunswick鈥檚 Anglophone curriculum is organized by learning areas (subjects) across four grade blocks (primary, elementary, middle, high school) in the Anglophone sector, and two education cycles (primary and secondary) in the Francophone sector.53 The Anglophone curriculum framework is made up of three components: vision and shared tenets (foundational principles); pedagogies and program blocks (how to teach); and dispositions, global competencies, and learning areas鈥
Read moreNewfoundland & Labrador
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: Newfoundland and Labrador鈥檚 curriculum is organized by subject and focuses on the development of the Newfoundland and Labrador key competencies including: collaboration; communication; citizenship and sustainability; innovation, creativity, and entrepreneurship; self-awareness and self-management; critical thinking and problem-solving.47 Each course curriculum is organized into strands (areas of focus within a subject); targets (learning categories); and disciplinary鈥
Read moreNorthwest Territories
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: The Northwest Territories (NWT) is in the process of implementing B.C.鈥檚 curriculum. B.C.鈥檚 curriculum is competency-driven and organized around a 鈥淜now-Do-Understand鈥 model with three main elements: content (essential knowledge); curricular competencies (skills and processes); and big ideas (enduring understandings). The NWT has adapted the B.C. curriculum to fit the territorial context and ensure local Indigenous culture is integrated meaningfully. NWT-created鈥
Read moreNova Scotia
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: Nova Scotia鈥檚 curriculum is competency-driven and organized by subject area, with a series of curriculum outcomes and indicators for each grade level. Curriculum outcomes describe what students are expected to know, do, and value at the end of the learning process; while, indicators outline evidence of learning.43 The acquisition of essential graduation competencies are emphasized throughout all curricula, including: citizenship, communication, personal-career鈥
Read moreNunavut
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: Nunavut鈥檚 curriculum is grounded in Inuit Qaujimajatuqangit principles and organized across four integrated, cross-curricular foundations: Aulajaaqtut (physical education; wellness; health); Iqqaqqaukkaringniq (mathematics, science); Nunavusiutit (social studies); and Uqausiliriniq (Inuktut; English; arts education). Curriculum is subject-based, structured into major understandings; guiding questions; learning strands; learning concepts and contexts; and learning鈥
Read moreOntario
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: Ontario鈥檚 curriculum in grades 1-12 is subject-based, with four main elements, including: overall and specific curriculum expectations; curriculum context; optional teaching supports; and program planning and assessment evaluation information. In Kindergarten, the curriculum is divided into four strands of learning. Learning outcomes are also outlined in relation to Indigenous education; transferable skills; and human rights, equity, and inclusivity, which includes鈥
Read morePrince Edward Island
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: PEI鈥檚 curriculum is subject-based and organized by specific curricular outcomes for each discipline and grade level. In PEI, the updated curriculum is designed to align with the Atlantic Canada Framework for Essential Graduation Competencies developed by the Council of Atlantic Ministers of Education and Training. In addition to subject-specific curriculum outcomes, students are expected to develop six core graduation competencies which are cross-curricular in nature:鈥
Read moreQuebec
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: The Qu茅bec Education Program (QEP) is organized around the development of cross-curricular competencies, broad areas of learning, and subject-specific learning across a range of disciplines. The QEP includes a Progression of Learning summary, detailing the essential knowledge students are meant to acquire in each respective subject and grade. The QEP for each level of schooling includes a Framework for the Evaluation of Learning, with guidance for how to evaluate student鈥
Read moreSaskatchewan
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: Saskatchewan鈥檚 curriculum is subject- and grade-based. Each curriculum is organized by overarching core curriculum principles; and divided into broad areas of learning (lifelong learning; sense of self, community, and place; engaged citizens); cross-curricular competencies (thinking; identity and interdependence; literacies; social responsibility); and discipline-specific aims and goals. Each subject has a set of unique outcomes and indicators.40
Curriculum Development
鈥
Read moreYukon
Curriculum development shapes what is taught in schools and defines expectations about learning outcomes and skill development. It is closely connected to 鈥渢esting and assessment鈥 through alignment between instructional content and assessment standards, and to 鈥渢eacher education and certification鈥 by ensuring educators are prepared with the knowledge and competencies required to deliver the curriculum effectively.
Curriculum Structure: Yukon uses British Columbia鈥檚 curriculum and graduation program with adaptations to integrate Yukon First Nations ways of knowing and doing into learning.40 The Government of Yukon signed education agreements with some First Nations in the territory to support the development of Yukon-specific curriculum, including three accredited cultural camps. Courses that incorporate local First Nations culture into schools include: Residential schools, Our Stories of Residential鈥
Read moreEngagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Alberta
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Student trustees are not mandated provincially.
Student Councils: Student councils are not mandated provincially; however, they may be established within individual schools (generally secondary) and exist locally in many schools and jurisdictions. Secondary students may also be elected by their peers to serve as representatives on school councils (under the Education Act).
Provincial/Territorial Student Organizations: No data on a provincial student organization.鈥
Read moreBritish Columbia
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Student trustees are not mandated provincially, though some school districts include student trustees on their boards with varying levels of voting rights and participation.41
Student Councils: A student council is not required in publicly-funded schools in B.C., though they are often present in secondary schools. Student councils are generally made up of elected student members to advocate for school-based issues on behalf of students. Some districts in B.C. also鈥
Read moreManitoba
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: There is no legal authority establishing student trustees under the .
Student Councils: A student council is not required in publicly-funded schools in Manitoba, though they are often present in secondary schools.
Provincial/Territorial Student Organizations: The Student Advisory Council is a provincial body of appointed high school students across Manitoba. The Council advises the Minister of Education and Early Childhood Learning on issues鈥
Read moreNew Brunswick
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Under the , each District Education Council (DEC) will have one student councillor appointed by the Minister. A student representative must also be elected by other students to sit on the Parent School Support Committee (PSSC) when the PSSC represents a secondary school.47
Student Councils: A student council is not required in public-funded schools in New Brunswick, though they are often present in secondary schools.
Provincial/Territorial Student鈥
Read moreNewfoundland & Labrador
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Student trustees are not mandated provincially. Since the English school board was dissolved in 2023, there are no longer any trustees governing the English sector. The Conseil scolaire francophone provincial does still have an elected board and may approve for a high school student to be elected, though they are non-voting members.55 In high schools, a student representative must be elected to the school council.56
Student Councils: Student councils are not鈥
Read moreNorthwest Territories
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Under the , NWT education bodies must 鈥渋nvite each principal to have a student representative from each school attend and participate in the public meetings of the education body鈥︹48
Student Councils: A student council is not required in publicly-funded schools in the NWT, though they are often present in secondary schools.
Provincial/Territorial Student Organizations: No data on NWT student organizations
Parent and Family Engagement
厂肠丑辞辞濒鈥
Read moreNova Scotia
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: No provincial requirement for student trustees; however, students are present on some School Advisory Councils (SACs). Regional student advisory committees were announced in 2023 to report directly to regional executive directors on student achievement, well-being, and student experiences, yet no data was located to indicate whether this has been implemented.51
Student Councils: Student councils are not provincially mandated but commonly exist in schools,鈥
Read moreNunavut
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: District Education Authorities (DEAs) and the Commission scolaire francophone du Nunavut (CSFN) must have a student representative from Grade 10, 11, or 12, elected by other students, with the same rights as other members.56
Student Councils: A student council is not required in publicly-funded schools in Nunavut, though they are often present in secondary schools.
Provincial/Territorial Student Organizations: No data on a territorial student organization; though鈥
Read moreOntario
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Publicly-funded school boards in Ontario typically include two to three trustees, elected by students (directly or via a student council) to represent student interests in board-level decision-making. While student trustees may vote on issues, their votes are non-binding.57
Student Councils: A student council is not required in publicly-funded schools in Ontario, though they are often present in secondary and elementary schools. Student councils are generally made鈥
Read morePrince Edward Island
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Student trustees are not mandated provincially to sit on the elected board of trustees; however, each District Advisory Council must include two high school students from within their family of schools.48
When elected school boards were reinstated in 2022, the province announced plans to work with education authorities to increase student engagement policies; however, no data was located on the implementation of this initiative.49
Student Councils: A student council鈥
Read moreQuebec
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Each school governing board in Qu茅bec must have two seats reserved for students (when that governing board represents a school with students in secondary cycle two/grades 9-11). Student representatives are elected or appointed by the school鈥檚 student body or committee.55
Student Councils: Student committees must be formed by the principal in all secondary cycle two schools, unless the students decide not to form a committee. Students determine the operating鈥
Read moreSaskatchewan
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Students are not mandated to sit on boards of education; however 1-2 students in Grades 10-12 are appointed to each School Community Council (where applicable).45
Student Councils: Student councils are not mandated in Saskatchewan public schools. While individual schools may establish student councils, no data was located to indicate that these are mandatory.
Provincial/Territorial Student Organizations: The was established in 2019 to鈥
Read moreYukon
Engagement with students, families, and communities integrates diverse and local perspectives into decision-making and catalyzes responsive system action. Formal structures for participation help build trust and capacity, and connect schools with local priorities and partnerships.
Student Voice
Student Trustees: Student trustees are not mandated in the Yukon
Student Councils: A student council is not required in publicly-funded schools in the Yukon, though they are often present in secondary schools.48
Provincial/Territorial Student Organizations: No data on a territorial student organization
Parent and Family Engagement
School Councils/Committees:
A school council is required at every Department-operated public school in the Yukon, serving as an advisory group of elected鈥
Read morePolicy Change Levers
Filter by Province or Territory
The Education 101 policy map was supported with generous insight and expertise of educators, advocates, researchers, policymakers, and partners in education across Canada. Their feedback helped to strengthen the accuracy, clarity, and framing of this resource.
Thank you to the following organizations and individuals who reviewed and contributed:
Alberta School Boards Association
Association of Canadian Deans of Education
Canadian School Boards Association
Elementary Teachers鈥 Federation of Ontario
Le Conseil Scolaire Acadien Provincial
Manitoba School Boards Association
New Brunswick Teachers鈥 Association
Ontario Public School Boards鈥 Association
Public School Boards鈥 Society of Alberta
Quebec English School Boards Association
Quebec Provincial Association of Teachers
Kevin Reimer
Saskatchewan School Boards Association
Nick Soave
Dr. Jennifer Tupper, Faculty of Education, University of Alberta
Dr. Jennifer Wallner, School of Political Studies, University of Ottawa
Association of Canadian Deans of Education
Canadian School Boards Association
Elementary Teachers鈥 Federation of Ontario
Le Conseil Scolaire Acadien Provincial
Manitoba School Boards Association
New Brunswick Teachers鈥 Association
Ontario Public School Boards鈥 Association
Public School Boards鈥 Society of Alberta
Quebec English School Boards Association
Quebec Provincial Association of Teachers
Kevin Reimer
Saskatchewan School Boards Association
Nick Soave
Dr. Jennifer Tupper, Faculty of Education, University of Alberta
Dr. Jennifer Wallner, School of Political Studies, University of Ottawa
Thank you to Mia Travers-Hayward and Izzah Khairi who supported this project as policy consultants.
Any errors or inaccuracies are entirely our own and we would like to correct them as quickly as possible! Please be in touch at [email protected].