Through the analysis of semi-structured interview responses from four school principals centered on their implementation of a new competencies based curriculum called Career and Technology Foundations (CTF), we sought to better understand their experience with implementing this new program of studies in its optional year of implementation. Four…

Purpose: In this paper, the challenging and thorny issue of assessing graduate attributes (GAs) is addressed. An interdisciplinary team at The University of Alberta -- developed a formative model of assessment centered on students and instructor interaction with course content. Design/methodology/approach: The paper starts by laying the…

As education systems increasingly emphasize teaching for the development of competency, teachers need support in how to design classroom assessments of competencies associated with their areas of learning. Teachers who engage students in learning democracy through deliberative dialogue and participation in real-world processes will find limited…

Introduction: There is growing interest in the role and use of patient navigators within the health care system. Currently, qualifications and training expectations documented in the literature vary tremendously depending on context and patient population. This paper details the theoretical and pedagogical principles used to develop, implement and…

School principals deal with a variety of increasingly complex responsibilities (Trudeau, 2013). They must therefore develop and hone professional competencies that will enable them to effectively perform their pedagogical, organizational, relational, or administrative duties (Barber, Whelan & Clark., 2010; Bisaillon et al., 2009;…

Since rural Canada contributes about one-third of the national economy and significantly to culture, we argue it deserves greater attention in public policy, beginning with policy education. A scan of 22 Canadian Masters of Public Policy (MPP) and Master of Public Administration (MPA) programs reveals a marked absence of policy training focused on…

Engineering education has long resulted in professional engineers with the required technical skills to meet the profession's needs. Yet in today's rapidly changing, globalised world, engineers will need more than technical competencies to meet the requirements of their professional work. Incorporating different literacies in engineering education…

In September 2016, Queen's University launched the first, fully online, 4-year Bachelor of Health Science degree program in Canada. This paper reports on the developmental structure, implementation philosophy, and challenges in the development of this competency-based program. All stakeholders directly involved in program development were invited…

The "2030 Agenda for Sustainable Development" promotes with the "Sustainable Development Goal 4" a quality education for all and aims to ensure equal access to all levels of education and vocational training for vulnerable groups, such as Indigenous Peoples. However, most education systems are not yet in a position to embrace a…

Types of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of…

Context: Competency-based education requires strong planning and a vehicle to deliver and track students' progress across their undergraduate programs. Clinical presentations (CPs) are proposed as 1 method to deliver a competency-based curriculum in a Canadian undergraduate athletic therapy program. Objective: Validation of 253 CPs. Setting:…

Agency, understood as the capacity to act independently and to make one's own choices, is considered central to children's development. Thus, education, and hence education curricula, have a role in the development of learner agency. While curriculum development is a key focus for educational theory, research, policy, and classroom practice, the…

This book draws on the responses to learning and teaching and applied education futures thinking, that provide insights into the future of learning. It brings together more than 30 novel and important applied research and scholarly contributions from around the world, including Australia, Canada, Finland, Germany, Hong Kong, Japan, Macau, Mainland…

Time-honoured university policies, such as the credit-hour and academic freedom, present challenges for professional education programs tasked with operationalizing entry-to-practice competence frameworks for professional accreditation. A single embedded case study was used to explore how professional programs from one mid-sized Canadian…

Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for…