Learner outcomes. Figure 5.3 shows that following the OECD mean trend, after a sharp rise in the period 1991–1998, the proportion of 25–64 year In 2002, 57% of 25–64 year olds in the UK had attained a qualification equivalent to S/NVQ level 1, 2 or 3, compared with the OECD average of 44%. (OECD, 2004, p.72–3) olds, which had attained upper-secondary and post–secondary non-tertiary education in the UK, has remained fairly stable. This covers qualifications at S/NVQ levels 1, 2, and 3 (including SCE Highers) and HE access courses. In 2002, 57% of 25–64 year olds in the UK had attained a qualification at these levels, compared to the OECD average of just 44% (OECD, 2004). In comparison, Japan saw a decline in the proportion attaining upper-secondary or post-secondary non-tertiary education between the years 1998 and 2002. Germany suffered a dip in 1999 but has been steadily increasing since 2000, although by 2002 it still had not returned to its 1998 level. France, Italy and the OECD average both show a similar trend to the UK, although the proportion of achievers is significantly lower for both (table C27). Similarly, 27% of those aged 25–64 had completed tertiary education in the year 2004 (OECD, 2004), comparable with Denmark (27%) and Belgium (28%). The UK outperformed several countries including France (24%), Spain (24%) and Germany (23%). However, there were several countries where the proportion outstripped that in the UK, and has done consistently over several years, including Canada (43%), the United States (38%) and Japan (36%) (table C29). 65 60 55 50 45 40 35 30 25 20 1990 1992 1994 1996 1998 2000 2002 2004 Year Australia France Germany Italy Japan Netherlands UK USA OECD mean % Figure 5.3: % of 25–64 year olds attaining upper-secondary or post- secondary non-tertiary education, 1991–2002 Source: Education at a glance: OECD indicators 2004 (OECD, 2004), table A3.4a, p.72–3.
Learner outcomes. භ understand the Truth and Reconciliation Commission භ understand the term reconciliation භ understand the term reconcili-action Resources: භ Reading: Truth and Reconciliation භ 9LGHR ´:KDW LV UHFRQFLOLDWLRQµ &%& .LGV 1 xxxxx://xxx.xxxxxxx.xxx/watch?v=WEj5vjc2EDk භ Activity 1: Comprehension questions භ Activity 2: New vocabulary භ Reflection questions Introduction: This lesson plan presupposes a basic understanding of the Indigenous Peoples of Canada. Should your learners require a refresher, please see Indigenous Voices in the Classroom OHVVRQ RQH ´)LUVW 1DWLRQV 0pWLVµ 7KH SXUSRtoVinHtro xXxxXx leWarKneLrsVto tOheHwVoVrk RofQth eLTruVth and Reconciliation Commission (TRC), with an end goal of understanding the broad scope of reconciliation and the term reconciliACTION (which for ease of use will be written reconcili-action here). Reconcili-action was inspired by the work of the Xxxx Xxxxxx and Xxxxxx Xxxxxxx Fund and is now a widely used term ,QVSLUHG E\ WKH 75re&co·ncVili -a ct io n b&eDlieOveOs Vev erWyoRn e $FWLRQ who calls Canada home can engage in the reconciliation process through meaningful action. These actions need not be large to be effective as true reconciliation is a process of both doing and learning. Expand your learning: භ The Xxxx Xxxxxx and Xxxxxx Xxxxxxx Fund: xxxxx://xxxxxxxxxxxxx.xx/our-work/reconciliactions/ භ TRC Website: xxxxx://xxxx.xx/about/history-of-the-trc/trc-website/ භ Truth and Reconciliation Commission of Canada: Calls to Action: xxxxx://xxx0.xxx.xx.xx/assets/gov/british-columbians-our- governments/indigenous-people/aboriginal-peoples- documents/calls_to_action_english2.pdf භ )RU FKLOGUHQ 6StoLthUeLTrWut h a%nHd DReUc·onVci lia*tioXnLGH Commission of Canada: xxxxx://xxxxxxxxxxxxxxx.xx/wordpress2021/wp- content/uploads/child_friendly_calls_to_action_web.pdf භ Do Truth and Reconciliation Commissions Heal Divided Nations? xxxxx://xxxxxxxxxxxxxxx.xxx/do-truth-and-reconciliation-commissions- heal-divided-nations-109925 Truth and Reconciliation Imagine your family lives in a house and one day another family moves in. The new family tells you that you must follow their rules and can only live in one bedroom. Everything you own is now theirs and you are no longer free. This is a picture of what colonization is.
Learner outcomes. භ understand the history of the residential schools භ understand the impacts of the residential schools Resources: භ 5HDGLQJ ´5HVLGHQWLDO 6FKRROVµ භ Activity 1: Complete the sentences භ Video: Intergenerational Trauma: Residential Schools: xxxxx://xxx.xxxxxxx.xxx/watch?v=IWeH_SDhEYU භ Activity 2: True or False භ Reflection questions Introduction: The Truth and Reconciliation Commission (TRC) was formed as part of the Indian Residential Schools Settlement Agreement (IRSSA). This was a class action lawsuit filed by survivors of the Indian residential school (IRS) system. The claims of the survivoUV WKDW WKH\ ´ZHUH QHJOHFWHG VH[XD abused and were subject to the systematic destruction of their cultural and IDPLO\ UHODWLRQVKLSVµ ZDV XSKHOG E\ WKH FRXUW monetary compensation as well as the formation of the TRC. Due to the extensive work of the TRC, the residential school system is no longer a hidden secret in Canada, as it was for many years. TRC was the turning point for many Indigenous peoples as it has led to a renewed commitment to reconciliation by all levels of government and individual Canadians. We remember the history; we honour the survivors and their families; we move forward in a spirit of reconcili-action. Expand your learning: භ Xxxxxx Xxxxxx Residential Schools article: xxxxx://xxxxx.xx/cases/indian- residential-schools/ භ National Film Board: Residential Schools: xxxxx://xxx.xxx.xx/channels/residential-schools/ භ TRC Residential Schools Archive: xxxxx://xxxx.xx/residential-schools/ Residential Schools When Europeans first came to what is now called Canada, the Indigenous peoples helped them to settle, and to establish the fur trade. At first, the Indigenous peoples and the Europeans were equals. However, as more Europeans came, Indigenous peoples became less valuable to the Europeans. When the fur trade ended in the 1850s, the Indigenous peoples were in a difficult situation. Many had died from disease, they lost their traditional food sources and were very dependent on the European trading posts. Canada became a country in 1867 and the newly formed government decided that Indigenous peoples must become more like the Europeans. They thought ,QGLJHQRXV SHRSOHVc aZlleHd UthHem ¶VGDLYUDWJ\H·V ·lDoo Qk Ged fo7rKH\ ways to assimilate Indigenous peoples. Assimilate means to change someone so they are more like you. Assimilation makes one group of people less valuable than another group of people. One important way the government and churches tried to a...
Learner outcomes. Figure 5.3 shows that following the OECD mean trend, after a sharp rise in the period 1991–1998, the proportion of 25–64 year In 2002, 57% of 25–64 year olds in the UK had attained a qualification equivalent to NVQ level 1, 2 or 3, compared with the OECD average of 44%. (OECD, 2004, p.72–3) olds, which had attained upper-secondary and post–secondary non-tertiary education in the UK, has remained fairly stable. This covers qualifications at NVQ levels 1, 2, and 3 (including GCSE/SCE Highers) and HE access courses. In 2002, 57% of 25–64 year olds in the UK had attained a qualification at these levels, compared to the OECD average of just 44% (OECD, 2004). Figure 5.3: % of 25–64 year olds attaining upper-secondary or post- 65 60 55 50 45 40 35 30 25 20 1990 1992 1994 1996 1998 2000 2002 2004 Year Australia France Germany Italy Japan Netherlands UK USA OECD mean % secondary non-tertiary education, 1991–2002
