Kane, Emily W. (2012). Student Perceptions of Community-Based Research Partners and the Politics of Knowledge. Michigan Journal of Community Service Learning, v19 n1 p5-16 Fall. Based on quantitative survey data and qualitative data from journal entries by students in a seminar focused on community-based research, undergraduate student perceptions of community partners are explored in the context of debates about the politics of knowledge. Student perceptions that frame community partners as the recipients of academic expertise are differentiated from those that validate partner expertise as essential to the co-creation of knowledge. Evidence is presented indicating that appropriately structured courses, especially those supported by robust institutional infrastructure for community-engaged learning, can (and should) encourage students to recognize community partners as valuable sources of knowledge. (Contains 7 notes.)… [Direct]

Gardner, Rod; Munro, Jennifer M.; Mushin, Ilana (2013). Language Matters in Demonstrations of Understanding in Early Years Mathematics Assessment. Mathematics Education Research Journal, v25 n3 p415-433 Sep. In classrooms tests, students are regularly required to demonstrate their understanding of mathematical concepts. When children encounter problems in demonstrating such understanding, it is often not clear whether this is because of the language of the teachers' questions and instructions or a genuine non-understanding of the concept itself. This paper uses Conversation Analysis to investigate the role that language plays in Year 1 oral maths assessment in an Australian Indigenous community school. This approach allows us to monitor the very subtle communicative gestures, verbal and non-verbal, that contribute to the trajectory of a particular test task. Here we are able to bring to light a range of ways in which language may interfere with demonstrations of understanding of mathematical concepts. These include particular mathematical words (e.g., "size," "shape," "same"), as well as problems with what is being asked in an instruction. We argue that… [Direct]

Maor, Dorit; McConney, Andrew; Oliver, Mary C.; Schibeci, Renato; Woods-McConney, Amanda (2013). Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia. Research in Science Education, v43 n1 p233-252 Feb. Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to pursue science related careers, and to support science related policies and initiatives. This retrospective, secondary analysis of PISA 2006 national data for Aotearoa New Zealand and Australia examines and compares the factors associated with science literacy and with science engagement for indigenous and non-indigenous 15 year old students. Using a four step hierarchical regression model, our secondary analyses showed consistent patterns of influence on engagement in science for both indigenous and non-indigenous students in Aotearoa and Australia. Variations in students' interest, enjoyment, personal and general valuing, self-efficacy, and… [Direct]

Kuehn, Larry (2011). Personalized Learning? Is There Anything New in the Ministry of Education Service Plan for 2011-12? BCTF Research Report. Section V. 2011-EF-03. British Columbia Teachers' Federation Each time a provincial budget is released, along with it comes a "service plan" for each of the ministries. It is supposed to be the minister's accountability report. So what's new this year? Unlike some previous plans where teachers were not even mentioned, this time teachers are referred to several times in the report. The purpose for education is repeatedly put in economic terms, preparing students for the world of work. Not surprisingly, given the talk in education circles in the past few months, the recurrent theme in the service plan involves "personalization," "technology," and "skills for the 21st Century." The one concrete thing is distributed learning. "Online and distributed learning, offering more personalized schooling choices, more than doubled in demand between 2006-2007 and 2009-2010 to over 71,000 students." Note that this does not say that 71,000 students were successful in distributed learning courses. In fact, the… [PDF]

Berryman, Mere; Woller, Paul (2011). Early Intervention Services: Effectively Supporting Maori Children and their Families. Kairaranga, v12 n1 p3-9. This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-as-conversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations…. [PDF]

Rogers, Rebecca (2011). Teaching Morality and Religion in Nineteenth-Century Colonial Algeria: Gender and the Civilising Mission. History of Education, v40 n6 p741-759. Historians have long presented France's "civilizing mission" within its colonies in secular terms ignoring women's presence as both actors and subjects. This is particularly true in Algeria where the colonial government's explicitly prohibited proselytism. This article emphasizes women's roles pursuing both secular and religious goals in Algeria. An initial section highlights the early efforts to include Muslim girls in the civilizing mission through the creation of Mme Luce's Arab-French school for girls in 1845. Secondly, the article explores how issues of morality combined with gender power politics to end this experiment in schooling urban indigenous girls. The civilizing mission was not limited, however, to the local Arabs, Moors or Berbers as teachers and clerics recognized that the European settler populations sorely required moral uplift. As a result, a third sections examines the activities of female Catholic teaching congregations exploring their… [Direct]

Bradley, Margaret; Power, Anne (2011). Teachers Make a Difference to the Study of Aboriginal Music in NSW. Australian Journal of Music Education, n2 p22-29. Australian Indigenous music and culture are in the foreground when Australia celebrates itself in international contexts but their inclusion in the school curriculum is sporadic. In New South Wales (NSW), high school music teachers are responsible for educating students about Aboriginal music(s) and culture(s) within a mandatory focus on Australian music. Two NSW high schools made changes to their music programs to enhance their teaching in this area and this article contrasts their stories with reported school music environments that demonstrate limited awareness and lack of confidence. (Contains 1 figure.)… [PDF]

Chigeza, Philemon (2011). Cultural Resources of Minority and Marginalised Students Should Be Included in the School Science Curriculum. Cultural Studies of Science Education, v6 n2 p401-412 Jun. This paper responds to Schademan's \What does playing cards have to do with science? A resource-rich view of African American young men\, and takes a resource-rich view to explore the notion of agency and elements of cultural resources that minority and marginalised students bring to the classroom. The paper examines the deficit model, the need to adopt capacity building perspective, and a classroom study, which sought to contextualise capacity building with a group of Australian indigenous students in a science class. As science educators, we need to reject the deficit model by developing capacity building pedagogies that affirm minority and marginalised students' lived languages, experiences and knowledge in their learning…. [Direct]

Wernick, Laura (2010). The Learning Center. Educational Facility Planner, v44 n4 p22-25. Since the second century, libraries have been esteemed as keepers of the flame of knowledge and culture. At the stone Library of Celcus, constructed in Turkey in 1100 A.D., for example, 15,000 documents were kept safe from the elements and other destructive forces such as rodents. In places like Celcus, the knowledge of Greek philosophy, Roman technology, and the math and science of the Arabic speaking people were protected and maintained for future generations. The ancient library there bore the carved inscriptions "Wisdom, Knowledge, Intelligence and Virtue." The inscriptions reflect an understanding that this is more than mere collection. They refer to society's aspirations to preserve and sustain the keys to human potential…. [PDF]

Woods, J. Cedric (2010). A Different Path Forward: The Institute for New England Native American Studies at UMass. New England Journal of Higher Education, v24 n3 p22-23 Win. In New England, interactions between Native peoples and some public institutions have taken divergent paths over the past three decades. State legislatures and the many academic institutions that call the region home have developed different approaches to working with Native peoples. Public colleges and universities, given their ongoing development and support of initiatives engaging Native communities and their connections with state governments, can and should play a role in moving this conversation forward. This article illustrates a model for beginning and sustaining such a conversation through the Institute for New England Native American Studies (INENAS) of the University of Massachusetts Boston (UMass Boston). The INENAS mission is to develop collaborative relationships, projects and programs with the indigenous peoples of the region. The institute is working with tribes to help them access federal, state and private funds for social, cultural and economic development. In this… [Direct]

Gove, Mary K.; Huang, Grace Hui-Chen; Still, Kristine; Thomas-Alexander, Sashelle; Volk, Dinah (2011). A Critical Look at Four Multicultural Reform Efforts in One Urban College of Education. Multicultural Education, v18 n4 p18-23 Sum. This analysis encompassed four different projects that were implemented as reform initiatives at the college. The authors' collaborative work and this subsequent analysis have drawn on insights from Cochran-Smith (2004), who describes teacher education as both a \learning problem and a political problem\ that involves the creation of inquiry communities. Grounded in a critical perspective, the authors' work and the projects described have all involved critical sociocultural theory, critical race theory, and a critical literacy perspective. In this article, the authors present descriptions of the individual projects and jointly analyze the projects through a lens created by four dimensions of critical perspective. Striving to meet Cochran-Smith's (2004) challenge, they then \work the dialectic\ by generating both theory and practice from local knowledge that advances their college's mission relating to diversity. (Contains 1 note.)… [PDF] [Direct]

Ogunniyi, M. B. (2011). Exploring Science Educators' Cosmological Worldviews through the Binoculars of an Argumentation Framework. South African Journal of Higher Education, v25 n3 p542-553. The mandate of the new South African curriculum for educators to enact a science-indigenous knowledge curriculum in their classrooms is not only challenging to their cosmological beliefs, it is equally challenging to their instructional practices. This is because science educators (teachers) in South Africa have been schooled largely in western science and lack the necessary knowledge or skills on how to achieve such a goal. In response to these challenges nine experienced educators were exposed to an activity-based Dialogical Argumentation Instruction (DAI) for a period of 12 months. The DAI served as an exemplary instructional model for the educators to use in their classrooms. A questionnaire and an interview were then used to determine the effects of DAI on the educators' cosmological beliefs about certain natural phenomena. Although DAI seemed to have influenced the educators' worldviews in a variety of ways, their overall cosmology remained essentially amalgamated with their… [Direct]

Hollitt, Julie A. (2012). Practitioners, Learning Difference and Regional and Remote Inclusive Education Settings: A Focused Analysis of the Research and Policy Literature. Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Australia, Dec 2-6, 2012). This literature review interrogates current international writing about inclusive education (IE) in regional and remote settings, with explicit reference to Australian considerations, including the emergent National Curriculum. The task of this review has been to establish the types of knowledge reported about IE in minority, marginalized and "other" inclusive educational settings, and to locate the absences of knowledge that the current literature indicates. Finally, future directions for research into IE in minority educational settings are proposed. (Contains 4 footnotes.)… [PDF]

Trudell, Barbara (2012). Of Gateways and Gatekeepers: Language, Education and Mobility in Francophone Africa. International Journal of Educational Development, v32 n3 p368-375 May. Over the past 15 years, a range of alternative education programs have been launched in Burkina Faso. The programs have been developed primarily by international or national NGOs, within a supportive policy space provided by the national government. They aim to respond to the widely recognized inadequacy of the French-language ecoles classiques to provide a meaningful primary education experience for most Burkinabe children. One of the values which these programs all espouse is support for the lived realities of Burkinabe communities, particularly the communities that are least well served by the traditional school system. This value is reflected in, among other things, the use of the learner's mother tongue as a gateway to effective learning. However the influence of the French-dominated educational system is evident in the curriculum choices made in these programs; clearly, success in that system is a crucial step in navigating one's way past the social and economic gatekeepers of… [Direct]

Dali, Mohd Hasani; Ghazali, Mohd Izam; Shaari, Abdull Shukur; Yusoff, Nuraini (2012). Instilling Literacy through Developmental Module Approach (DMA) Towards Orang Asli Pupils in Malaysia. Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012). Development of module has great impact on literacy today. This paper highlights the challenges and experiences of the researchers in an academic institution where the research project which initially began as part of an academic research initiative expanded to helping a marginalized community in need. Literacy pedagogy has to be relevant to the needs of the pupils who come from diverse contexts. As such there is a need for a method and module to design an appropriate pedagogy to improve literacy among these pupils. In this paper, we share the conception of instilling literacy by utilizing the Developmental Module Approach (DMA), an example of a systematic approach in improving literacy among a group of indigenous pupils specifically the Semai community from Terisu in Cameroon Highland, Pahang. In contrast, Malay Language is used as a medium in teaching across schools in Malaysia including elementary school of Orang Asli and a more significant second language use in the classroom by… [PDF]

Airini; Curtis, Elana; Townsend, Sonia (2012). Improving Indigenous and Ethnic Minority Student Success in Foundation Health Study. Teaching in Higher Education, v17 n5 p589-602. This study investigates what teaching practices in the "non-lecture context of a foundation programme" help or hinder Maori and Pasifika students' success in a New Zealand university. This two-year qualitative project used Kaupapa Maori and Pasifika Research (KM/PR) methodologies conducted in three phases: (1) needs analysis, (2) intervention and (3) evaluation. Twenty-eight Maori or Pasifika students were interviewed using the Critical Incident Technique identifying 798 incidents grouped into four themes for institutional development: (I) use effective practices for teaching and learning, (II) grow independent learners, (III) support the empowerment of the learner and (IV) harness the positive cohort effect. Initially, students reported that intensive support provided by the foundation programme was not preparing students well for success in degree-level study. Following interventions of institutionally-led changes, students reported better preparation for ongoing study…. [Direct]

Aikenhead, Glen S.; Lee, Huei; Yen, Chiung-Fen (2012). Indigenous Elementary Students' Science Instruction in Taiwan: Indigenous Knowledge and Western Science. Research in Science Education, v42 n6 p1183-1199 Dec. This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students' non-Indigenous teacher played a central role in developing a science module "Measuring Time" that combined Amis knowledge and Western science knowledge. The study identified two "cultural" worldview perspectives on time; for example, the place-based cyclical time held by the Amis, and the universal rectilinear time presupposed by scientists. Students' pre-instructional fragmented concepts from both knowledge systems became more informed and refined through their engagement in "Measuring Time". Students' increased interest and pride in their Amis culture were noted…. [Direct]

Johnston, Patricia Maringi G. (2010). Towards Culturally Appropriate Assessment? A Contribution to the Debates. Higher Education Quarterly, v64 n3 p231-245 Jul. Culturally appropriate assessment in higher educational is premised on factors that do not benefit minority groups, because they have no control over the processes governing such factors. Significantly, practices to account for students from different ethnic/minority/indigenous backgrounds are the inclusion of elements like their language, knowledge and culture into the curriculum. However, assessment procedures are often seen to be \a-cultural\, but are political activities that benefit the interests of some groups over others, as \a-cultural\ approaches tend to be bound within the cultural capital of the dominant group. This article examines the international discussions relating to culturally appropriate assessment through generic themes, assessment practices, cultural inclusions and cultural appropriateness. It argues that there are two distinct approaches to addressing inclusion: \centric\ and \friendly\, respectively, that result in different priorities and outcomes. Assessment… [Direct]

Cherubini, Lorenzo (2012). Implications of Discourse: A Trilogy of Educational Policy. Alberta Journal of Educational Research, v58 n1 p160-164 Spr. The learning ministries in Ontario have made a concerted effort to underscore Aboriginal learners' needs and preferences in publicly-funded and assisted schools and training services throughout the province. Through a trilogy of policy documents, the Ontario Ministry of Education (OME) and the Ministry of Training, Colleges and Universities (MTCU) have addressed expanded definitions of learning and sought to unfold the socio-cultural and epistemic values related to Aboriginal student and community worldviews. The policies in many respects represent a poised effort on the part of the learning ministries to improve educators' awareness of culturally-responsive pedagogy, as well as to bring Aboriginal peoples' socio-historical traditions to the fore. While the policy initiatives by Ontario's learning ministries undoubtedly represent a collective attention to Aboriginal learners, the author's line of inquiry is revealing some noteworthy initial findings that are deserving of further… [Direct]

Dei, George J. Sefa (2013). Africentric Schooling: What Next?. International Journal for Talent Development and Creativity, v1 n2 p119-127 Dec. This article introduces the idea of Africentric schools to the Toronto School Board as a counter alternative to promote the idea of including the myriad identities of students in the learning process. The sociological and philosophical tenets of Africentric schooling are presented under the headings of: The Afrocentric Idea; Groundedness in the Community; Social Identities; Spirituality in Learning; and Racial Solidarity is not a Guarantor of Success. In conclusion the discussion highlights courses of action in moving forward to consider ways to strengthen Canadian schooling…. [PDF]

Froese-Germain, Bernie; Riel, Rick; Theoret, Pauline (2013). Human Rights Education in Canada: Results from a CTF Teacher Survey. Canadian Teachers' Federation (NJ1) The United Nations has placed a high priority on human rights education. Building on the foundation laid by the UN Decade for Human Rights Education (1995-2004), the UN General Assembly launched the World Programme for Human Rights Education in December 2004 "as a global initiative, structured in consecutive phases, to advance the implementation of human rights education in all sectors." The first phase of the programme (2005-2009) focused on integrating human rights education into elementary and secondary school systems. The second phase (2010-2014) focuses on integrating human rights education in the higher education system as well as training for civil servants, law enforcement officials and military personnel. As part of the Canadian Defenders for Human Rights initiative, the Canadian Teacher's Federation (CTF) conducted an online survey of teachers in February 2013 to obtain their perspectives on human rights education in Canadian schools. The survey sought out… [PDF]

Walter, Pierre (2009). Local Knowledge and Adult Learning in Environmental Adult Education: Community-Based Ecotourism in Southern Thailand. International Journal of Lifelong Education, v28 n4 p513-532 Jul. This paper examines how local knowledge is employed in environmental adult education in a community-based ecotourism project in an island community in southern Thailand. The study is based on field research and analysis of project websites, media reports and documents. Situated at the intersection of global tourism and a local Thai-Malay Muslim fishing community, the ecotourism project functions as an alternative tourism development model challenging dominant practices of mass tourism. In the project, tourists stay as guests in local homes, and learn firsthand from family and community ecotourism guides. The informal ecotourism "curriculum" for tourists centres on local knowledge of tidal and marine ecosystems, environmental conservation efforts, local culture, and traditional livelihood activities. Tourists learn experientially to understand and appreciate this local knowledge, and in the process, contribute to the sustenance of the community, to the preservation of… [Direct]

Bazna, Maysaa (2009). Silencing the Center: Local Knowledge and Imported Model in Learning Disabilities. Globalisation, Societies and Education, v7 n3 p275-287 Sep. This qualitative study investigates the interaction between local and imported knowledges in a specific case of transnational importation; the whole-sale importation of the American medical learning disabilities (LDs) model in Kuwait. A discourse analysis of the narratives of local educators at the only school for LDs in the country reveals a belief in the value of the imported model over their personal, experiential and cultural knowledge in the education of students identified with LDs. I conclude that importation needs to be a conscious act or the result would be the total loss of local culture…. [Direct]

Olise, Festus Prosper (2013). ICTs and Indigenous Languages as Agents for the Actualization of Millennium Development Goals in Nigeria. International Journal of Information and Communication Technology Education, v9 n2 Article 7 p79-87. This paper advocates for the use of Information and Communication Technologies (ICTs) and indigenous languages for the actualization of Millennium Development Goals (MDGs) in Nigeria because both tools are capable of transforming the rural and urban populace. It explores the MDGs so as to unravel the ways ICTs and indigenous languages can facilitate the speedy actualization of MDGs in Nigeria, a country with peculiar cultural heritage and with over 750 indigenous languages. It also analyzes some of the contending constraints confronting Nigeria from actualizing MDGs such as corruption, extreme poverty, lack of attention to indigenous languages, high cost of ICTs which are products of bad leadership. The effective use of Nigeria's different indigenous languages and ICTs, it maintains, remains the most effective way towards educating Nigerians and achieving the MDGs in Nigeria come 2015…. [Direct]

Banerjee, Atrayee; Chowdhury, Madhurima (2013). Right to Education of Scheduled Tribe: An Indian Perspective. International Journal of Educational Administration and Policy Studies, v5 n7 p128-134 Nov. Education seeks to unfold the latent qualities of a person, thereby giving full development to the individual. As such, it has been described as the act or art of developing, or creating, cultivating the various physical intellectual, aesthetic and moral faculties of the individual. Scheduled Tribe has a history of social and economic deprivation, and the underlying causes of their educational marginalization are also strikingly distinct. About 87 percent of the main workers from these communities were engaged in primary sector activities. The literacy rate of Scheduled Tribes is around 47 percent, as against the national average of 74.04 percent. More than three-quarters of Scheduled Tribes women are non-literate. Not surprisingly, the cumulative effect has been that the proportion of Scheduled Tribes below the poverty line is substantially higher than the national average. The study intends to explore the state of education and the awareness of the disadvantaged groups towards… [PDF]

Bruguier, Leonard R.; Greathouse Amador, Louise M. (2012). New Educational Environments Aimed at Developing Intercultural Understanding while Reinforcing the Use of English in Experience-Based Learning (Nuevos entornos educativos destinados a desarrollar la comprensi√≥n intercultural y a reforzar el uso del ingl√©s mediante el aprendizaje basado en experiencias). PROFILE: Issues in Teachers' Professional Development, v14 n2 p195-211 Oct. New learning environments with communication and information tools are increasingly accessible with technology playing a crucial role in expanding and reconceptualizing student learning experiences. This paper reviews the outcome of an innovative course offered by four universities in three countries: Canada, the United States, and Mexico. Course objectives focused on broadening the understanding of indigenous and non-indigenous peoples primarily in relation to identity as it encouraged students to reflect on their own identity while improving their English skills in an interactive and experiential manner and thus enhancing their intercultural competence…. [PDF]

Lowan, Greg (2011). Ecological Metissage: Exploring the Third Space in Outdoor and Environmental Education. Pathways: The Ontario Journal of Outdoor Education, v23 n2 p10-15 Win. Metis scholar Catherine Richardson introduced the concept of the "Third Space" as the existentially blended territory of a Metis mentality. She compared this to the "First Space" of the dominant Euro-Canadian society and the "Second Space" of colonially subjugated Aboriginal peoples. However, during a recent conference presentation, one audience member astutely pointed out that the First Space on Turtle Island was, in fact, Aboriginal, followed by the European Second Space, which resulted in the Third Space of the Metis. The Third Space is a place where Western, Aboriginal, and other cultural beliefs, philosophies, values, and knowledge intersect, cohabit, and intermingle. Concepts such as the Third Space, healing the split head, Two-Eyed Seeing, and metis provide a compelling theoretical basis for exploring intercultural environmental ethics and education. The author uses the term "ecological metissage" to collectively describe these concepts…. [PDF]

Lee, Lena; Misco, Thomas (2012). Multiple & Overlapping Identities: The Case of Guam. Multicultural Education, v20 n1 p23-32 Fall. Schools in Guam function to Americanize immigrants by adjusting different sociocultural values to American mainstream beliefs and practices which are considered norms, such as the matters of hygiene, manners, and farming and food preparation process. However, the educators in this study manifested their different ways of understanding and an empathy for new immigrant children and identifying who they are. Due to the unique Guamanian circumstance of multiple, mixed, and complicated identity formation, they must deal with a triple standard not only for themselves but also their students, including reviving Guam's native culture of Chamorro, embracing the different cultures from new immigrants, and incorporating them into American mainland's educational practices and culture at the same time. Due to the unique Guamanian circumstance of multiple, mixed, and complicated identity formation, they must deal with a triple standard not only for themselves but also their students, including… [PDF]

Rossiter, Penelope (2012). Cultural Studies, Pedagogy, and Response-Ability. Review of Education, Pedagogy & Cultural Studies, v34 n1-2 p61-70. A few years ago, in a tutorial in an advanced level undergraduate subject that she teaches–"Emotions, Culture and Community"–the author was a witness and participant in a pedagogical event that moved and provoked the class: It incited response-ability. This article is about that event, the meaning of response-ability, and the window that it opens onto the larger question of what it means to teach into a cultural studies program in an Australian university today. With the increasing corporatization of universities, and the associated emphasis on measurable outcomes, one may too easily lose sight of the immeasurable value of cultural studies and its place in advancing the immeasurable qualities of university study. The pedagogical event illustrates a movement toward, and dwelling with, immeasurability. This article begins with a discussion of responsibility and some of the different ways that the concept is understood and utilized in debates about democracy, difference, and… [Direct]

(2015). Ministry of Education 2014/15 Annual Service Plan Report. British Columbia Ministry of Education This Annual Service Plan Report provides data and discusses the results related to measures in the Ministry of Education 2014/15-2016/17 Service Plan. The Ministry of Education operates in accordance with the Taxpayer Accountability Principles. Work within the Ministry is driven by the Minister's Mandate letter, aligning both with government's strategic mandate and the Ministry's goals, objectives, and strategies. Comparing performance against the principles and results helps to inform strategic decision making at the Minister level. Each year the Ministry is provided with key priorities that are outlined in the Minister's Mandate Letter from the Premier. The 2013 mandate letter informed the planning process for the 2014/15 Service Plan, and the Ministry of Education has made significant accomplishment in regards to the various priorities over the 2014/15 fiscal year. This year's report is divided into the following sections: (1) Minister's Message and Accountability Statement; (2)… [PDF]