Agreement
WESTERN CANADIAN PROTOCOL FOR COLLABORATION IN BASIC EDUCATION(KINDERGARTEN TO GRADE 12)
AMONG
The Government of Manitoba as represented by the Minister of Education and Training (hereinafter referred to as "Manitoba")
AND
The Government of Saskatchewan as represented by the Minister of Learning (hereinafter referred to as "Saskatchewan")AND
The Government of British Columbia as represented by the Minister of Education (hereinafter referred to as "British Columbia")AND
The Government of Yukon Territory as represented by the Minister of Education (hereinafter referred to as "Yukon Territory")AND
The Government of Northwest Territories as represented by the Minister of Education, Culture and Employment (hereinafter referred to as "NorthwestTerritories")AND
The Government of Alberta as represented by the Minister of Learning (hereinafter referred to as "Alberta")1993
AND
The Government of Nunavut as represented by the Minister of Education (hereinafter referred to as "Nunavut")2000
Preamble
In Canada, provincial responsibility for education was established at confederation to recognize regional differences and to place a high value on developing and adapting policies responsive to local needs and conditions, and administration of programs at the local level.
However, Canadians also have common expectations of education where a collaborative approach is both appropriate and desirable. In this regard, we, the ministers of education of the western provinces and territories, unanimously declare our renewed commitment to leadership in education through collaboration in basic education programs and services. Our central objective is to provide quality education for all students from kindergarten to grade 12.
In acknowledging our responsibility for leadership in basic education, we fully recognize the role to be played by others including students, teachers, parents, trustees, professional organizations, interest groups and individual citizens.
1. Protocol
WHEREAS the ministers of education of British Columbia, Alberta, Saskatchewan, Manitoba, the Northwest Territories and the Yukon unanimously agree to collaborate in basic education; and
WHEREAS, the ministers of education (the parties):
- share many common educational goals and acknowledge the task of ensuring greater harmonization of ways to achieve them
- want to have high standards in basic education
- want to have in place an array of educational opportunities in basic education and want to remove obstacles to their accessibility for any individual learner; and
WHEREAS, there is concern for making optimum use of limited educational resources;
THEREFORE, the parties agree as follows:
1.0 - to cooperate on matters relating to the basic education for students from kindergarten to grade 12.
1.1 - to identify means by which the parties can significantly enhance current efforts to work together in the following areas:
- curriculum in the English language
- curriculum in the French language
- curriculum in languages other than English or French
- distance learning and technology
- special education
- student assessment and standards of student performance
- aboriginal (Native) education, including teacher education
- teacher preparation and certification
1.2 - to explore future possibilities for cooperation among the parties
1.3 - to identify and support means by which the parties and their educational institutes and agencies may foster high quality initiatives in the above areas through the combined efforts of the parties, the institutes and their agencies
1.4 - to encourage the establishment of means for exchanging information electronically and in other ways among the parties, their educational institutes and agencies
1.5 - to encourage and support the spirit and intent of this Protocol.
2.0 Operations and Procedures
2.1 - Working groups will be established as set out in the attached Schedule A, comprised of representatives of each party to this Agreement, responsible for:
a) developing the operational procedures required to give effect to the provisions of the Protocol, and
b) proposing specific projects or initiatives that are approved by the parties.
2.2 - The lead parties, identified in Schedule A, will be responsible for establishing and coordinating the working groups. Each party will decide if it wants to participate in a working group.
2.3 - Priority will be given to projects and initiatives that meet the needs of the six parties. Each party will decide if it wants to participate in a particular project.
2.4 - Work on projects and initiatives will be by consensus among the parties.
2.5 - Human and financial resources and responsibility for a given project will be determined by the participating parties with the advice of the working groups.
2.6 - Responsibility for directing a project will be determined by the parties, providing that the designated party is willing to accept the assignment. If possible, projects will be assigned to each party in turn.
2.7 - Resources, expertise, and organizations from western Canada and the territories will be given first consideration in performing all project work, but consideration also will be given to the use of resources, expertise and organizations elsewhere in Canada.
2.8 - The deputy ministers of the participating parties will approve each project plan and will resolve problems that may arise in the implementation of a project plan.
2.9 - A party may terminate its participation in this Protocol by giving three hundred sixty-five (365) days written notice to all other parties of its intention to do so.
2.10 - This Protocol may be executed in any number of counterparts. Each executed counterpart shall be deemed to be an original all executed counterparts taken together shall constitute one agreement.
This is Schedule "A" of the Western Canadian Protocol for Collaboration in Basic Education dated ____ day of _____________ , 1993, and shall be considered part of that Protocol.
WORKING GROUPS TERMS OF REFERENCE
Working groups, comprised of representatives of each party to this Agreement, will be set up in the following areas to carry out the provisions of this Protocol:
1. Curriculum in the English language, including but not limited to:
1.1 selection of learning and teaching resources
1.2 common essential learnings
1.3 mathematics K-12 pilot curriculum
Lead parties:
- Manitoba
- Alberta and Northwest Territories (Item 1.3)
2. Curriculum in the French language
Lead party:
- Manitoba
3. Curriculum in languages other than English or French
Lead parties:
- Saskatchewan and Alberta
4. Distance learning and technology
Lead party:
- Alberta
5. Special education
Lead party:
- Saskatchewan
6. Student assessment and standards of student performance
Lead party:
- British Columbia
7. Aboriginal (Native) education, including aboriginal teacher education
Lead parties:
- Manitoba, Saskatchewan and Northwest Territories.
8. Teacher preparation and certification
Lead parties:
- Manitoba and Yukon
The working groups will:
1. Provide a comprehensive focus on the above areas of basic education for departments of education in western Canada and the territories. The comprehensive nature of this role is especially vital to complement other mechanisms for collaboration on an interprovincial/territorial basis, such as the Council of Ministers of Education Canada (CMEC).
2. Provide specific mechanisms for educational institutions and agencies to consult and cooperate on matters affecting the above areas of basic education.
3. Develop the operational procedures required to give effect to the provisions of the Protocol including identifying lead party(ies) for specific projects.
4. Propose specific project plans that are approved by the deputy ministers of the participating parties.
5. Recommend new areas for cooperation among the parties.
6. Consider both Formal and Interest topics consistent with the intent of the Protocol.
- Formal topics refer to those of immediate significance which require formal recommendation to the deputy ministers of education of the western provinces and territories.
- Interest topics refer to developments which are of current interest and potentially have implications for basic education.