Trust in Education
The Trust in Education series explored our level of trust in the education system to produce young people who can go to work, function in society, and be critical thinkers.
PART 1: Is our Education System Doing what it's Supposed to? Does it Educate Students To Do, To Be and To Know?
Tuesday, February 10, 7:00 pm
In the first part of this lecture series, Mr. Paul Cappon provides a three pronged response to the given questions. Firstly, trust in education must be measured with regard to the performance of schools but also more broadly with respect to society's success in promoting opportunities for continuous learning. Secondly, accountability and transparency will improve and promote trust regardless of the level of performance of education systems at any particular point in time. Accountability and transparency do not emerge spontaneously; they must be nurtured. We must create the conditions, voices, bodies that support them. And lastly, The challenge of learning is much broader than school systems and much deeper than the provision of formal education. It involves the partly unconscious, but mainly conscious and planned adaptation of a geographical and economic entity to a knowledge society.
Mr. Cappon goes further to say that the three principal weaknesses of Canadian learning systems [are]: early childhood learning, workplace education and training, and community learning resources/community-based learning as a result of urban development. The prestige of the teacher may have waned but "the education ethic" in Canada persists. He concluded that critical thinking and the subsequent search for truth, especially on the part of younger Canadians, has been supplanted by a tendency to give merit to any and all opinions regardless of their founding in fact or knowledge.
Speaker: Paul Cappon, President & CEO Canadian Council on Learning
Wednesday, March 11, 7:00 pm
In part two of this series, Sir John Daniel addresses the success and failure of the global campaign for education for all, and asked: What Now?
Tracing a centuries-long journey that went from Adam Smith to the UN Declaration of Human Rights to Nobel Prize-winning economist Amartya Sen, Sir John Daniel argues the concept that development is "a process of expanding the real freedoms that people enjoy". Freedom is the measure of development, and free people are the drivers of development," explained Daniel. "Considering development as freedom makes education a component of development as well as a means for promoting it. Education fosters some freedoms directly and, since freedoms strengthen each other, it has a knock-on effect that promotes development generally."
Speaker: Sir John Daniel, President & CEO Commonwealth of Learning
Part 3: High School Debate: Is Our Education System Doing What it's Supposed To? Does the Nova Scotia Education System Prepare Students To Do, To Be and To Know?
Thursday, March 26, 7-9pm
Debate Teams: Sacred Heart School of Halifax (Girls), Sacred Heart School of Halifax (Boys), Halifax Grammar School, Halifax West High School, Citadel High School, C. P. Allen High School
Thursday, April 16, 7:00 pm
Dr. Shapiro will approach the question of quality initially in a conceptual way. He will argue that to talk about quality we need to define the objectives of education, having to do with the intellectual and moral autonomy of the individual and basic preconditions. Then we can consider which of these objectives schools might be responsible for and which might involve other players/partners. He will address entirely new moral questions that arise as a result of new developments in neuroscience. This presentation will lead into a panel discussion questioning what contributes to quality and how we measure quality at the level of the school, the teacher, and the student.
Keynote: Dr. Bernard J. Shapiro, Former Federal Ethics Commissioner, Former Principal and Vice-Chancellor, McGill University
CCEPA is a joint initiative of The Atlantic School of Theology and Saint Mary's University .
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