A Ministry-level census examined the inclusion of sustainability in curriculum frameworks as well as governance, curriculum, operations, research, and community engagement documents from all 13 provincial/territorial ministries of education.
The following spreadsheet identifies the census results by province.
*Sustainability-specific policy refers to high-level Ministry documents that were identified as a) pertaining to primary or secondary education (but excluding, for example, grade-specific curricula), and b) focusing on environmental sustainability at a minimum (excluding, for example, documents that referred only to economic sustainability or program sustainability). Several provincial ministries produced more than one high-level document in a given domain (e.g., multiple high-level sustainability documents in the curriculum domain); and in these cases, all were included in the analysis.
**Sustainability Competency refers to the inclusion of one or more sustainability-related competencies within a cross-curricular competency framework (also termed “Essential Graduation Learnings” or “Broad Areas of Learning”). The titles of the cross-curricular competency frameworks are listed in Column “J.”
Sustainability in Canadian
|Research Brief: |
Sustainability in Canadian K-12 Education