a) Faculties of Education (50 in all) in Universities in 10 provinces and territories (See OISE website for details http://leo.oise.utoronto.ca -   

b) Pedagogical days (about 20 per school year). Professional training provision to have a replacement at the expense of the board (paid leave for the teacher and substitute teacher paid.  Professional development is encouraged. Opportunities to return school for a year is also a provision in the teachers' contract.

2. Which institutions are responsible for ensuring the quality and effectiveness in your country in (a) pre-service teacher training and (b) in-service teacher training/professional development?

a) University Faculties of Education (Independent Commission set up by government  to study education system in Quebec - Monseigneur Parent Commission - 1960 law came into force setting up the Ministry of Education

b) Schools and  School Board s  (agreements with  Quebec Human Rights Commission,  broader community of stakeholders  in  medical  profession and law enforcement for specific training)

3. Which institutions are responsible for policies in your country/region of (a) pre-service teacher training and (b) in-service teacher training/professional development?

Ministries of Education  in each province 

 4.  What studies or evaluations have been completed in your country/region for (a) pre-service teacher training and (b) in-service teacher training/ professional development? 

1. Broad report on the education system in Canada "Quality Education for All Young People:Challenges, Trends and Priorities" prepared by the Council of Ministers of Canada for the 47th session on the UNESCO International Conference on Education, Geneva, Sept. 8-1, 2004 (www.cmec.ca/international/unesco/ice47.en.stm)
   
2. “The Global Classroom: Appraisal and Perspectives on Education for International Understanding” CANADIAN REPORT
   
   In response to the International Survey in Preparation for the Forty-Fourth Session of the International Conference on Education Geneva, October 3-8, 1994
   
   http://www.cmec.ca/international/globaled-en.stm#results
   
3. http://www.cmec.ca/international/unesco/pax.en.pdf This report dates back to 1994 and contain info on HRE in Canada. The report mentioned in #2
   
   Ministries of Education are in the process of major reforms in the systems so we would have to check the websites of each provincial ministry of education to get details.

5. What effective practices exist in your country/region for (a) pre- service teacher training and (b) in-service teacher training/ professional development?

a )  The program for teacher training was increased by 1 year  (from a 3-year University program after 2 years of college to a 4-year university program),  more   praticuum  added from 1 year to 2 years   

  b) in hands of school board and individual schools ;  Teachers can suggest they need training in certain subject areas

6.  What ways have institutions in your country/region used to monitor, be accountable and/or measure effectiveness of (a) pre-service teacher training and (b) in-service teacher training/ professional development?

a)  Teachers are evaluated by supervising teachers (class you take over when you do your student teaching-  practicuum ) b) once in service, the school principal evaluates  teachers' performance through classroom observation. However, principals have less and less time given the  extra administrative workload

7.  What strengths exist in your country/region for including human rights education into (a) pre-service teacher training and (b) in- service teacher training/ professional development?

a) Multiculturalism  course is part of the teacher training program  in Montreal -  e.g.,  McGill  University , in Toronto OISE -) other urban Centers?  b) In Quebec the curriculum reform has included human rights related competencies in the new program. The Education Act for Quebec included an article under Teacher Obligations which states:  22.3  A teacher shall take the appropriate means to foster respect for human rights in his students

Provincial Human Rights commissions have a mandate to provide HRE in schools, but it has to be at the request of the schools. In Quebec, again, content of the English language arts program is let to the discretion of the School Boards and individual schools. Ministry sets general objectives. Teachers have used this program to talk about racial discrimination and other rights related issues.

8. What weaknesses exist in your country/region for (a) pre-service teacher training and (b) in-service teacher training/ professional development?

a)  No national policy - every province can set its own standards. little or no  human rights training  for teachers  b) not enough time -  e.g.,  only one person goes on training for  human rights - no time to share learning and implement training -  The principal  is the team leader and he/she makes decisions  about training.  

 9.  What opportunities are there in your country/region for human rights education in (a) pre-service teacher training and (b) in-service teacher training/ professional development?

a) Universities  are open however resources are lacking            b) personal contacts with the schools, governing boards parents/community rep representatives 

10.  What are threats/obstacles exist in your country/region for human rights education in (a) pre-service teacher training and (b) in- service teacher training/ professional development?

a) lack of knowledge, hesitance to change , conservative institutions    b) demotivated workforce , average age 50 , wanting to retire but not retiring