Ottawa, Ontario – A new report released today has intensified the ongoing debate about the quality of education in Canada, revealing that Canadian students are scoring lower on international evaluations. Research indicates a slow decline in Canada’s education quality over the past few years, with the latest mathematics scores from an International Association for the Evaluation of Educational Achievement (IEA) test from last year placing Canada at 32nd out of 64 participating countries. While Canada still ranks among the top ten in the 2022 Programme for International Student Assessment (PISA) survey (assessing 15-year-olds in mathematics, reading, and science), the country’s national trends have consistently declined since the survey’s inception.
Experts point to several key issues. John Richards, a social policy and education expert, highlighted a decline in all three subjects relative to initial benchmarks. The concept of “summer learning loss” is also gaining traction, with some provinces and educational institutions considering year-round school schedules to maximize learning opportunities. Todd Cunningham, a clinical and school psychologist, suggested that while year-round schooling can be beneficial, children can also retain information effectively after long breaks if they have adequate learning opportunities and supportive home environments. Both experts emphasized the need for better training and support for teachers, along with a shift in their knowledge base to align with evidence-based best practices for literacy and numeracy. They stressed that no single solution will reverse the decline, pointing to systemic factors like teachers’ unions and provincial budgets.
Ontario’s Postsecondary Funding Crisis: In Ontario, the Ontario Confederation of University Faculty Associations (OCUFA) today challenged the provincial government’s narrative on the postsecondary funding crisis, despite a new announcement of $55.8 million to expand teaching training seats. While OCUFA welcomed the investment (aimed at training up to 2,600 new teachers by 2027, prioritizing accelerated programs, French and technological education, and seats in northern, rural, Indigenous, and remote regions), they assert that it “only scratches the surface” of the deep-seated financial issues facing Ontario’s public universities.
OCUFA President Nigmendra Narain stated that the financial struggles are not new, attributing them to “chronic underfunding” over decades, which has consistently placed Ontario last in Canada for per-student funding. They expressed disappointment that the Ontario government is downplaying its own responsibility and solely blaming federal changes to international student permit caps. OCUFA is concerned about program closures, enrollment pauses, increasing precarity among faculty, and challenges in funding promising talent. They argued that undergraduate programs, which feed into teacher’s colleges, are underfunded and facing cuts, impacting the academic preparation of future teachers. OCUFA estimates that Ontario needs an immediate investment of at least $2.78 billion to simply reach Canada’s national per-student funding average, potentially more given declining international student enrollment. They welcomed Minister Nolan Quinn’s review of postsecondary funding delivery but called for “meaningful consultation” with university faculty and academic librarians.
National Indigenous Peoples Day and Education: Today, on National Indigenous Peoples Day, Prime Minister Mark Carney issued a statement reaffirming the government’s commitment to working “in full partnership with Indigenous Peoples” to advance shared priorities, including education. He reiterated the government’s resolve to move forward on the Truth and Reconciliation Commission’s Calls to Action and the implementation of the United Nations Declaration on the Rights of Indigenous Peoples Act, stressing that supporting Indigenous communities and advancing self-determination are central to reconciliation.