Context

In 2000, Canada turned in one of the strongest records of student achievement in the world on the OECD’s Programme for International Student Assessment (PISA)—results further distinguished by the lack of large disparities in student scores across ethnicity, race, and immigration and socioeconomic status. Although Canada’s performance has declined since then and gaps between student groups have widened, it remained in the top tier in all three tested subjects in 2022 and continues to demonstrate high levels of equity among students compared to other jurisdictions.

Canada and the United States have some similarities, yet Canadian students consistently outperform U.S. students. This success is notable given conditions often assumed to hinder high and equitable achievement: a very high immigration rate—nearly one in four Canadians is an immigrant—and the absence of centralized educational authority. Canada has no federal ministry of education; instead, responsibility rests with its ten provinces and three territories, each operating its own system. Despite this decentralization and variation in teacher preparation across jurisdictions, Canada has built a consistently high-quality teaching workforce nationwide. This strength has been reinforced by a robust social safety net, including universally funded health care, which provides families with a stable foundation that supports student learning.

A major focus of the federal government as well as the provinces and territories in recent years has been to ensure equitable access in the education system for Indigenous populations who have historically lacked the same educational opportunities as other Canadians. Canada formed a Truth and Reconciliation Commission (TRC) in 2008 to inform the country about the history of Indigenous peoples in the country and document the history of residential schools. Based on recommendations of the TRC and the settlement of a separate lawsuit about discriminatory practices in the child welfare system, Canada has created a new federal agency to fund services and supports, including education, for Indigenous populations and significantly reformed the child welfare system for First Nations children.

This profile highlights the education systems of two of Canada’s most populous and top-performing provinces: Ontario and British Columbia.

Ontario

Ontario educates almost 40 percent of Canada’s 5.8 million students and has one of Canada’s most diverse populations. Immigrants make up nearly 30 percent of the province’s population. On the 2022 PISA, 15-year-old students in Ontario performed on par with the Canadian average in mathematics, reading, and science. It continued to show strong equity in achievement between immigrant and non-immigrant students across all three subjects on that assessment as well.

Ontario’s commitment to excellence for all students is longstanding. Since 2000, it has focused on improving literacy and numeracy across the province, as well as reducing the high school dropout rate by engaging students in experiential learning and career-focused programs. It also developed a provincial framework for leadership development, organized a system of ongoing training and qualifications for both teachers and school leaders, and revamped teacher education, lengthening the training and practicum periods and cutting program openings in an effort to increase the quality of teachers and reduce oversupply.

In the last decade, Ontario’s focus has continued to be on equity of opportunity for all students. It eliminated tracking in its 9th and 10th grade curriculum and also updated curricula to prioritize core skills and to tie it more closely to broad skills needed in a changing labor market. It has expanded the focus in high school on STEM, digital literacy, and career training options as well as life skills such as financial literacy and home economics. Ontario has also increased funding for postsecondary institutions to expand programming in high-need industries and in areas of the province with labor shortages. It also introduced a new microcredential system to facilitate upskilling among adults.

British Columbia

British Columbia educates about 14 percent of Canada’s population and is known for its linguistic and cultural diversity. First- or second-generation immigrants make up roughly 42 percent of its student population. Like Ontario, British Columbia has performed well on PISA since 2000. The 2022 results showed stable performance in reading and science compared to 2018, avoiding the pandemic declines seen in many other provinces. Mathematics scores declined, however, and showed a widening gap between high and low performers. British Columbia’s 2022 scores also remained notably equitable, with socioeconomic and immigrant status showing much less impact on scores than in most OECD jurisdictions.

British Columbia’s Education Ministry revised its full curriculum in 2016-2019, aiming to better prepare students for the challenges of a fast-changing workplace and society. The Ministry solicited input from a broad range of interest groups, including teachers, parents, and business leaders. The new curriculum pared down key content and introduced new cross-curriculum core competencies, embedding communication, thinking, and personal and social core competencies across subjects. It also revamped its provincial assessments to align with the content and goals of the new curriculum. British Columbia, like Ontario, has established a framework for microcredentials to support a coordinated and consistent approach to programming that addresses current and emerging skills gaps across the labor market.

In 2023, British Columbia launched a K-12 Workforce Plan to support the training, recruitment, and retention of K-12 staff. The Plan supported initiatives to design more flexible certification pathways, expand existing teacher training programs, launch the Teacher Mentorship Pilot Program, and create professional learning initiatives such as communities of practice and learning networks.

Quick Facts

Roles and Responsibilities

Canada has no federal Ministry of Education. Primary and secondary education are the responsibility of each province and territory. The Canada-wide Council of Ministers of Education (CMEC) serves as a forum for provincial Ministers of Education to study the systems of other provinces. An important exception to Canada’s provincial model is education for Indigenous groups, over which the federal government has primary authority. This includes full federal funding for schools on reserves as well as programs to promote access to and success for Indigenous students attending provincial schools. The federal government also works with provinces and territories on early learning and child care, funds student aid for postsecondary education, and plays a key role in both workforce training and higher education. The Secretariat on Early Learning and Child Care, the Employment and Social Development Department, and Indigenous Services Canada are key federal agencies that oversee education work.

Each province and territory has its own Ministry of Education; the provincial premiers generally appoint a member of the legislative assembly to serve as Minister. These provincial Ministries set academic standards; determine curricula; allocate funding for schools; and manage the teacher certification process. Locally elected school boards typically oversee individual school districts, working in conjunction with the provincial government. School boards are responsible for all major hiring and personnel decisions, from the chief superintendent to teachers. They also set annual budgets and oversee new programs and policies. Some provinces, including British Columbia, Quebec, Alberta, and Ontario, provide public funding to a sizable sector of independent schools, including longstanding funding for Catholic schools.

Ontario

Ontario’s Ministry of Education oversees child care and early childhood education through secondary schools. The Ministry develops and publishes curricula, sets provincial assessment and reporting standards, and establishes policies for the entire system. The Ministry also provides funding for school infrastructure and works to ensure all learners develop the necessary skills and knowledge to succeed. The independent Evaluation, Quality, and Accountability Office (EQAO) oversees provincial testing and reports to the Minister of Education to help inform the Ministry about student progress. The teacher-led College of Ontario Teachers sets teacher standards, accredits teacher education programs, licenses teachers, and offers a set of professional qualifications teachers can earn following placement.

The Ministry of Colleges, Universities, Research Excellence and Security oversees postsecondary and higher education. It develops policy for and accredits universities, registers both public and private colleges, distributes funding to public institutions, and provides financial assistance to students. The Ontario Universities Council on Quality Assurance is an independent agency responsible for quality assurance.

British Columbia

In British Columbia, child care was folded into the Ministry of Education in 2022, forming the Ministry of Education and Child Care (the Ministry). The Ministry provides funding for child care and preschool and sets strategic direction and provides funding for elementary and secondary schools. The Ministry also develops curricula, administers the provincial assessment program, and ensures quality across the system for elementary and secondary schools. The Ministry’s teacher regulation branch oversees teacher credentialing; the British Columbia Teachers Council, which includes teachers and teacher association representatives, sets teacher standards and accredits teacher preparation programs.

The goal of combining child care and education under one Ministry was to improve access to quality early learning, recognize that the continuum of learning starts in the early years, and create a more seamless system from early care to graduation. Responsibility for child care is now held across two Ministries: The Ministry of Education and Child Care supports access, affordability, and quality through the provision of grants and benefits, while the Ministry of Health is responsible for overseeing the legislation, regulations, and policy that ensure the health and safety standards of child care facilities. While the Ministry of Education and Child Care provides the funding to operate child care centers and preschools, providers remain independent.

The Ministry of Post-Secondary Education and Future Skills (prior to 2024 known as the Ministry of Advanced Education and Skills Training) oversees postsecondary education and skills training, as well as adult education. It accredits institutions and distributes funding to public institutions.

Goal Setting and Planning

The key federal departments and agencies, including Employment and Social Development Canada and the Early Learning and Child Care (ELCC) Secretariat, provide federal funding to supplement provincial investments. In 2021, the federal government committed CAN$30 billion to the ELCC’s five-year strategy to provide parents with affordable and high quality child care for children under six (CAN$10 a day). The federal government has extended its investment for an additional five years.

Ontario

In Ontario, the Prime Minister’s annual budget, developed with input from the province’s various agencies, lays out the provincial priorities. The 2025 budget strategy focuses on investing in schools and other infrastructure across the province to “protect” Ontario in a global economy with increased tariffs. Each of Ontario’s Ministries produces its own annual plan with targets to measure progress. The Ministry of Education’s 2025 plan includes a four-year math recovery strategy, early screening tools for reading and training for educators in using the tools, additional technological and financial literacy requirements for graduation, and expanded mental health supports. The plan by the Ministry of Colleges, Universities, Research Excellence and Security (MCURE) includes expanding degrees at public colleges and creating new three-year applied BA and MA degrees in key areas to help meet labor market demands, expanding virtual learning in postsecondary, and expanding eligibility for postsecondary financial assistance to participants in microcredential programs. MCURE also expands its “Learn and Stay” program, which provides students upfront tuition and expenses in return for a commitment to work in a high-need field for three years. Ontario’s government named a task force in 2025 to develop an AI strategy for the province, including for the education sector.

British Columbia

British Columbia releases a provincial strategy each year along with its annual budget. The 2025 plan includes “helping people train for better jobs as a key priority”; K-12 priorities are more funding for teachers and support staff and capital improvement. Provincial Ministries develop two-year strategies laying out their priorities: the 2026-28 plan by the Ministry of Education and Child Care lays out strategies to improve early literacy and supports for older students who are still struggling; strengthen career development and expand dual credit options; build more cross-agency supports for mental health and related services; fund school districts to create and expand school food programs as well as expand online learning. The 2025-27 plan by the Ministry of Post-Secondary Education and Future Skills outlines steps to expand access to current programming and better support programming on high-priority areas, such as health care. In addition, the plan commits to expanding access to education and employment for First Nations, Métis, Inuit, and immigrant learners.

British Columbia’s Ministries have also developed longer-term strategic plans in key areas. For example, the Ministry of Post-Secondary Education and Future Skills released the Post-Secondary Digital Learning Strategy in 2023, which includes strategic priorities for digital learning (policies and processes, system collaboration, and enhancing digital equity), guidelines for technology-enhanced learning, a digital literacy framework, and an ethical educational technology toolkit.

Accountability

The provinces and territories all administer their own assessments of student learning, usually at a specific grade level in elementary, middle, and high school. They also generally require school districts to develop school plans with targets for improvement and to report on progress.

Ontario

In Ontario, elementary and secondary school districts report on student learning using a Student Achievement Plan framework developed by the Ministry in 2024. Districts report on:

• Core skills, as measured by scores on the provincial literacy and math exams taken in 3rd, 6th, and 9th grades;
• Preparation for graduation, as measured by graduation rates, access to dual credit and high school majors, availability of options for accumulating credits needed for graduation, and incentives to take math and science in the 11th and 12th grades;
• Student engagement and wellbeing, as measured by attendance, availability of alternatives to suspension, and efforts to reduce barriers to mental health supports;
• Progress in achieving district-set goals and priorities, as measured by district-set metrics.

The Ontario Universities Council on Quality Assurance approves new degree programs, audits university quality assurance processes every eight years, and ensures adherence to the Ontario Quality Assurance Framework. This framework focuses on student experience, degree value, and the achievement of learning outcomes.

Ontario’s Ministry’s Child Care Quality Assurance and Licensing branch sets provincial standards and licenses programs. Some municipalities use specific quality assessment tools such as Toronto’s Assessment for Quality Improvement (AQI) to evaluate preschools on factors such as programming, learning environment, and staff-child interactions. Parents can access quality ratings, and both municipal- and Ministry-led initiatives support preschools in continuously improving their services.

British Columbia

School districts in British Columbia are required to report annually on student learning outcomes under the Framework for Enhancing Student Learning (FESL). The reporting includes data on provincial literacy and numeracy assessments, graduation and postsecondary transition rates, as well as survey data related to student well-being and experiences in schools. Data are reported for three priority populations: Indigenous students, children and youth in care, and students with disabilities or diverse abilities. Districts may also report on local data, such as attendance, and are required to report on their approach to continuous improvement. The Ministry of Education and Child Care conducts scheduled inspections of independent schools to verify their compliance with program and operations requirements.

Each year, public postsecondary institutions submit Institutional Accountability Plans and Reports to the Ministry of Post-Secondary Education and Future Skills. The reports detail goals and objectives, strategic direction and context, including strategy for meeting government-mandated priorities, and performance results.

Financing

School funding in Canada is primarily a responsibility of provincial and territorial governments. The federal government contributes to the education system in targeted areas including Indigenous education, student aid for postsecondary schooling, national priorities such as digital education, and research and capital building for colleges and universities. For elementary and secondary schools, provinces and territories are estimated to contribute about 75 percent of funding.

Private school funding varies by province. Some provinces provide partial or full public funding to eligible private schools (primarily those with religious affiliation) that meet provincial standards. Quebec only funds private high schools; Ontario only funds Catholic schools; British Columbia provides partial funding for independent schools that meet legislated requirements. Alberta is the only province with charter schools.

In both Ontario and British Columbia, funding relies on both provincial funds and local tax revenue but is distributed centrally; in neither province are local areas allowed to supplement funding.

Ontario

In Ontario, school funding is determined by the Ministry of Education and distributed to school boards through the Grants for Student Needs formula, which allocates funds based on factors like student enrollment, the number of schools, and specific needs. Core Education Funding covers most operating revenue for classroom staffing, learning resources, and facilities, supplemented by special purpose grants for specific needs like special education or nutrition programs and capital for construction and maintenance. School boards then have local flexibility to spend these funds on their students’ needs.

For postsecondary institutions, the government allocates funds on a per-student basis and also provides direct funding for specific programs like STEM initiatives and capital repairs. Recent changes include an increase in base funding and the introduction of new performance-based funding agreements.

British Columbia

British Columbia establishes the amount of grant funding for public education annually and uses a funding formula to allocate these funds to Boards of Education. The allocation formula ensures equity across districts. Boards manage and allocate their allotment based on local priorities. The province also provides capital costs and funding for special programs through supplemental government funds. The province uses two funding formulae for religious and non-religious independent schools: schools are funded at 50 percent if they spend no more per pupil than the provincial average, and at 30 percent if they choose to exceed that average. All provincially funded independent schools have to use the provincial curriculum, administer provincial tests, and meet teacher certification requirements.

British Columbia’s postsecondary funding model provides block grants for operation costs. These grants are supplemented by targeted funding for priorities such as training in high need areas like health care, trades, and technology; Indigenous education; and housing and other student supports. Other allocations are made for capital projects and research. Institutions rely on tuition for a significant percent of their income.

Preparing for Long Life Learning: Preschool to Secondary

Preschool

Preschool is overseen at the provincial level, and arrangements vary across Canada.

Ontario provides free full-day kindergarten for all four- and five-year-olds; while enrollment is not compulsory nearly all eligible children participate. Full-day kindergarten aims to create a foundation for schooling through a combination of play- and inquiry-based learning in the areas of problem solving, language and literacy, mathematics, and social, physical, and emotional skills. The program follows the 2016 kindergarten curriculum, which is aligned with the province’s early years framework, “How Does Learning Happen? Ontario’s Pedagogy for the Early Years.”

In British Columbia, full-day kindergarten is compulsory for all five-year-olds. All kindergarten programs follow the provincial curriculum. In addition, British Columbia’s Early Learning Framework, first introduced in 2008 and revised in 2019, applies to early learning programs from birth to third grade in all settings, including preschools, kindergartens, and primary schools. It sets a vision and principles for early learning and provides specific guidance on topics such as supporting the transition to primary school. The 2019 revisions focused on better aligning with the primary school curriculum and incorporating a stronger focus on inclusive education and incorporating Indigenous perspectives.

Primary and Secondary System

Structure

School is generally compulsory across Canada from ages six to 16; the exceptions are British Columbia, where students start school at age five, and Manitoba, New Brunswick, and Ontario, where students must remain in school through age 18. In Canada, students typically move from primary to secondary school around grade eight, depending on the province, with secondary education continuing through grade 12—except in Quebec, where it ends at grade 11. Canadian high schools generally offer comprehensive programs, with a common set of core requirements and the choice to take university preparatory or work preparatory electives. Some provinces have more structured work-based learning pathways and many now offer dual enrollment programs to give students early exposure to fields such as construction, automotive repair, culinary arts, and IT. Most career training takes place in postsecondary school.

In Ontario, districts offer a mix of school network models, with some organized with elementary, middle, and high schools and others with K-8 schools and high schools. Ontario includes 72 school districts comprising four different school systems: English public, English Catholic, French public, and French Catholic. All four systems are fully funded by the province. About 30 percent of students attend Catholic schools.

In British Columbia, the configuration of schools differs by school district. In some districts, students attend elementary schools from kindergarten until grade seven, and then secondary schools from grades eight to 12. In other districts, there are middle schools which generally cover grades six to eight. The province has 60 public school districts, including one for French language schools.

Standards and Curriculum

Canada does not have a national curriculum; rather, provincial governments are responsible for establishing the curricula for their school systems, and each province has its own Ministry-established common curriculum. In addition to traditional compulsory subjects, such as language, mathematics, science, social studies, and art, all provinces include citizenship education at both the primary and secondary levels.

Ontario has curricula in the arts, French, health and physical education, English language, mathematics, Native Languages, science, and technology for all grades, as well as in social studies, history, and geography for grades at the elementary level. At the secondary level, it has curricula in: arts; business studies; Canadian and world studies; computer studies; co-op education; English/English as a second language; guidance and career education; interdisciplinary studies; First Nations, Métis, and Inuit Studies; languages (American Sign Language, French, Native Languages, Classical and International languages); mathematics; science; and technological education. Students take a mix of these required and elective subjects.

Ontario has identified a set of transferrable skills that students should develop across the curriculum: critical thinking and problem solving, innovation, creativity and entrepreneurship, self-directed learning, collaboration, communication, global citizenship, and digital literacy. Ontario also focuses on interdisciplinary learning and cross-curricular subjects (social emotional learning, career planning, STEM education, financial literacy, Indigenous history) and provides guidance for schools and teachers on integrating subjects.

In 11th and 12th grade, students choose among courses categorized as workplace preparation, college preparation, and university preparation. Students can mix and match courses from different groupings or take “open” courses for credit toward any pathway.

The curriculum is revised cyclically in consultation with curriculum developers, parents, teachers, and other stakeholders. A full revision cycle takes about nine years, though smaller components of the curriculum are updated annually. When new curricula are released, the Ontario Ministry of Education provides sample activities and rubrics by grade level and subject to help teachers incorporate activities and assessments aligned with the updated curriculum.

At the elementary level, the curricula for math, languages, and science and technology have all been revised since 2020. The new math curriculum focuses on foundational skills, conceptual understanding, and making real-world connections in areas like financial literacy and coding. It also introduced a social-emotional learning component focused on addressing math anxiety. The updated language curriculum now includes phonics, cursive writing, critical thinking, and digital literacy. The new science and technology curriculum added life skills and job skills.

The Ministry created a common ninth grade Math curriculum in 2020. Until then, high school Math had been a two-track program, academic and applied. While the intention had been to offer students the same content with a choice of approach, the Ministry had grown concerned that a disproportionate number of low-income and minority students were choosing the applied track. The Ministry also added a First Nations, Métis, and Inuit Studies curriculum in 2020, and in 2024 added a grade 10 Digital Technology course to expand students’ coding, AI, and cybersecurity skills.

British Columbia’s curriculum for grades K–12 includes English Language Arts, Languages, Mathematics, Science, Social Studies, French, French as a Second Language, Physical and Health Education, Arts Education, Career Education and Applied Design, Skills, and Technologies. Almost all subjects have grade-by-grade curricula. In addition, curricula for elective vocational subjects are available at the upper secondary level. Each subject area has a set of “Big Ideas” that students need to understand, curricular competencies that describe what students should be able to do, and curriculum content that describes what they should know. The three core competencies (communication, creative and critical thinking, and personal and social competence) and two skill foundations (literacy and numeracy) are integrated into all subject areas. School districts can develop courses locally and teachers are encouraged to create courses, modules, thematic units, or learning experiences that meet students’ needs and interests. The province features resources, primarily developed by the First Nations Education Steering Committee, that teachers and classrooms can use to incorporate First Nations and Indigenous knowledge and perspectives across all subjects.

British Columbia started to roll out a new curriculum in 2016, aiming to help students succeed in a fast-changing, interconnected world. The curriculum was fully implemented as of the 2019–20 school year. Designed to be “concept-based and competency-driven,” the curriculum maintains focus on literacy and numeracy foundations while supporting deeper learning and core competencies. British Columbia notably involved teachers, academics, community experts, and other education stakeholders from across the province in providing input and reviewing the redesigned curriculum. In addition to its new area of focus, the redesigned curriculum also pared back the content teachers were expected to teach.

Assessment and Credentialing

Students in Canadian provinces take assessments at both the national and provincial level. The Pan-Canadian Assessment Program (PCAP) measures the reading, mathematics, and science skills of a sample of 8th graders every four years; PCAP also administers surveys to students, principals, and teachers to better understand school learning environments and the value placed on the three assessed subjects. PCAP’s results are reported by the Council of Ministers of Education (CMEC), which looks at performance in each subject in the context of province, student gender, and language spoken. While the results are used to inform broad policy decisions and as a benchmarking standard across provinces, CMEC does not provide data on individual schools or school districts to the public.

All provinces also develop their own assessments. Most have province-wide examinations in numeracy and literacy at select grade levels, but only Alberta, Ontario, and Yukon territory have retained core-subject tests for secondary school graduation. Admission to universities in Canada is typically based on student high school transcripts, as there is no national or standardized exam required for admission. Some universities, however, are shifting to more holistic assessment of applicants. The University of British Columbia, for example, announced that as of 2019, applicants would be evaluated not only on core-subject course grades, but also on the depth and rigor of their coursework and on their work in non-core subjects relevant to their intended area of university study. Students are given preference at universities in their home province but may apply to any university across the country.

In Ontario, all students take provincial assessments in mathematics, reading, and writing at grades three and six; in mathematics at grade nine; and in literacy at grade ten. In order to earn a high school diploma, students must either pass the Ontario Secondary School Literacy Test (SSLT) or, if they do not pass, complete a literacy course in grade 12. The SSLT measures a ninth grade level of literacy. Other graduation requirements include completion of 30 in-school credits (18 compulsory and 12 elective), two online credits, and 40 hours of community service. Students must also complete a course in career planning and one complete course in technological education, as well as score at least 70 percent on the financial literacy portion of their tenth grade final math exam.

In British Columbia, all students in grades four and seven take the Foundation Skills Assessment (FSA) in literacy (formerly reading and writing) and numeracy. High school students also take graduation assessments in literacy and numeracy in grade 12. Since the introduction of the test more than twenty years ago, the British Columbia Teacher Federation (BCTF) has campaigned against it, arguing it takes away from instructional time and perpetuates student test anxiety. Some parents agree. While the province mandates that districts administer the FSA, many families now pull their students from school on the day of the assessment. Over the past decade, 15 percent of students, on average, have not completed the assessment.

British Columbia introduced the graduation assessments as part of the redesigned curriculum in 2016, but did not mandate a minimum score for graduation. Some universities in British Columbia require proficiency (a score of three out of four) on the grade 12 literacy assessment for admission. To graduate, high school students must complete 80 units of compulsory and elective courses, including (as of 2023) Indigenous-focused coursework. They must also undertake 30 hours of career-life exploration, comprising paid or unpaid work, volunteering, entrepreneurship, fieldwork projects, or passion projects.

Digital Resources

Canadian provinces vary in the development of systems and resources for online learning. Provinces that did not have systems in place before the COVID-19 pandemic quickly developed them to facilitate distance learning in early 2020.

Ontario launched a new digital platform, Virtual Learning Environment (VLE), in 2020. Its initial purpose was to provide access to postsecondary learning for Ontario’s secondary students. Since then, its use has expanded, and it now also hosts an e-community “supports for learning” site for teachers to share materials and for the Ministry to post new content. Ontario also has an online high school, TVO ILC, which evolved from the distance learning program first put in place in the 1920s. TVO, the public television station now primarily focused on cable and streaming, not only hosts the online high school but also partners with the Ministry of Education to host TVOMathify, a math homework support site manned by Ontario teachers, and TVO Learn, a pandemic-era platform hosting learning materials for all grades that has since expanded. These resources are available to all provincial students.

British Columbia has offered online learning to students since 2016. This early focus makes sense in a large and geographically diverse province; educators needed a way to deliver learning experiences aligned with the British Columbia curriculum to students in rural and remote communities. The Ministry created a provincial platform, Keep Learning, to provide materials for students and parents to learn at home during the COVID-19 pandemic but has not continued to support it. The BCTF has curated a full set of curriculum-aligned digital resources on the TeachBC site since 2018.

More recently, the province developed materials for school staff, teachers, students, and families to support digital literacy and the use of AI in education. BC’s Ministry of Education and Child Care released a digital literacy framework in 2022, which lays out the types of knowledge and skills learners need to be successful in the 21st century and provides profiles of what this means in practice at different grade levels. Strategies for AI use in schools followed in 2024. British Columbia was among the first jurisdictions globally to take this step. Additional materials are designed to help parents and caregivers understand the role of AI in education and to foster digital skills at home.

Learning Supports

Struggling Learners

Canadian provinces determine independently how to support struggling students and have primarily funded these efforts on their own. As an exception, the federal government initiated the Supports for Students program in 2022 as part of its response to the COVID-19 pandemic and has since funded organizations across Canada that provide tutoring, after-school, and mentoring programs for students who face barriers to learning. The funding has been extended to 2027, with the possibility of further extension.

Ontario’s Student Success Strategy, put in place more than a decade ago, focuses on identifying potential dropouts early and providing them with extra support, including one-on-one learning opportunities with trained mentors. Ontario also developed a range of high school majors to appeal to more students and integrated experiential learning with classroom instruction. These programs have continued but have been integrated into core education programming for the province. Since the pandemic, Ontario has invested significant funds in expanding school-day tutoring, providing out-of-school tutoring, developing digital tools for students and their families to support academic catch-up and success, and providing support to teachers around math, an area of particular concern. They have also increased support staffing in schools and expanded funding for mental health and other services for students. Much of this funding has continued alongside a focused effort to improve reading performance, which includes a new reading screening program for all students in kindergarten through grade two, with hundreds of literacy educators working with students across the province who are behind in reading development.

In British Columbia’s public K–12 education system, local Boards of Education are responsible for determining how education programs are delivered within their schools, including the provision of student support services. At the school level, teachers refer students with learning needs to a school-based support team. These teams, which typically include the school principal or vice principal, one or more specialist teachers (such as a learning support or resource teacher), a school counsellor, and the referring classroom teacher, meet to review student referrals and plan supports and services, such as short-term individual or small-group teaching to help close learning gaps. Additional supports are coordinated at the district level, such as summer courses designed to help students meet learning outcomes and stay on track to graduation.

The Ministry of Education and Child Care also provides CommunityLINK (Learning Includes Nutrition and Knowledge) funding to all 60 school districts to support the academic achievement and social functioning of vulnerable students by helping to reduce barriers to learning. Districts have flexibility in how they use this funding, with common uses including school meal programs, academic support, counselling services, youth outreach, and after-school activities. These services are designed to meet local needs, promote equity across schools, and improve the academic outcomes, social development, and overall well-being of at-risk students.

As of 2025, all kindergarteners receive early literacy screening to identify potential learning barriers. Screening will expand from kindergarten through grade 3 in the fall of 2026.

Special Learning Needs

Each province designs its own special education services. While the scope of services differs across the provinces, most share the goal of placing students with special needs in mainstream classrooms.

Ontario designates a wide range of students as having “special needs,” from students with developmental, physical, and/or learning disabilities to students who perform far above their grade level. In the 2023-24 school year, approximately 16 percent of students in elementary school and 28 percent in secondary school received some form of special education support. Ontario schools aim to meet the needs of all of these students through modified educational programs and access to necessary resources. Students who require special support are identified by identification, placement, and review committees comprising teachers, principals, and other school staff. These committees determine whether an educational assessment is necessary and what type of services should be provided. Placements are reviewed each year, and an individual plan is developed for each student. Special schools operate for students with disabilities such as deafness, blindness, and the most severe learning disabilities. The Ministry has a three-tier funding model for special needs students, which allocates funds per pupil based on level of need; this funding primarily covers staffing. The Ministry allocates additional funds to school boards for differentiated needs in districts as well as core services. It also provides expert advice to school boards when considering special education policies and has a tribunal in place to help mediate between school boards and parents if a conflict arises.

British Columbia identified approximately 14 percent of its students as meeting the criteria for special support during the 2023-24 school year. Teachers refer students with additional learning needs to school-based teams, which then plan additional supports targeted to each student’s needs. The Ministry provides funding to boards of education to support students with disabilities or diverse abilities through two mechanisms: the basic allocation and supplemental funding. The basic allocation includes funding for support services such as learning assistance, speech-language pathology, physiotherapy, and hospital/homebound instruction. Supplemental funding is designated for students who have severe physical disabilities, are on the autism spectrum, or require intensive interventions for serious mental illness. The Ministry also supports school districts with planning resources, templates, and on-demand trainings to build capacity among educators, school staff, and families to better meet the needs of learners with disabilities or diverse abilities.

CTE and Long Life Learning System

System Overview

Provinces vary in their approach to Career and Technical Education (CTE) and long life learning. At the secondary level, CTE courses are generally offered alongside academic courses in comprehensive schools, but some provinces operate separate vocational schools. Overall, Canada has seen a national shift toward providing students earlier access to vocational programs that lead to credentials, while retaining flexibility around future plans. While Canada does not have a national skills credentialing system, provinces have developed their own systems for standards and credentials. Apprenticeship is the one exception, as the Canadian Council of Directors of Apprenticeship (CCDA) has promoted alignment of standards and credentials across provinces. CCDA oversees Red Seal, which awards national credentials in 54 trade areas.

Secondary and Postsecondary CTE

Vocational education in Canada primarily occurs at the postsecondary level, although most provinces offer initial vocational courses in high school and, increasingly, have connected secondary level vocational education with pathways to credentials. Secondary school graduates interested in earning vocational qualifications can choose to pursue an apprenticeship or attend a community or technical college.

Apprenticeships last two to five years, depending on the field. At the end of the apprenticeship, students take a written vocational skills exam to earn their qualification. While some provinces have their own qualifications framework, the most popular qualifications are the Red Seal credentials afforded by the CCDA. Programs participating in the interprovincial Red Seal program are recognized as having met industry standards of excellence; the credentials are portable across Canada and the Red Seal is well-regarded and helps secure better jobs, higher wages, and career advancement opportunities.

To encourage businesses to take on apprentices, British Columbia’s government offers a business tax credit equal to ten percent of the wages paid to apprentices. Enrollment in apprenticeships has risen by about 11 percent in the last decade.

In addition to apprenticeships, technical colleges and other institutes offer programs ranging from one to four years in duration. Program offerings vary by province but typically include vocational certificates, a diploma of vocational studies, associate degrees, and a technical bachelor’s degree. Similar to the U.S. system, students have the option to study at a two-year technical college and transfer to a university to earn a bachelor’s or master’s degree.

Students in Ontario start a career/life planning program in kindergarten. The program is designed to build students’ career-related knowledge and skills through curriculum-linked learning experiences as well as school-wide and community activities. At the secondary level, all students are required to take a Career Studies half-credit course in grade ten in order to graduate from high school. The course has three components: developing skills needed for work, exploring and preparing for work, and planning for work, including financial management.

At the secondary level, Ontario offers Specialist High Skills Majors (SHSM), cooperative (co-op) education, the Ontario Youth Apprenticeship Program (OYAP), and a dual credit program:

• SHSM are programs of eight to ten classes in 19 industry or trade fields for students in grades 11 and 12. Students are required to take a defined bundle of credits within their chosen sector, complete sector-specific certification and training, participate in experiential learning, and develop essential skills and work habits. Participation in SHSM programs has increased every year since they began in the early 2000s, but still comprises fewer than 10 percent of students.
• Cooperative (co-op) education opportunities allow students to earn credits while working. The Ontario curriculum includes two co-op education courses; one links an internship to a related course and one allows students to create a co-op education experience around a particular interest that is not related to a specific course.
• OYAP is a pre-apprenticeship training program for students in Grades 11 and 12. Students earn high school credits while spending time in the workplace in one of over 100 skill trade areas. An accelerated route to apprenticeships was added in 2023, allowing students to receive full apprenticeship certification within one or two years after high school, depending on the industry area. To do this, they spend 80 percent of their time in work placements during their last two years of high school.
• The dual credit program offers the opportunity to earn college credits while in high school; the program is focused on providing this opportunity primarily to allow students to pursue technical courses they cannot take in high school and put them on a path to a technical credential or degree.

Students can move directly to the workplace with a SHSM certification on their diploma, enroll in a postsecondary vocational program at one of Ontario’s colleges, or complete a full apprenticeship.

Over the past decade, Ontario has focused on expanding postsecondary vocational education and aligning training more closely with high-need industries. It invested CAN$750 million to create 20,500 new seats in STEM programs over five years and has also increased spots for health care professionals and construction trades workers. Ontario has also expanded virtual learning opportunities at the postsecondary level in an effort to increase access to programs and better match training to local needs. Key to this effort is the Learn and Stay program, which subsidizes training for students who live and work in priority communities to fill local labor shortages.

In British Columbia, career education is a mandatory part of the provincial curriculum from kindergarten to grade nine, and all students take two required Career Education courses in grades ten through 12. The two required Career Education courses in high school are Career-Life Education (CLE) and Career-Life Connections (CLC), both designed to be as flexible as possible to accommodate differences in school structures and grade groupings. Schools have flexibility in how they structure and deliver the courses, which can include small group or one-on-one instruction. CLC requires students to complete 30 hours of career-life exploration, which can take the form of school-approved paid or volunteer work experience; community service; fieldwork; entrepreneurship; or personal projects focused on an area of deep interest. Students must also complete a capstone project, through which they reflect on their competency development and in- and out-of-classroom learning experiences. The capstone project is required for graduation, but the format and grading criteria are determined by teachers.

British Columbia high schools also offer courses in partnership with the Ministry and SkilledTradesBC, the coordinator for B.C.’s skilled trades system and credentials. These electives, designated as “Work Experience” and “Youth Work in Trades” courses, combine work-based training and traditional classroom learning aligned with the provincial curriculum. Students enrolled in Youth Work in Trades courses register with SkilledTradesBC as Youth Apprentices to begin earning credit toward an apprenticeship. Students also receive a final course grade from their teachers based on the classroom component of the course. Many students eventually earn an industry credential by continuing their education and training at the postsecondary level.

British Columbia schools can provide locally-developed career offerings as well. For example, some schools offer cooperative (co-op) education programs that can include coursework, career exploration, pre-employment training, skills enhancement, and work experience placements for credit toward graduation. Many districts have also embraced dual enrollment for 11th and 12th graders. This allows students to take postsecondary courses tuition free and receive both high school and postsecondary credit. In recent years, British Columbia has provided grant funding to encourage school districts and postsecondary partners to offer more dual credit related to early childhood education, health careers, and other in-demand occupations.

Over the last decade, British Columbia has focused on strengthening vocational education. In 2014, the Ministries of Jobs, Tourism, and Skills Training; of Education; and of Post-Secondary Education and Future Skills released the Skills for Jobs Blueprint, a 10-year strategy to reengineer the education and skills training system. Since releasing that Blueprint, the province significantly increased the number of apprenticeship program seats; expanded dual credit options for secondary students; and made it easier for Red Seal tradespersons to earn teaching certificates. Additionally, the Ministries conducted an outreach strategy to ensure key stakeholders are aware of the full suite of training programs; better aligned education and training options with jobs in demand; and established stronger partnerships with industry and labor to deliver training and apprenticeships.

In 2023, British Columbia developed the comprehensive StrongerBC: Future Ready Action Plan, a cross-agency commitment of over CAN$480 million over three years to continue to strengthen the province’s vocational education system. The Plan’s main objectives are to make postsecondary education more affordable, accessible, and relevant to all British Columbians; help people reskill to find in-demand jobs and, by extension, help employers fill current and future skills shortages; and ensure people new to British Columbia can find a career in the field in which they are trained. StrongerBC will also provide funding and wraparound supports so that workers with barriers can access training; further expand dual credit programs; and better address Indigenous Peoples’ workforce priorities.

Higher Education

Canada is home to more than 150 universities, most of which receive significant public funding. Private universities are few and tend to be small, new, or religiously affiliated. Canada also has a robust system of community colleges and technical institutions, only some of which are open admission. All students in Canada can apply for Canada Student Grants (for full or part time study) if they meet income eligibility requirements. Interest-free loans for full-time students are also available.

Ontario has 20 public universities, 24 public colleges, and 500 private career colleges.
In 2017, Ontario made college and university tuition and educational expenses free or low-cost for many students through the Ontario Student Assistance Program, which offers grants and low-interest loans to students from low- to middle-income families.

British Columbia has 11 public colleges and 11 public universities. There are also three public technical institutes and 19 private colleges and universities. In 2020, British Columbia introduced the needs-based BC Access Grant to help reduce economic barriers for low-middle income learners to attend postsecondary education and training. This grant provides financial assistance to students attending provincial public postsecondary institutions. There are also several different grants and scholarships for Indigenous students.

Adult Education & Upskilling

Provinces organize and fund education and training for adults. Unemployment insurance is federally funded in Canada, as are supports for individuals facing barriers to the labor market, including Indigenous people, youth, women, newcomers, and people with disabilities. The federal government also provides national direction and coordination on workforce issues across the country, including overseeing a national job bank and Red Seal, the technical skills credentialing program. The Canadian government also provides a high school equivalency assessment, the Adult Education Credential (CAEC), which replaced the U.S.-based GED as Canada’s adult high school certificate in 2024. The CAEC reflects the Canadian context, including requirements around learning Canadian history and Indigenous perspectives.

In Ontario, adults can either earn a provincial adult diploma or enroll in a program to gain foundational skills for education and career advancement. For the diploma, adults can take courses online, in person at independent learning centers, or as part of a cooperative education program that combines school and work. Adult diploma programs are free. There is a Prior Learning Assessment and Recognition (PLAR), which evaluates prior learning and grants credits to recognize those skills. This often provides an accelerated path toward diploma. Adults can earn up to 26 of the 30 required credits through PLAR. The Academic Career Entrance Program, available through Ontario’s colleges, is also free and helps adults upgrade their basic skills.

Upskilling training is also available through Ontario’s college system. Adults can pay fees or qualify for subsidies through Better Jobs Ontario, which offers financial support for individuals to retrain for jobs in high-demand sectors, covering tuition, books, transportation, and even child care. It funds both short- and long-term programs with a maximum of CAN$28,000 for programs up to one year and CAN$35,000 for programs longer than one year. Eligible programs have to meet established “high-demand” criteria.

Ontario launched the Microcredential Strategy in 2021 to help workers access opportunities for training/upskilling for in-demand jobs. Ontario provided CAN$15 million through the Ontario Microcredentials Challenge Fund Round 1 to accelerate the development of microcredentials and expand program offerings. After a successful call for proposals, Ontario approved over 65 projects at colleges, universities, Indigenous Institutes, and career colleges across the province, creating over 300 new microcredentials to support approximately 6,000 learners. Learners can earn microcredentials in such areas as project management, digital marketing, cybersecurity, and leadership. Ontario allotted an additional CAN$5 million to the Fund in a second round to support creation or expansion of credentials. Ontario has allocated funding to 36 postsecondary institutions that are working with local industry and employers to develop new or expand existing microcredentials focused on Ontario’s priority labor market sectors.

British Columbia offers the BC Adult Graduation Diploma, also known as the “Adult Dogwood,” for adult learners who want to obtain a diploma. It is accepted for direct entry into postsecondary institutions. Courses can be taken at school district continuing education centers and/or at select public postsecondary institutions across the province. School districts and 18 public postsecondary institutions in British Columbia offer tuition-free Adult Basic Education (ABE) and English as a Second Language (ESL) programs. For adults attending public postsecondary institutions, there is also an Adult Upgrading Grant program, which helps with costs related to fees, books, supplies, transportation, and unsubsidized child care. It also supports the cost of tuition for Adult Special Education programs.

For upgraded skills training, adults can access courses or full programs at postsecondary institutions across the province. British Columbia has invested over CAN$22 million in microcredential initiatives since 2020, supporting the development of more than 200 programs in high-demand sectors such as healthcare, technology, clean energy, and construction. British Columbia offers the StrongerBC future skills grant, which provides up to CAN$3,500 for British Columbians aged 19 and older to take short-term training at public postsecondary institutions. The grant focuses on high-demand sectors such as health care, clean energy, construction, mining, and marine transportation. It was designed to improve access to quality employment for rural and remote learners and underrepresented groups, including women, Indigenous peoples, newcomers, and mid-career workers.

Primary and Secondary Education

System Structure

School is generally compulsory across Canada from ages 6 to 16; the exceptions are British Columbia, where the starting age is 5, and Manitoba, New Brunswick, and Ontario, where students are required to stay in school through age 18.

Standards and Curriculum

Canada does not have a national curriculum; rather, the provincial governments are responsible for establishing the curricula for their schools, and each province has its own ministry-established common curriculum. In addition to traditional compulsory subjects such as language, mathematics, science, social studies, and art, all provinces include citizenship education at both the primary and secondary levels.

Ontario has established curriculum, resources, and achievement standards in the Arts, French, Health and Physical Education, Language, Mathematics, Native Languages, Science and Technology, and Social Studies at the elementary level, and additionally for Business Studies, Canadian and World Studies, Classical and International Languages, Computer Studies, Interdisciplinary Studies, Native Studies, and Technological Education at the secondary level. The curriculum is revised cyclically in consultation with curriculum developers, parents, teachers, and other stakeholders. A full revision cycle takes about nine years, with different components of the curriculum updated every year. The Ontario Ministry of Education provides sample activities and rubrics by grade level and subject to help teachers incorporate activities and assessments aligned with the updated curriculum.

In 2016, Ontario revised the Social Studies and History curriculum to be more culturally responsive and increased support for education in Indigenous languages, and in 2019 added a new First Nations, Métis and Inuit Studies curriculum for grades 9–12. The curriculum is currently under review, and a new version of the mathematics curriculum that stresses a “back to basics” focus was implemented in the 2020–21 school year. The Ministry also added financial literacy content to the Social Studies and Business Studies curricula in grades 4 through 12. In the 2022–23 school year, Ontario updated its science curriculum, embedded critical life and job skills across all grades, and began de-streaming high school courses. Previously, students could choose to take core courses as either academic or applied. The intention of the two streams was to offer a choice in approach while covering the same content, but the Ministry was concerned that a disproportionate percent of low-income and minority students enrolled in applied courses.

British Columbia started to roll out a new curriculum in 2016 aiming to help students succeed in a fast-changing, interconnected world. The curriculum was fully implemented as of the 2019–20 school year. Designed to be “concept-based and competency-driven,” the curriculum maintains focus on literacy and numeracy while supporting deeper learning. The three core competencies (communication, creative and critical thinking, and personal and social competence) and two skill foundations (literacy and mathematics) are integrated into all subject areas.

British Columbia’s curriculum for grades K–12 includes English Language Arts, Languages, Mathematics, Science, Social Studies, French, French as a Second Language, Physical and Health Education, Arts Education, Career Education and Applied Design, Skills, and Technologies. All subjects have grade-by-grade curricula except Languages, which begin at grade 5, and Career Education and Applied Design, Skills, and Technologies, which are organized by grade span. In addition, there are curricula for elective vocational subjects available at the upper secondary level. Each subject area has a set of “Big Ideas” that students need to understand, curricular competencies that describe what students should be able to do, and curriculum content that describes what they should know. Teachers are encouraged to create courses, modules, thematic units, or learning experiences that meet students’ needs and interests. The province provides a set of resources for teachers and classrooms to use to incorporate Indigenous knowledge and perspectives across all subjects.

Assessment and Qualifications

The Pan-Canadian Assessment Program (PCAP) measures the reading, mathematics, and science skills of a sample of 13- and 16-year-old students. In addition to the subject tests, PCAP also collects data on Canadian learning contexts. Students, principals, and teachers complete surveys about school learning environments and how much value is placed on the core subjects. PCAP’s results are reported by CMEC and analyzed by province, gender, and language spoken. They are used to inform broad policy decisions and as a benchmarking standard across provinces, but CMEC does not provide data on individual schools or school districts to the public.

All provinces also develop their own assessments. Most have province-wide examinations in numeracy and literacy at select grade levels, and some have core-subject tests for secondary school graduation. In Ontario, students are assessed in mathematics, reading, and writing at grades 3 and 6; in mathematics at grade 9; and in literacy at grade 10. In British Columbia, students take the Foundation Skills Assessment in reading, writing, and numeracy in grades 4 and 7, which was revised to align with the 2016 curriculum. New literacy and numeracy assessments have replaced end-of-course tests in high school.

Students in Ontario must pass the Ontario Secondary School Literacy Test (or, if they do not pass, complete a literacy course in grade 12) in order to earn a high school diploma. In British Columbia, students must take the new literacy and numeracy assessments. Scores are awarded on a four-point proficiency scale; at this point there is not a score that students are required to achieve for graduation. Some universities—including the University of British Columbia—have begun to require that students are proficient on this exam.

Canada has community colleges similar to those in the United States, some of which are open admission and some of which have specific academic requirements for admission. Admission to universities in Canada is typically based on student performance in high school. Students who wish to continue to university submit their transcripts to their school(s) of choice and are generally accepted on the basis of grades alone. Some universities, however, are shifting to more holistic assessment of applicants. The University of British Columbia, for example, announced that as of 2019 applicants would be evaluated not only on core-subject course grades, but also on the depth and rigor of their coursework and on their work in non-core subjects relevant to their intended area of university study. Students are given preference at universities in their home province but may apply to any university across the country. There is no national or standardized exam required for admission.

Canada has the highest attainment rate in postsecondary education among OECD countries: 71.8 percent of 25- to 64-year-olds in Canada have postsecondary credentials compared to 45.5 percent in the same age group on average across the OECD in 2021. In 2017, Ontario made college and university tuition and educational expenses free or low-cost for many students through the Ontario Student Assistance Program, which offers grants and low-interest loans to students from low- to middle-income families.

Joining Forces to Ensure All Learners Thrive

Canada is notable for its extensive support for all students, including a strong focus on immigrant students. As a result, Canada is one of the few countries where immigrant children achieve academic outcomes on par with their non-immigrant peers. In recent years Canada has also made significant efforts to ensure First Nations and Indigenous students have equitable access to education and employment opportunities. More broadly, Canada also provides comprehensive, free, universal health care for all citizens, funded through national and provincial taxes. Each province operates its own health care system, and “essential services” eligible for coverage vary by system. The national government provides health services for First Nations and Inuit people.

Supports for the Well-Being of Young Children and Families

For new parents, Canada offers both maternity benefits and parental benefits. Maternity benefits are available for up to 15 weeks and amount to 55 percent of the mother’s salary. Parental benefits include standard benefits for up to 40 weeks (one parent can take no more than 35 weeks) at 55 percent of their salary, and extended benefits for up to 69 weeks (one parent can take no more than 61 weeks) for 33 percent of their salary.

In 2021, the Canadian government launched a new federal program to build a system providing high-quality, affordable child care across the country. The federal government committed CAN$30 billion to the initiative, with a goal of achieving CAN$10-per-day child care and reducing fees by 50 percent nationally by 2026. Federal funding has been used to lower parent fees, expand the number of licensed child care spaces, and support professional development for early childhood educators. Provinces and territories committed to contribute additional funding to match the federal contributions. In addition to the new programs, Canada’s Child Benefit (CCB) is an income-tested national monthly child care benefit for families with children under age six.

In Ontario, the government provides funding to localities to support early education and care services in the province. The provincial government licenses child care centers and inspects them regularly. Licensed child care centers in Ontario are required to meet provincial standards for teacher qualifications, teacher-child ratios, and alignment with Ontario’s framework for early childhood education: “How Does Learning Happen? Ontario’s Pedagogy for the Early Years.”

In 2020, the provincial government pledged to create 30,000 spaces in school-based child care centers by 2025; it reached that goal and is now aiming to create an additional 10,000 spaces by 2027. Through a 2022 agreement with the federal government, Ontario was able to commit CAN$3.2 billion towards this goal, payable over five years. Ontario offers the Ontario Child Benefit as a supplement to the CCB, providing low- and middle-income families with a subsidy per child per year. It also offers a child care fee subsidy based on a family’s adjusted net income. Since 2019, the Ontario Child Care Access and Relief from Expenses (CARE) tax credit has allowed low- and middle-income families to claim up to 75 percent of eligible child care expenses.

The Ministry also operates EarlyOn centers, free, school-based drop-in centers offering services to children from birth to age six and their families, including parenting support, play groups, and health education.

In British Columbia, the majority of child care centers are independent, run by private or non-profit organizations. Local health authorities issue licenses for child care providers and regularly inspect centers to ensure they meet standards for health and safety. The BC Child Opportunity Benefit is a universal benefit for all families with children under 18 and can be used to supplement child care fees.

In 2018, British Columbia released a strategy for expanding child care in the province to every interested family, with an initial three-year investment of CAN$1 billion to create 22,000 new child care spaces. In 2021, the federal government contributed CAN$3.2 billion to extend this work. By 2023, the province had already created 30,000 new spaces, with plans for another 10,000 spaces by 2028. The federal funds are also supporting a wage subsidy for early childhood educators, more public seats in early childhood educator training programs, subsidies to reduce the cost of education for ECE students, grants for educators who attain specialized certificates, and expanded professional learning opportunities.

British Columbia also offers funding subsidies to care providers and families to ensure affordable access to quality child care. For providers, the Child Care Fee Reduction Initiative provides CAN$900 per month per child, while the CAN$10 a Day Program subsidizes providers so that they can charge families this reduced fee. For families with incomes under CAN$111,000, the Affordable Care Child Benefit provides additional subsidies. There are also no-cost slots provided to First Nations and Métis families.

British Columbia also has StrongStart BC Early Learning Centers to help foster early childhood development and support positive transitions into kindergarten. Located in 59 of 60 school districts, these free drop-in centers welcome families with children under age five. Guided by the BC Early Learning Framework, early childhood educators lead play-based activities that build foundational skills in areas such as social-emotional development, self-regulation, numeracy and literacy.

Support for the Well-Being of School-Age Children

Most Canadian provinces have targeted education funding for disadvantaged populations. In addition to this, Canada encourages parents to set up a Registered Education Savings Plan (RESP) for all children. The government matches 20 percent of family contributions, regardless of household income, and provides an additional 20 percent match for low-income families. Low-income families are also eligible for the Canada Learning Bond, an additional contribution of up to CAN$2,000 to the child’s RESP each year until the child turns 15 with no requirement for family contribution.

Indigenous students are a traditionally underserved group across Canada, and the last decade has seen efforts at the federal level to better support this community. Following the documentation of abuses of First Nations students at residential schools, Canada formed a Truth and Reconciliation Commission (TRC) in 2007. As part of the TRC recommendations, Canada created a new agency, Indigenous Services Canada, to oversee the independent delivery of services such as health care, child care, housing, education, and infrastructure by Indigenous groups and self-governments. All provinces and territories have their own agencies that support and coordinate services for their Indigenous populations. Both Ontario and British Columbia have increased investments in housing, health access, and child and youth services for First Nations and Indigenous populations and have committed to developing public progress reports.

In 2022, the Canadian government settled a child welfare case that presented evidence of long-standing discriminatory practices against First Nations families in Canada’s child welfare and family support system. The Canadian government was ordered to pay CAN$31.5 billion, the largest settlement in Canada’s history; half the funds will compensate children and families directly affected by the child welfare system’s negligence, and the other half will go towards improving the child welfare system for First Nations children.

In Ontario, the government gives schools additional per pupil allocations according to demographic indicators of risk (low-income, recent immigrant, low parent education, or single parent status). Other allocations are available for English language learners as well as special education students.

Ontario provides support for recent immigrants through a province-wide network of settlement centers. These centers offer one-stop access to tutoring, after-school activities, and employment services. In addition, the Settlement Workers in Schools program places settlement workers directly in Ontario schools with high proportions of recent immigrants. They collaborate with school staff to provide school-based support, such as information sessions for immigrant families, and help connect families with out-of-school services as needed. In 2017, Ontario developed the Education Equity Action Plan, a collection of resources designed to eliminate systemic barriers to academic success, ensure classroom practices reflect the diversity of the student population, and increase educational opportunities for a range of students—including students of color, students experiencing poverty, Indigenous students, new immigrant students, LGBTQ+ students, students with disabilities, and students with special needs, as well as their families, across the province. Resources include mentors and advocates to ensure that students access education opportunities.

Ontario school boards are required to offer supplemental before- and after-school programs from kindergarten to grade six if there is sufficient demand. These programs are fee-based; fees are set by local school boards and are not regulated by the government.

British Columbia provides additional per pupil allocations for inclusive education students and for self-identified Indigenous students and English language learners. School districts receive additional funding through the Equity of Opportunity Supplement (EOS). The EOS is designed to better reflect the number of disadvantaged students in schools and expand funding to cover more low-income students, students with mental health needs, and students in foster care.

British Columbia unveiled a Mental Health in Schools Strategy for students in 2020. It has created a Mental Health Leadership Network across all 60 school districts and allocated over CAN$30 million in grants to support mental health programming in schools and an additional CAN$40 million for school/community projects such as peer-to-peer networks, mental health workshops, and outdoor and nature-based activities.

High-Capacity Educators

Teachers

Teacher Recruitment and Retention

Historically, Canada has been able to recruit strong teaching candidates and the profession has generally been considered high status and well paid. This is still true, although recruitment has become more of a challenge in some provinces, particularly since the COVID-19 pandemic. Prior to the pandemic some provinces had already struggled with the recruitment of teachers in remote areas and offered bonuses and incentives to attract candidates; these strategies have since been incorporated more broadly.

Canadian teacher salaries are determined at the provincial level and reflect each province’s economic situation and available funding. Yet while teachers’ salaries vary across the provinces, they remain fairly comparable to those of other professionals.

Ontario’s recruitment challenges vary across the province, with surpluses of teachers in some urban areas and ongoing shortages in remote areas and select specializations. In 2025, the Ontario government announced an investment of CAN$55.8 million to recruit and train 2,600 new teachers over two years by expanding seats at university teacher training programs in remote and underserved areas of the province as well as for specific positions such as French and technical education.

Ontario has also made an effort to recruit and promote skilled and diverse teachers, adopting new hiring policies in 2019 focused on merit and diversity rather than seniority. As part of a decision to eliminate the cap on public sector wage raises for teachers,
teachers received an 11 percent salary increase over four years in 2024.

British Columbia has been highly focused on teacher recruitment since 2016-17, when the Supreme Court of Canada ruled to reinstate language stipulating class size and composition in the teachers’ collective agreement. To comply, school districts had to hire an additional 3,500 teachers. British Columbia created a Classroom Enhancement Fund to give school districts the resources necessary for such a significant expansion, and since then the province has continued the Fund specifically to support hiring teachers for the growing numbers of students with disabilities or diverse abilities.

In 2023, British Columbia launched the K-12 Workforce Plan to “collectively support and sustain a stable, qualified, engaged, and respected workforce for the K-12 education system.” As part of the Plan, which is intended to support all stages of the teacher recruitment and retention continuum, British Columbia has implemented a competency framework for education assistants, hybrid teacher education programs that combine online and in person training to increase accessibility, incentives for teachers to work in rural schools across the province, and a provincial mentorship program (described below). One of the province’s key goals is to support the recruitment and retention of Indigenous teachers, as per its commitment under the Declaration on the Rights of Indigenous Peoples Act Action Plan to increase the number of Indigenous teachers working in public schools. To this end, the Ministry is working with Indigenous partners on initiatives such as community-based teacher education programs, subsidies for Indigenous students who are aspiring teachers, and mentorship and networking supports for working Indigenous teachers.

Teacher Preparation and Induction

Teacher training programs are housed in Canadian universities, although separate standards for teacher qualifications exist among the provinces. Only about 50 teacher education programs exist in Canada. Typically, students must complete a bachelor’s degree with an additional education certification (an additional bachelor’s degree in education or a post graduate certification) in order to teach at any level, though several provinces require further subject qualifications for secondary school teachers. Admissions into education programs are competitive; applicants are generally accepted based on their GPA and prerequisite coursework, though some schools also require additional testing. Following initial education, the majority of provinces require another form of assessment, either through an examination or a certification process. The requirements for induction also vary across the provinces, although most do have at least an informal orientation period.

In 2015, Ontario took steps to reform teacher preparation in order to address the province’s oversupply of teachers and, at the same time, increase the quality of teachers. The Ministry cut by nearly half the number of teacher education slots in programs run by the 16 universities across the province. It also extended teacher preparation from a one- to a two-year program and added an 80-day practicum requirement. Candidates who already have a bachelor’s degree can enroll in an accelerated 16 month program to earn a second bachelor’s degree in education; they also need to complete the 80 day practicum.

At completion of their teacher education program candidates receive a Basic Qualification, which varies according to grade band, subject, language (English or French). Teachers must be qualified in at least two consecutive grade bands (e.g., grades 1-3 and grades 4-6, or grades 7-10 and grades 11-12). The College of Ontario Teachers, the regulatory body for the profession in the province, sets teacher standards and licenses teachers. Through its New Teacher Induction Program (NTIP), the province gives all new teachers a reduced teaching load for one to two years and assigns them an experienced teacher mentor who is also given a reduced load. The new teachers also take part in targeted professional development throughout the year. The principal evaluates the performance of both the new teacher and their mentor at the end of the first year. If the evaluation is successful, new teachers move on to a regular cycle of evaluations every five years; if they receive a rating of “needs more development,” they then receive additional mentoring and support.

In 2020, the Ontario Ministry of Education implemented a mathematics proficiency test for prospective teachers. In 2021, the test was deemed unconstitutional as testing data showed Indigenous, Black, and French-speaking candidates were less likely to pass; the proficiency test was redeveloped and reintroduced in 2025. To pass, teacher applicants must score 70 percent or higher on both the math and pedagogy components of the exam; there is no limit on the number of reattempts.

Only nine universities in British Columbia offer initial training for teachers. Candidates can choose from a variety of programs lasting from one to two years, all including a practical component. In recent years the province has increased efforts to support applicants from Indigenous backgrounds and other underserved communities. New, provincially funded initiatives include the University of British Columbia’s Rural and Remote Teacher Education Program and bachelor’s degrees in Indigenous Language Revitalization in Hul’q’umi’num’ and Nuu-chah-nulth at the University of Victoria.

The British Columbia Teachers Council (BCTC) sets standards for postsecondary teacher education programs, including approving new programs and reviewing existing programs. The BCTC also sets the professional standards educators must meet to maintain their certification, such as requirements for their competency and conduct; these standards were updated in 2019 with input from teaching candidates, current teachers, school leaders, parents, and the public. Operated through the Ministry of Education and Child Care (the Ministry), the Early Childhood Educator Registry is the legislated authority responsible for the certification of early childhood educators (ECE) and ECE Assistants, the investigation of complaints, and the assessment and recognition of postsecondary early childhood education programs in British Columbia.

As part of British Columbia’s K-12 Workforce Plan, the Ministry has invested CAN $3.2 million to create a Provincial Teacher Mentorship Program to be piloted in 2026. This new program is designed to meet local needs and include targeted programs to support First Nations teachers and those working in French-speaking programs or schools. The University of British Columbia is leading the project, supported by a steering committee and working group with representatives from the Ministry, the BCTC, the First Nations Education Steering Committee, the Ministry of Post-Secondary Education and Future Skills, and the Indigenous Adult and Higher Learning Association.

Teacher Roles and Career Progression

Canadian teachers in every province have opportunities to progress in their careers. Successful teachers may be promoted to department head and can participate in professional development and training to take on leadership roles in the school and the school system later in their careers.

In Ontario, teachers become eligible for advancement and salary raises by earning a master’s degree or increasing their proficiency through the completion of Additional Qualifications. In the latter case, teachers enroll in short courses focused on specific content areas such as technology use, guidance and career education, and First Nations, Métis, and Inuit Studies. The Ontario College of Teachers approves the curriculum for these courses and grants the qualifications. Ontario also has an online Microcredentials Portal for teachers and other professionals to continue learning new skills; some institutions will grant credit towards certifications and degrees for microcredentials.

Teachers in British Columbia can advance in the province’s Teacher Qualification Service (TQS) categories by completing additional programs, including degree, diploma, or integrated programs. After completing a teacher education program and earning a Professional Certificate, the Qualifications Council of Ontario assigns teachers a Teacher Qualification Service (TQS) category, which is used by school boards to set salary levels. There are seven categories that differentiate teachers by level of education and training; teachers with at least one year of postsecondary schooling start at category one and can progress through the categories as they gain academic and professional experience.

Teacher Evaluation and Professional Learning

All Canadian provincial Ministries of Education support and require ongoing teacher training efforts. Like nearly all other aspects of primary and secondary education in Canada, teacher training is decentralized and subject to different requirements depending on location.

In Ontario, teachers receive up to seven professional development days each school year. Three days must be spent on professional development related to topics aligned with Ministerial goals, such as artificial intelligence and keeping schools safe; school boards may designate up to four additional professional development days for school-based or self-guided activities. The Ontario College of Teachers, Ministry of Education, Ontario Teachers’ Federation, and universities across the province all provide courses and workshops to promote teachers’ professional development. Teachers enroll in courses that lead to the Additional Qualifications described above.

The Ministry has long created structures to support collaboration among teachers. Survive and Thrive, an online community and mentoring resource for teachers at all levels, including teacher candidates, has been in place for over a decade. The Ministry also initiated the Teacher Learning and Leadership Program (TLLP), through which classroom teachers participated in a collaborative project with peers, either investigating their own teaching practices or engaging in another form of education research. Program finishers then received support to design and facilitate professional development based on their research, and school boards disseminated the TLLP projects across their districts. While Ontario’s Ministry no longer funds the program, many districts have kept these practices in place. Principals are also expected to implement teacher professional learning communities in response to academic needs (determined through polling teachers) and gaps in student knowledge. There are no province-wide requirements for how much professional learning time must be protected, but a component of principals’ professional evaluation (and self-evaluation) concerns responsiveness to teachers’ professional learning needs.

In British Columbia, the Professional Standards for BC Educators require teachers to engage in professional learning and reflective practice to support their professional growth. Professional development days are governed by the teachers’ collective agreement. Most local collective agreements provide for a minimum of five professional development days each school year. The focus of these days is usually determined at the local level, and many organizations, including unions, provide workshops and conferences for teachers. In addition, the BC Minister of Education and Child Care may designate one or more non-instructional days for a specific purpose. In recent years, the Minister-designated day has focused on enhancing Indigenous student achievement and integrating Indigenous world views into learning environments.

The Ministry of Education and Child Care has previously funded “inquiry-based” professional learning communities across the province; while no longer funded, many schools have continued this initiative with support from BCTF. These networks of teachers meet regularly to focus on understanding and addressing specific challenges in their schools.

Leaders

Leader Roles and Responsibilities

Across Canada, teachers can progress to become principals and vice principals. The roles and responsibilities of school leaders vary by province. In general, principals are responsible for setting school-wide objectives, coordinating a strategic plan to reach those objectives, and creating a positive teaching and learning environment. Vice principals support principals in fulfilling these responsibilities. Both roles may also have teaching responsibilities. This is consistent across Ontario and British Columbia.

Leader Recruitment, Preparation, and Development

Each province has its own process for recruiting and training principals. At a minimum, principals are required to have a bachelor’s degree in education, a teacher’s certificate valid in their province, and several years of teaching experience as a senior teacher or a department head.

Ontario has prioritized school leadership development, defining clear roles for principals in driving school improvement and student achievement. The province’s leadership strategy includes attracting the right people to the principalship and helping to develop them into instructional leaders. The Ontario Leadership Framework describes successful practices of school and system leaders based on the latest research and provides a foundation for the province’s leadership development efforts. It also lays out five core leadership capacities to support professional development for school leaders: setting goals, aligning resources with priorities, promoting collaborative learning cultures, using data, and engaging in courageous conversations.

To become a principal in Ontario, a teacher must have at least five years of teaching experience, certification in three of four age divisions (these are classified as primary, junior, intermediate, and senior), two Specialist qualifications or a master’s degree, and have completed the Principal’s Qualification Program (PQP). The Ontario College of Teachers, the teaching regulatory body, develops guidelines for PQP providers (universities, principals’ council, some district school boards partnered with councils) and accredits them. The PQP includes 250 hours of content organized around the Ontario Leadership Framework, plus a 50-hour in-school leadership practicum requiring the aspiring principal to lead a collaborative inquiry project with support from a principal mentor. Once new principals are on the job, the Ontario Ministry of Education provides funding to support continued mentoring for the first two years.

There are no provincial standards for the principalship in British Columbia other than holding a certificate of qualification as a teacher. As employers, school districts set the hiring requirements for principals and generally require them to have a master’s degree, preferably in educational leadership or with coursework in leadership. Universities and professional organizations like the British Columbia Principals’ and Vice-Principals’ Association (BCPVPA) offer a range of training opportunities, including graduate programs and summer induction programs for new school leaders. The BCPVPA has also developed a set of leadership standards for BC principals and vice-principals to guide the development of effective school leaders. The BCPVPA Leadership Standards for Principals and Vice-Principals are composed of nine standards organized into four categories: ethical leadership, instructional leadership, relational leadership, and organizational leadership.

Since 2021, the Ministry of Education and Child Care has been working with K-12 partners on the development of a non-credit pre-service program for K-12 leaders called Management Foundation Standards. This program was piloted with a small cohort of school leaders in 2023-2024 and is currently being refined.