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NOVA SCOTIA DEPARTMENT OF EDUCATION

ANNUAL ACCOUNTABILITY REPORT

FISCAL YEAR 2009–2010

Table of Contents

Accountability Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Message from the Minister. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

1.0 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.1 Environmental Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 Report Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

2.0 Department Progress and Accomplishments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2.1 Departmental Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2.2 Departmental Progress and Accomplishments for 2009–10. . . . . . . . . . . . . . . . . . 3

Goal 1: Improve conditions for learning in the public education system. . . . . . . . 4Goal 1: Performance Measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Goal 2: Strengthen educational programming and services in priority areas.. . . . 12

Goal 2: Performance Measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Goal 3: Enable the provision of relevant and high quality post-secondaryeducation and training.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22


Goal 4: Promote healthy, active learning communities and families.. . . . . . . . . . 30

Goal 5: Foster access, equity, and diversity through and within education and training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32


Goal 6: Develop a skilled and adaptable workforce. . . . . . . . . . . . . . . . . . . . . . . 42


Goal 7: Strengthen accountability in the areas of governance, resource investment and utilization, and reporting of results. . . . . . . . . . 48


3.0 Human Resources Strategy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

4.0 Financial Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

5.0 New and Discontinued Performance Measures in 2009–10. . . . . . . . . . . . . . . . . . . . . . . 57

Department of Education Accountability Report 2009–10 i

ACCOUNTABILITY STATEMENT

The accountability report of the Department of Education for the year ending March 31, 2010, isprepared pursuant to the Finance Act and government policies and guidelines. These authoritiesrequire the reporting of outcomes against the Department of Education business plan informationfor the fiscal year 2009–10. The reporting of Department of Education outcomes necessarilyincludes estimates, judgements, and opinions by the Department of Education management.

We acknowledge that this accountability report is the responsibility of the Department ofEducation management. The report is, to the extent possible, a complete and accuraterepresentation of outcomes relative to the goals and priorities set out in the Department ofEducation Business Plan: 2009–10.

Original Signed By

Hon. Marilyn More Minister

Original Signed By

Rosalind PenfoundDeputy Minister

Department of Education Accountability Report 2009–10 ii

MESSAGE FROM THE MINISTER

It is my pleasure to present to you the Department of Education’s tenth accountability report. This document reports on the department’s activities undertaken to meet the goals and prioritiesidentified in the Department of Education Business Plan: 2009–2010.

In 2009–10, the department continued to work with partners in education to build a high quality,accessible education system that meets the educational needs of all Nova Scotians. Theprovince-wide school accreditation process entered its fifth year of implementation in 2009–10with all 432 schools in the province involved in the program. The department continued topromote skilled trades education through a variety of courses introduced throughout 2009–10,including, Skilled Trades 10, Construction Trades 11, and grade 12 co-operative educationcourses. Over 200 high school graduates received the Options and Opportunities Certificate ofAchievement and 120 of these graduates were accepted to the Nova Scotia Community Collegefor September 2009. The department increased training available for French Immersion resourceteachers and, working with school boards and a number of other partners in education, implemented a review of curriculum outcomes in a number of subject areas. The departmentcontinues to provide resources and professional learning opportunities to support existingcurriculum.

Many of the key issues that face education require the department to work collaboratively toeffect change. In 2009–10, the Department of Education continued as an active partner in theStrategy for Children and Youth: Our Kids Are Worth It. Under this strategy, the departmentestablished pilots for the SchoolsPlus program in schools in four school boards. The vision ofSchoolsPlus is for schools to become centres of service delivery enabling enhanced collaborationby bringing professionals and programs together to help children, youth, and families. Anexternal evaluation of SchoolsPlus began in September 2009, and a report will be completed in2010; initial feedback on the SchoolsPlus program has been very positive.

The department continued to work with partners to ensure that Nova Scotia post-secondarystudents have access to equitable and high quality education. A consultant was hired in January2010 to begin a review of the higher education system in Nova Scotia. Governance structuresand funding models in other jurisdictions are part of the review. The department has continuedto work with the Nova Scotia Community College to expand enrolment. In 2009–10, thedepartment committed $2 million to create 250 new community college seats targeted to high-demand trades and professions. Through the second Memorandum of Understanding (MOU)with Nova Scotia’s universities, the tuition freeze continued in 2009–10. In addition, the NovaScotia University Student Bursary Trust reduced tuition fees for students studying in NovaScotia. Statistics Canada reported that Nova Scotia was the only province to lower universitytuition fees for 2009–10.

The 2009–2010 accomplishments of the department reflect our continued focus on building ahigh quality education system. The department’s priorities in 2009–10 helped Nova Scotians toacquire the knowledge and skills needed to become lifelong learners and to fully participate at alllevels of the education system.

Department of Education Accountability Report 2009–10 1

1.0 INTRODUCTION

This accountability report provides information on departmental activities undertaken to achievethe departmental goals, priorities, and outcomes identified in the Department of EducationBusiness Plan: 2009–2010.

1.1 ENVIRONMENTAL CONTEXT

Education is a key component of government’s four year plan to create good jobs and grow theeconomy in Nova Scotia. In 2009–10, the department worked closely with its partners to providelearners with increased opportunities and tools to help them achieve personal fulfilment andbecome members of an educated, productive society.

The education system continues to face considerable demographic pressures in the short-termplanning context, particularly in rural and small schools. Other pressures on the educationsystem include projected teacher shortages in certain subject areas; declining enrolments; andaging equipment and facilities.

Broader societal issues also put pressure on the education system. To fulfil its fundamentalmandate to support lifelong learning, the education sector, in partnership with others, mustaddress social and health issues that were once primarily the responsibility of the family andcommunity. These include issues such as healthy eating, bullying, physical inactivity, smoking,risk-taking behaviours, and identification of disruptive student behaviour.

As with many organizations and businesses in the province, the 2009–10 global economicsituation had an impact on the activities of the Department of Education and the context in whichthe department operates. Given the current economic situation, the department must strengthenaccountability for the quality of the education provided to its learners. A key element of thisaccountability is to ensure that standards of quality are established, measured, and reported upon.These standards enable the system to measure its achievements and may be used as a basis formaking educational improvements. The communication of these standards has increased publicand parental awareness and expectations regarding the quality of educational programs andservices provided in Nova Scotia’s public schools.

Learning institutions need to provide opportunities that will allow students to acquire theknowledge and skills needed in today’s world. Over the next decade, declining populationgrowth, an aging population, changing technology, and rising education and skill requirementswill require new partnerships and creative approaches to post-secondary education. A furtherconsideration for the post-secondary education sector is that Nova Scotia students have one ofthe highest student debt loads in Canada. A critical and emergent issue for the department isdetermining what portion of the costs of post-secondary education should be borne byindividuals, their families, tax payers, and the private sector.


1.2 REPORT STRUCTURE

This accountability report is structured into three main sections. The first section (1.0, 2.0, and3.0) reviews the departmental goals, priorities and performance measures for 2009–10 andprovides commentary on departmental accomplishments over the course of the year. The secondsection (4.0) reviews the financial results. A section at the end of the document (5.0) outlines thechanges to the department’s performance measures.


2.0 DEPARTMENT PROGRESS AND

ACCOMPLISHMENTS

2.1 DEPARTMENTAL GOALS

The goals providing a focus to the actions of the Department of Education in 2009–10 were:

1. Improve conditions for learning in the public education system.2. Strengthen educational programming and services in priority areas.3. Enable the provision of relevant and high quality post-secondary education and training.4. Promote healthy, active learning communities and families.5. Foster access, equity, and diversity through and within education and training.6. Develop a skilled and adaptable workforce.7. Strengthen accountability in the areas of governance, resource investment and utilization,

and reporting of results.

The priorities that follow support these goals and the goals and priorities of government.

2.2 DEPARTMENTAL PROGRESS AND ACCOMPLISHMENTS FOR

2009–10

The following is a summary of the progress and accomplishments of the Department ofEducation in addressing business plan priorities. Please refer to the Department of EducationBusiness Plan: 2009–2010 for a detailed description of departmental priorities. Priorities in thetable below have been condensed for reporting purposes.


GOAL 1: IMPROVE CONDITIONS FOR LEARNING IN THE PUBLIC

EDUCATION SYSTEM

Goal 1 Priorities Accomplishments

Increase the number of schoolsparticipating in the Nova ScotiaSchool Accreditation Program(NSSAP) as resources allow.

This goal was realized in the 2009–10 school year.All 432 public schools are now involved at some stageof the NSSAP. In 2008–09, there were 312 schoolsparticipating in NSSAP.

Increase the number of schoolsaccredited in the NSSAP.

There were 36 schools officially accredited in2009–10, bringing the total number of officiallyaccredited schools under the NSSAP to 52.

Support professional learning andwork with key partners to respond tothe recommendations of theEducation ProfessionalDevelopment Committee.

In fall 2009, the department released its response tothe report and recommendations of the EducationProfessional Development Committee. The responsefocused on three strategic directions: 1) Develop acomprehensive instructional leadership program;2) Increase the number of mentoring and coachingopportunities for principals and teachers, and3) Develop the capacity, knowledge, and skills ofteachers, principals, and schools to implementeffective practices in professional learning.

The first strategic direction is being implemented andwork is underway on the second and third. Thedepartment continues to work with education partnersto enhance opportunities for teacher collaborative timeby ensuring effective use of the current time availableand examining ways to create more time forcollaboration.



Support evidence-based decisionmaking through the AchievementGap Initiative (AGI) and TripodProject.

The Achievement Gap Initiative (AGI) and TripodProject is intended to advance the measurement andanalysis of the department’s Racial Equity Policy. InNovember 2009 a survey was administered to 66schools in six school boards (16,953 students). Thesurvey responses will allow the department to gain abetter understanding of the needs of all students, manyof whom come from diverse linguistic and culturalbackgrounds, and respond more effectively to studentswho may not be doing well in school. Results werecomputed and distributed to participating boards andschools. Training workshops were held February 11,2010.

Develop the InstructionalLeadership Program to supportschool principals and aspiringschool-based leaders.

In 2009–10, recommendations for program contentand delivery for a new Instructional LeadershipAcademy were developed by an advisory committee. The goal of the Instructional Leadership Program is toimprove the capacity for and practice of leading theteaching and learning processes and to significantlyincrease student learning and achievement in NovaScotia public schools.

The program will be composed of six graduate-levelcourses. Writers will be hired to develop the first twocourses in consultation with a Curriculum ReviewTeam of practicing principals. An advisory councilwill be established to oversee the development anddelivery of the program. It is anticipated that the firstcohort of principals will begin the program in winter2011.



Implement the Our Kids Are WorthIt: Strategy for Children and Youth.

The Department of Education is the lead departmentfor SchoolsPlus, an integrated service delivery model.SchoolsPlus pilot sites were implemented in fourboards serving 18 schools. A DVD on SchoolsPlushas been produced. An external review of theSchoolsPlus pilot sites is being finalized.

As part of the SchoolsPlus program a pre-schoolprogram was administered at one school in the StraitRegional School Board.

In 2009–10, the Early Development Instrument (EDI)was administered in Strait Regional School Board andSouth Shore Regional School Board.

Implement phase two of the PositiveEffective Behaviour SupportsStrategy (PEBS) with in-servicingfor board lead teams regardingtargeted behaviour and academicinterventions for studentsdemonstrating disruptive behaviour.

All schools have now received professionaldevelopment in the first phase of PEBSimplementation. Schools involved in the first roll outof the Student Information System are being supportedin behaviour incident tracking data analysis.

Increase the alignment betweenteacher post-secondary educationalbackground and subjects taught.

The issue has been brought to the attention of boardhuman resource directors who report thatqualifications are carefully considered beforeappointments are made. The Halifax Regional SchoolBoard, in particular, has formalized reporting onqualification criteria in the appointment process.

Continue the province’s SchoolCapital Construction Program.

One new school finished construction in 2009–10. All of the projects in the additions and alterationsprogram will continue in 2010–11. In 2009–10, 33projects began within the government’s energyreduction initiative and will be completed in 2010–11.



Review of the implementation of theBLAC Report on Education.

Dr. Enid Lee completed her review of theimplementation of the BLAC Report and submitted herreport, Reality Check. The review was completed withthe participation of the school boards, departmentstaff, the Council on African Canadian Education, theBlack Educators Association, and parents of AfricanNova Scotian learners. Following feedback from thegeneral public, the Minister’s response will be releasedin the summer of 2010.

Examine the effectiveness ofpolicies and practices dealing withabsenteeism and student engagementin the learning process.

The Minister’s Working Committee on ClassroomClimate and Absenteeism was created in May 2009 toidentify best practices and recommend effectivepolicies with respect to the issues of absenteeism andincreasing student engagement. The committeesubmitted its report and recommendations to theMinister of Education in fall 2009.

In winter 2010 the Minister held four focus groupswith principals, parents, school advisory councilmembers, and students to discuss the report andrecommendations and gain a better understanding oftheir potential impact. The Minister’s response isexpected by September 2010.


GOAL 1: PERFORMANCE MEASURES

NUMBER OF GRADE LEVELS FOR WHICH CLASS SIZE IS CAPPED AT 25One of the department’s core business areas is primary–12 education. The number of gradelevels for which class size is capped at 25 is one of the measures for a desired outcome that fallswithin this core business area.

WHAT DOES THIS MEASURE TELL US?

The Class Size Initiative was introduced as part of the Learning for Life (2002) plan and iscontinuing as part of the “Time to Teach and Time to Learn” theme of Learning for Life II:Brighter Futures Together (2005).

REPORTING ON 2009–2010 TARGETS

The department invested $20,816,000 in the Class Size Initiative in 2009–10.

Primary to grade 3 classes remained capped at 25 students. The cap of 28 for grade 4 wasremoved, but it is expected classes will not exceed 30. The cap of 20, or an additional adult,remained only for combination classes that include grade primary students (e.g., primary–1,primary–1–2, primary–1–2–3). Other grade 1–3 combinations were capped at 25, including acombination 3–4 class. These adjustments yielded savings of $442,000.

French Immersion continued with the usual procedures of consultation with school advisorycouncils if the numbers exceeded the primary–3 cap.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?In this period of fiscal restraint, it will not be possible to achieve the 2010–11 target to apply aclass size cap of 25 students to grades primary–6. In the future, we will re-evaluate the relativebenefits of Class Size Initiative investments, and reconsider both the viability and the efficacy ofexpanding the Class Size Initiative, as resources allow, up to and including grade 6 as originallyplanned.


Number of Schools Officially

Accredited under the NSSAP

Year # of Schools

2007–08 11

2008–09 16

2009–10 52

2010–11 110

2011–12 200

2012–13 300

NUMBER OF SCHOOLS OFFICIALLY ACCREDITED IN THE NOVA SCOTIA

SCHOOL ACCREDITATION PROGRAM (NSSAP)One of the department’s core business areas is primary–12 education. The number of schoolsofficially accredited under the Nova Scotia School Accreditation Program (NSSAP) by thedepartment is one of the measures for a desired outcome that falls within this core business area.

The NSSAP is the government’s quality assurance mechanism for schools. Accredited schoolshave demonstrated improved results in student achievement and school performance. Accrediting schools represents an opportunity for government to celebrate the good workhappening in schools.


Schools that are successfully accredited in the NSSAP have proven that they have the capacity tocreate meaningful, long-term, sustainable change, with improved outcomes in studentachievement and school performance.

Accreditation is achieved when a school presents convincing evidence (data) indicating growth inrelation to the goals identified in their school improvement plan. Accreditation is about thedemonstration of improvement. Accreditation provides a means to address both the validity andthe implementation of the school’s improvement plan. Each school receives an independentjudgment from an accreditation team from the Department of Education, on its accomplishmentsin relation to its goals.


All schools are now involved in the NSSAP aspart of a continuous cycle. There were 36schools, representing all school boards, whowere officially accredited by the department in2009–10, bringing the total number ofaccredited schools to date to 52.

WHERE DO WE WANT TO GO/BE IN THE

FUTURE?The target is to increase the number ofaccredited schools to 110 by 2010–11. We areon track to meet this target.


Percentage of classrooms withthree or more computers

Grade % of

classrooms

Primary–3 52%

Grades 4–6 78%

Grades 7–9 81%

Grades 10–12 58%

PERCENTAGE OF GRADES 10–12 CLASSROOMS WITH THREE OR MORE

CURRENT COMPUTERS

One of the department’s core business areas is primary–12 education. Percentage of grades10–12 classrooms with three or more current computers is one of the measures for a desiredoutcome that falls within this core business area.


This is a measurement of access to information and communications technology (ICT) inprimary–12 classrooms. Ready access to ICT is critical to aid in the support of student learning.


The latest data, from 2008–09, indicates that53% of classrooms have three or more currentcomputers. The ratio of computers to students is1:2 for grades 10–12 and 1:8 for primary–3. Theoverall ratio across all grades is 1:3.4, lower thanthe 2007–08 ratio of 1:3.2. Data from 2009–10will be available in fall 2010.

In 2009–10, the department invested $4,280,000in the Information Economy Initiative. Thisfunding supports boards in purchasing hardware,such as computers and LCD projectors ($900,000); and software ($300,000); fundingtechnicians to service computers ($2,370,000); and providing technology mentors to leadprofessional development of teachers in the effective use of ICT to support teaching and learning($710,000).

WHERE DO WE WANT TO GO/BE IN THE FUTURE?Implementation of our strategy for 21st century learning will ensure that students develop theinformation and digital literacies required of information-age learners, employers, andemployees.

Our strategy provides for the equitable access to current technology for learning. We want toaddress the significant disparity in access to ICT in schools across the province to ensure thatolder schools as well as newer ones have modern technology.

It is the department’s target to ensure that all our graduates have had access to learningexperiences prerequisite to digital literacy by increasing the percentage of grade 10–12 studentswho have access to three or more computers to 65 percent by 2010–11. Our minimum targetratios are 1:2.5 for secondary and 1:8 for elementary, which will involve putting more than 6,000new computers in our classrooms.


HIGH SCHOOL GRADUATION RATE

One of the department’s core business areas is primary–12 education. The high schoolgraduation rate is one of the measures for a desired outcome that falls within this core businessarea.

WHAT DOES THIS MEASURE TELL US? The graduation rate is the percentage of students receiving a high school graduation diplomacompared with the number of students in grade 9 three years earlier.

Education is a key variable in improved employment prospects and higher earnings. Thesuccessful pursuit of further education depends upon high school graduation. This is thefoundation upon which an individual’s future success is built.


The graduation rate from the 2008–09school year was 83.8%. As the graphillustrates, since 2005–06 the graduationrate has decreased slightly.


FUTURE?Our target is to continue to increase thegraduation rate over the baseline. Thedepartment has implemented a number ofprograms aimed at addressing studentengagement and encouraging students tostay in school. Senior high students can choose course options that are consistent with their post-secondary plans, be they university, community college, skilled trades, or the job market. For

2example, the department’s O : Options and Opportunities program offers Career Academies,with significant opportunities for co-operative education in the workplace. Opportunities for co-

2operative education beyond the O program have also expanded dramatically. In addition, skilledtrades education courses have been implemented in seven schools. It is expected that havingenhanced and engaging opportunities to prepare for the various post-secondary pathways willhelp improve students’ motivation to graduate from high school.


GOAL 2: STRENGTHEN EDUCATIONAL PROGRAMMING AND

SERVICES IN PRIORITY AREAS


Respond to recommendations fromthe Minister’s Review of Services forStudents with Special Needs.

The Special Education Policy has been updated andthe Special Education Appeal Guidelines have beenreleased.

A learning disabilities consultant has been hired andwork has begun on provincial Learning DisabilitiesGuidelines.

The Tuition Support Program has been reviewed andthe Minister’s response was released.

An assistive technology DVD has been released tosupport use of assistive technology by students.

The Teacher Assistant Guidelines have been reviewedand released, and teacher resources on programmingrelated to life skills have been developed and released.

The School Psychology Guidelines have been releasedand distributed to school boards.

Continue to provide support toschool boards for professionaldevelopment and resources forteachers to develop and consolidateskills in teaching students withAutism Spectrum Disorder.

The department has supported boards through targetedfunding to acquire resources for Autism and to assistin the provision of professional development andtraining.

The Autism Management Advisory Team released itsreport to the Minister in April 2010. The Ministercommitted to releasing a response by fall 2010.

The Provincial Education Autism Advisory Team(PEAAT) met four times during the current schoolyear to advise the department on priorities for trainingand to share expertise.



Increase training available for Frenchimmersion resource teachers.

The first cohort of teachers has graduated from theresource program, and the second cohort is expectedto graduate in January 2012. Registration for a thirdgroup is taking place.

Implement the action plan to increaseenrolment in French secondlanguage.

A promotional campaign to increase student interest inFrench Second Language is being developed. Thecampaign involves the development of a website thatis scheduled for launch in June 2010.

The number of grade 12 students participating in theDELF (Diplôme d’études en langue française)assessment increased from 112 to 249 students.Twenty-seven teachers have been trained to administerand correct DELF.

The French program evaluation with grade 12 studentshas been put on hold because of the expansion of theDELF assessment.

Increased funding for core French mentors has beenapproved. The number of mentors has increased fromone half-time mentor to two full-time mentors.

The number of Core French pilot classes increasedfrom 8 to 19, involving 5 of the 7 regional schoolboards.

Chimie (Chemistry) 11 has been reviewed and will beavailable in fall 2010.

Preliminary work was undertaken with school boardstaff to plan for the selection, adaptation, and possibletranslation of a variety of online courses.

The Intensive French Review has been completed anda final report is expected in summer 2010.



To help meet the need for qualifiedFrench second language educators,the department will increase thenumber of teachers participating inthe online French language course.

Three online sessions took place in the spring and fallof 2009 and a winter session in 2010. Fifty-oneteachers participated in the sessions to increase theircompetency in French Second Language instruction(up from 47 participants in 2008). Participants whocomplete the sessions receive a certificate ofparticipation.

Two summer institutes were held in August 2009involving 72 participants from the areas of CoreFrench grades 4–9, Integrated French grade 7, andLate French Immersion grade 7.

Eighty-two teachers and administrators receivedbursaries enabling them to participate in sevensummer language opportunities.

Early Years Programming: workwith school board staff to ensure thatclassrooms have developmentallyappropriate and educationally soundlearning resources in place and thatteachers and administrators havecontinued access to professionallearning opportunities to supportboth grade primary and primary-to-grade-1 transition.

The department, in collaboration with school boards,provided opportunities for a two-part regionalworkshop for grade 1 teachers and their principals,with a focus on literacy and “evidence of knowing.”The department also conducted an invitationalworkshop for teachers of grade primary students, withrespect to connecting play with learning in science,visual arts, and movement.

Resources were provided for primary and grade 1classrooms and teachers, including Primary Program:A Teaching Resource and classroom resources.

The department offered a very successful summerinstitute, Literacy in the Early Grades, with 74 teacherparticipants.



Review curriculum outcomes inselected subject areas, to reduce thetotal number of outcomes thatteachers are required to address andstudents are expected to achieve.

The department, in collaboration with representativesof the Nova Scotia Teachers Union, school boards,and the Department of Health Promotion andProtection, has completed the review of curriculumoutcomes for both Health Education primary–6 andHealthy Living 7–9. The review fulfilled theSupporting Schools commitment to reduce the totalnumber of outcomes.

The department, in collaboration with a range ofeducation partners, has undertaken a comprehensiverevision of curriculum outcomes for mathematicsprimary–6. Further to consultations in 2010–11, thiswork will be completed in the coming school yearwith pilots commencing in September 2011.

The department, in collaboration with Council ofAtlantic Ministers of Education and Training partners,has completed the review of social studies outcomesfor grades 4, 6, and 9.



Support new and existing curriculumin Nova Scotia public schools.

The department provided support to school boards in anumber of curriculum areas, including science, artseducation, public school advanced programming,literacy, and mathematics. Support included a rangeof activities, for example, development of newcurriculum guides, supplements, and teachingresources; grants programs to support schools thatoffer students opportunities to write AdvancedPlacement examinations; and, provision of regionalworkshops, and other professional learningopportunities to support the introduction of newcourses, new curriculum for existing courses, andresources.

Events and items of particular note:

• The department hosted the Nova Scotia 2009Science Olympics with more than 60 studentparticipants from grades 4 and 5 classrooms aroundthe province. Science Olympics resources weredistributed to all elementary schools.

• In collaboration with the Canadian Space Agency,with support from NASA, the department hosted alive downlink event from the International SpaceStation with Canada’s first Expedition astronaut Dr. Robert Thirsk, linking sixteen students ingrades 9, 10, and 11 with the Expedition crewaboard the International Space Station.

• The department provided $1,271,000 to schoolboards to support implementation of theInternational Baccalaureate (IB) Diploma Program.Over 300 IB Diploma students wrote IBexaminations in May 2009. Their results surpassedthose of their counterparts in other jurisdictions in24 of 28 courses.



Use the results from the LanguageLiteracy Assessment Programadministered to grades 3, 6, and 9 tomonitor progress of students inreading and writing through keystages.

This work is ongoing. The department providesconsultant services to assist boards and their schoolsin using assessment data to design instruction thataddresses learners’ specific needs and to plan andimplement supports and interventions to scaffoldstudents’ development as readers and writers.

The department supported the implementation ofLiteracy Development Response as it moved intograde 5. The department continued to support theprofessional learning of teachers of grades 3 and 4with respect to effective instructional practices thatstrengthen student literacy and completion of LiteracyDevelopment Response documentation. Thedepartment continued to support teachers of grades6–9 with the instructional response to studentsidentified through the Elementary LiteracyAssessment and teachers of grades 6–9 with thecompletion of Literacy Support documentation.

The department supported the implementation ofLearning through Literacy as it moved into grade 12. The department continued to support the professionallearning of senior high teachers of English,mathematics, science, and social studies with respectto effective instructional practices that strengthenstudent literacy.

Work with partners under theauspices of the Council of Ministersof Education (CMEC) to develop theEducation for SustainableDevelopment (ESD) Framework forCollaboration and Action.

This work is ongoing at the national level. Thedepartment has evaluated and listed a number of ESDtools and resources in the Authorized LearningResources list. ESD outcomes are addressed invarious curricula at all grade levels. Plans for a NovaScotia ESD website are in development.

The department provided Green Technology forExploring Technology 10 summer institute in 2009.The department has planned summer institutes andother workshops to be provided in 2010–11.



EARLY ELEMENTARY LITERACY ASSESSMENT (GRADE 3), LANGUAGE ARTS

One of the department’s core business areas is primary–12 education. The percentage of EarlyElementary Literacy Assessment (grade 3) students meeting provincial expectations in languagearts is one of the measures for a desired outcome that falls within this core business area.

WHAT DOES THIS MEASURE TELL US?The Early Language Literacy Assessment was first administered to grade 3 students in the fall of2007. The assessment provides grade 3 English program teachers with information about studentperformance relative to the Early Stage outcomes in reading. Students who do not meet theprovincial expectations are supported.

Results aggregated at the school, board, and provincial levels are published annually in theMinister’s Report to Parents and Guardians. Schools receive a comprehensive report about eachstudent.


In 2009–10, 76% of students met expectations inreading. This is about the same as the result for2007–08 (the baseline year), at 75% meetingexpectations, and a decrease from 82 % meetingexpectations in 2008–09.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?The target for this measure is an increase over thebaseline of 75% by 2011–12.

Percent of Grade 3 Students

Meeting Expectations

Year % of students meeting

reading expectations

2007–08 75%*

2008–09 82%

2009–10 76%

*baseline


ELEMENTARY LITERACY ASSESSMENT (GRADE 6)One of the department’s core business areas is primary–12 education. The percentage of students(grade 6) meeting provincial expectations in reading and writing is one of the measures for adesired outcome that falls within this core business area.


The Elementary Literacy Assessment has been administered to grade 6 (English and French)students in October of each year since 2003. This assessment provides data on how grade 6students are performing in basic functional literacy through assessments in reading and writing.

Results aggregated to the school, board, and provincial levels are published annually in theMinister’s Report to Parents and Guardians. Schools also receive comprehensive individualstudent reports. Parents receive individual reports on their children’s results.


In 2009–10, 81% of students met expectations inreading and writing overall. In 2008–09 and2007–08, 82% of students met the expectations inreading and writing, and in 2006–07, 78% met theexpectations.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?The target is to increase the percentage of studentsmeeting expectations over the 2004–05 baseline of81 percent. Students who do not meet expectationsin reading and/or writing receive support and theirprogress is monitored annually as part of theirLiteracy Support Plan. The department will continueto monitor and assess the results of the literacyassessment, particularly once the assessment hasbeen in place for at least five years, at which point itmay be possible to determine statistical trends morereliably.




expectations

2004–05 81%

2005–06 74%

2006–07 78%

2007–08 82%

2008–09 82%

2009–10 81%


JUNIOR HIGH LITERACY ASSESSMENT (GRADE 9)One of the department’s core business areas is primary–12 education. The percentage of studentsmeeting provincial expectations in junior high literacy is one of the measures for a desiredoutcome that falls within this core business area.

WHAT DOES THIS MEASURE TELL US?The purpose of the Junior High Literacy Assessment (French and English) is to monitor theprogress of individual students in reading and writing, relative to a representative number ofAtlantic Canada Language Arts curriculum outcomes or French first-language curriculumoutcomes. Information from the assessment is reported at the student, school, board, andprovincial levels. Detailed student reports are provided to schools so that teachers can use theinformation to support students in areas of need. The department also prepares a report forparents which is sent home from schools.

This measure indicates how our students are performing in relation to provincial expectations inreading and writing.


In 2009–10, 78% of students met provincialexpectations in junior high literacy, which includesresults from both reading and writing. This is downfrom 2008–09 (80%) and 2007–08 (81%). The targetfor this measure is an increase over the baseline of2006–07 (82%), by 2011–12. There are a number ofstrategies in place to help achieve this target.

Reading results for 2007–08, 2008–09, and 2009–10were 87%, 85%, and 82% meeting expectationsrespectively. The downward trend in the readingresults is being investigated. Writing results for2007–08, 2008–09, and 2009–10 were 90%, 92%,and 95% meeting expectations respectively. A marked upward trend in writing results isobserved.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?The department is interested in restoring the reading results to their previous levels. The target isto increase the percentage of students meeting expectations over the 2007–08 results.

Writing results continue to strengthen. The department has achieved its target with regard tostudent writing skills and these results must be sustained.

Percent of Junior High Students



expectations

2006–07 82%

2007–08 81%

2008–09 80%

2009–10 78%


EARLY ELEMENTARY MATHEMATICS ASSESSMENT (GRADE 3) One of the department’s core business areas is primary–12 education. The percentage of studentsmeeting provincial expectations on the Early Elementary Mathematics Literacy Assessment(grade 3) is one of the measures for a desired outcome that falls within this core business area.


The Early Elementary Mathematics Literacy Assessment in English, French, and FrenchImmersion formats provides information about individual student achievement as well as systemperformance in relation to the English and French mathematics curricula. Information from theassessment is reported at the student, school, board, and provincial levels. Detailed studentreports are provided to schools so that teachers can use the information to support students inareas of need. The department also prepares a report for parents that is sent home from schools.

The measure will indicate the percentage of students who are meeting provincially establishedexpectations for mathematics achievement.


The assessment was first administered in 2007–08. In this baseline year (2007–08), 67% of students metthe provincial expectations. In 2009–10, 71% ofstudents met expectations. While more data isneeded to determine a trend, the results indicate thatmore students are having success in mathematics atthe grade 3 level.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?The target is to increase the percentage of studentsmeeting expectations over the 2007–08 baseline by2011–12.




expectations

2007–08 67%

2008–09 72%

2009–10 71%


GOAL 3: ENABLE THE PROVISION OF RELEVANT AND HIGH

QUALITY POST-SECONDARY EDUCATION AND

TRAINING


Bring tuition fees to the nationalaverage by 2010–11.

For the 2009–10 academic year tuition fees for NovaScotian students studying in Nova Scotia were reducedby $1,022 via the Nova Scotia University StudentBursary. In October 2009 Statistics Canada reportedthat Nova Scotia was the only province to loweruniversity tuition fees for 2009–10.

The average undergraduate tuition fee for NovaScotian universities was reported to be down $181(3.2%), from $5,877 to $5,696 for all studentsstudying in Nova Scotia, and down to $5,345 for NovaScotian students studying in the province. NovaScotia is on track to achieve its goal of having tuitionfees for Nova Scotian students studying in NovaScotia on par with the national average for the2010–11 academic year.

Administer the terms andconditions of the Memorandum ofUnderstanding (MOU) onUniversity Funding and TuitionFees to ensure that tuition fees willbe frozen for all students studyingat Nova Scotia universities over athree year period.

2009–10 was the second year of funding under the2008 MOU. Universities received an additional $28.5million in operating grants in 2009–10, $1.5 millionless than originally agreed upon as a result of aprovince-wide fiscal restraint measure that imposedgrant reductions to many of the province’s grantrecipients. Tuition fees for 2009–10 remained frozenfor all students at 2006–07 levels.

Continue dialogue with post-secondary education institutions toconsider innovative approaches toaddressing the infrastructurerenewal needs within this sector.

The federal Knowledge Infrastructure Programapproved $114 million in projects for Nova Scotiauniversities and $17.5 million for NSCC. $56.7million of this funding was provided by the federalgovernment and the province provided $27.5 million. The remaining funding was made available throughlow interest loans to the universities, pluscontributions from the universities themselves. Projects got underway in 2009 and must be completedby March 31, 2011.



Continue investment in capacity atthe Nova Scotia CommunityCollege.

The department worked to secure $2 million in newfunding for the 2010–11 budget year to support theaddition of 250 new seats at the Nova ScotiaCommunity College.

Conduct research of relevance toNova Scotia Education Policy viathe Minister’s Post-secondaryEducation Research AdvisoryPanel.

In 2009–10, a report was released entitled EconomicImpact of International Students Enrolled in NovaScotia Universities: An Expenditure Analysis. Twonew studies were initiated in 2009–10: ChangingWork-Study Patterns of Post-Secondary Students inCanada and Breaking Down the Barriers to Post-Secondary Education. These two studies will becompleted in 2010–11.

Implement the Minister’s responseto the review of teacher educationin Nova Scotia.

In 2009–10, the department continued to work withkey partners to develop new legislation that willprovide authority for Ministerial approval of Bachelorof Education programs offered in Nova Scotia, andrequire universities wishing to offer the BEd programto meet certain requirements outlined in regulations.The proposed legislation will be submitted to theLegislative and Regulatory Review Committee forconsideration for the fall 2010 sitting of the House ofAssembly.

The department is moving forward with developmentof a Practicum Task Force and the Minister’sAdvisory Council on Teacher Education.

To support this work, a follow-up survey of graduatesof Bachelor of Education programs in Nova Scotiawas launched in spring 2010. The survey willevaluate student experiences of Nova Scotia BEdprograms and solicit graduate assessments of theprograms’ success in preparing them for theclassroom.


Goal 3 Additional Accomplishments

Initiatives/Commitments Accomplishments

Conduct a jurisdictional review toidentify policy options and bestpractices with respect to governancemodels and financing arrangements forpost-secondary institutions.

A consultant was hired in January 2010 to begin areview of the higher education system in NovaScotia. Governance structures and funding modelsin other jurisdictions are part of the review. Theconsultant is expected to file his report with thePremier by the end of July 2010.



AVERAGE NOVA SCOTIA TUITION FEE

One of the department’s core business areas is Higher Education. Average Nova Scotia tuitionfee is one of the measures for a desired outcome that falls within this core business area.

WHAT DOES THIS MEASURE TELL US? This measure shows the average undergraduate tuition at Nova Scotia universities, weighted bynumber of students enrolled by institution and field of study. This measure indicates theaffordability, accessibility, and competitiveness of public post-secondary education in NovaScotia.


The target of this measure was to reduce theaverage tuition fee in Nova Scotia below thebaseline of $6,422 in 2006–07. In 2009–10, theaverage tuition fee in Nova Scotia was $5,696,12.8% lower than the baseline of $6,422 in2006–07. The 2009–10 tuition fee for NovaScotia students studying in Nova Scotia was$5,345, 9% lower than the 2008–09 tuition feeof $5,877. The average undergraduate tuitionfee for Canada in 2009–10 was $4,917.


FUTURE?The target is to reduce average university tuition in Nova Scotia to the national average in2010–11. Several initiatives are being undertaken to make university education more affordablein Nova Scotia.

A Memorandum of Understanding with the universities was put in place for the period 2005–06to 2007–08 that guaranteed funding and held tuition fee increases for most programs to amaximum of 3.9%. In January 2007, the province used Federal Infrastructure Trust Fund moneyto provide the Canada-Nova Scotia Student Bursary in the amount of $440 per full-time studentand $220 per part-time student. In the 2007–08 academic year, tuition fees for all Canadianstudents were frozen at 2006–07 levels. Furthermore, tuition fees for Nova Scotia studentsstudying at Nova Scotia universities were reduced by $500 for a student carrying a full courseload. On March 31, 2008, a second MOU was signed with the universities covering 2008–09,2009–10 and 2010–11. This agreement freezes tuition fees for all students over the 3–yearperiod.

The Nova Scotia University Student Bursary Trust was established on March 28, 2008, whichwill provide a benefit of $761 in 2008–09, $1,022 in 2009–10, and $1,283 in 2010–11 to NovaScotia students studying at Nova Scotia universities. Canadian students from outside NovaScotia will benefit from a bursary of $261 in 2010–11.


NOVA SCOTIANS ENROLLED IN CANADIAN UNIVERSITIES One of the department’s core business areas is Higher Education. The enrolment of Nova Scotiansin universities at any location in Canada is one of the measures for a desired outcome that fallswithin this core business area.

WHAT DOES THIS MEASURE TELL US?This measure shows the number of Nova Scotians studying full-time in public post-secondaryeducation from a Canadian university. This measure indicates the accessibility to public post-secondary education for Nova Scotians.


The target of this measure was to increasethe number of Nova Scotians in universitiesover the baseline data of 32,230 in 2002–03. In 2003–04, 33,175 students were enrolled,exceeding the 2002–03 target; however insubsequent years the number of studentsenrolled has declined slightly, due in part todeclining population in Nova Scotia. Themost recent data available from 2007 showsthat the overall participation rate of NovaScotians in universities has remainedrelatively stable during the same period oftime, as illustrated in the chart.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?Our target is to increase participation over the 2002–03 baseline. Several initiatives are beingundertaken to help with access to post-secondary education.

Enhancements have been made to the student loan program to allow for quicker and more efficientprocessing of student loan applications.

The Nova Scotia Student Grant will provide up to the first 20% of a student’s Nova Scotia StudentLoan (to a maximum of $1,560/year) in non-repayable assistance. This grant, funded through a re-distribution of funding for the Nova Scotia Debt Reduction program, will assist approximately 9,000students annually at a cost of $7.5 million.

The Nova Scotia Grant for High Need Students with Dependants will provide $20/week in non-repayable assistance (up to $1,040/year) to students with high need and dependant children.

The supplemental loan program for students in medicine, law, and dentistry will provide up to anadditional $140/week of loan assistance to students in these programs, to a maximum of $7,280/year.

Several steps have been taken to reduce average university tuition in Nova Scotia to the nationalaverage in 2010–11, making university education more affordable in Nova Scotia.


NOVA SCOTIANS WITH POST-SECONDARY EDUCATION

One of the department’s core business areas is Higher Education. The percentage of NovaScotians with post-secondary education is one of the measures for a desired outcome that fallswithin this core business area.

WHAT DOES THIS MEASURE TELL US?This measure shows the percentage of Nova Scotians aged 25–54 who have a post-secondarycertificate, diploma, or degree. Education is a key variable in improved employment prospects,higher earnings, and social engagement. The attainment of post-secondary education betterprepares Nova Scotians for the labour market. Research conducted by the federal governmentsuggests that 70% of new jobs will require some form of post-secondary education.


In 2009–10, 62.7% of Nova Scotiansaged 25–54 had a post-secondarycertificate, diploma, or degree. Thepercentage was slightly lower than thenational percentage (63.0%). This ispartly due to the out-migration of NovaScotians. According to StatisticsCanada Census 2006, over the period of2001 to 2006, 10% of Nova Scotiansaged 25–54 who had a post-secondarycertificate, diploma, or degree moved toother provinces. The graph shows thatin 2009–10, the percentage of NovaScotians with post-secondary educationwas greater than the baseline of 61.8%in 2004–05.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?Our target is to have the percentage of Nova Scotians aged 25–54 who have a post-secondarycertificate, diploma, or degree increase. Several initiatives are being undertaken to help withaccess to post-secondary education:• The new Nova Scotia Community College Waterfront Campus in Dartmouth opened in

September 2007. Planning for Phase 2 of the growth plan is underway.• The 2010–11 budget has committed $2 million to add another 250 seats to the College’s

enrolment capacity, and the province is in discussion with NSCC regarding a furtherenrolment growth strategy.

• Several steps have been taken to reduce average university tuition in Nova Scotia to thenational average in 2010–11, making university education more affordable in Nova Scotia.


NUMBER OF DIPLOMAS, CERTIFICATES, AND DEGREES ISSUED BY NOVA

SCOTIA INSTITUTIONS

One of the department’s core business areas is Higher Education. The number of diplomas,certificates, and degrees issued by Nova Scotian institutions is one of the measures for a desiredoutcome that falls within this core business area.

WHAT DOES THIS MEASURE TELL US?This measure reports the number of diplomas, certificates, and degrees issued by Nova Scotianinstitutions. It includes community college diplomas and certificates, undergraduate level diplomasand certificates, graduate level diplomas and certificates, bachelor’s and first professional degrees,master’s degrees, and earned doctorates. This measure indicates the capacity and ability of NovaScotian institutions to provide post-secondary education.


The target for this measure was to increase the numberof diplomas, certificates, and degrees issued by NovaScotia institutions over the baseline of 12,398 for2003–04. The most recent data available from 2007shows that Nova Scotia institutions issued 14,340diplomas, certificates, and degrees, an increase of15.7% over the baseline.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?Our target is to have this number continue to increase.Several initiatives are being undertaken to help withaccess to post-secondary education.

The new Nova Scotia Community College (NSCC)Waterfront Campus in Dartmouth opened inSeptember 2007. Construction of the second buildingat the new campus, a trades training facility called theCentre for the Built Environment, was completed atthe end of March 2010. This completes a growth initiative for the NSCC that began in 2003 to add2,000 seats to the college’s enrolment capacity. By the 2009–10 academic year enrolments hadincreased to 10,433, exceeding the 2,000 seat enrolment growth target. The 2010–11 budget hascommitted $2 million to add another 250 seats to the college’s enrolment capacity, and the provinceis in discussion with NSCC regarding a further enrolment growth strategy.

A Memorandum of Understanding (MOU) with the universities was put in place for the period2005–06 to 2007–08 that guaranteed funding and held tuition fee increases for most programs to amaximum of 3.9%. In January 2007, the province used Federal Infrastructure Trust Fund money toprovide the Canada-Nova Scotia Student Bursary in the amount of $440 per full-time student and$220 per part-time student. In the academic year 2007–08, tuition fees for all Canadian studentswere frozen at 2006–07 levels. Furthermore, tuition fees for Nova Scotian students studying at NovaScotian universities were reduced by $500 for a student carrying a full course load. The province hascommitted to reduce tuition fees to the national average by 2010–11. Several steps have been takento reduce average university tuition in Nova Scotia to the national average in 2010–11, makinguniversity education more affordable in Nova Scotia.


ENROLMENT AT THE NOVA SCOTIA COMMUNITY COLLEGE

One of the department’s core business areas is Higher Education. Enrolment at the Nova ScotiaCommunity College is one of the measures for a desired outcome that falls within this corebusiness area.

WHAT DOES THIS MEASURE TELL US?This measure shows the number of students enrolled in Nova Scotia Community College(NSCC) programs. This measure indicates the accessibility to NSCC.


This measure met its target to increasethe enrolment number at NSCC overthe baseline data of 8,978 in 2005–06. In 2008–09 enrolments were at10,505, 17% higher than the baseline.Enrolment for 2009–10 was 10,433.

WHERE DO WE WANT TO GO/BE IN

THE FUTURE?Our goal is to have enrolmentnumbers continue to increase. Thetarget for 2010–11 is to haveenrolment increase to 10,725. Severalinitiatives are being undertaken tohelp with access to post-secondaryeducation.

The new NSCC Waterfront Campusin Dartmouth opened in September 2007. Construction of the second building at the newcampus, a trades training facility called the Centre for the Built Environment, was completed atthe end of March, 2010. This completes a growth initiative for the NSCC that began in 2000 toadd 2,000 seats to the college’s enrolment capacity. By the 2009–10 academic year enrolmentsstood at 10,433, exceeding the 2000 seat enrolment growth target. The 2010–11 budget hascommitted $2 million to add another 250 seats to the college’s enrolment capacity, and theprovince is in discussion with NSCC regarding a further enrolment growth strategy. Enhancements have also been made to the student loan program to provide more funding to morestudents, and NSCC tuition fees for 2009–10 remained at the 2008–09 level of $2,700.


GOAL 4: PROMOTE HEALTHY, ACTIVE LEARNING

COMMUNITIES AND FAMILIES


Implement the Health PromotingSchools Strategy in partnershipwith the Department of HealthPromotion and Protection, schoolboards, and district healthauthorities.

The second Health Promoting Schools Showcase tookplace in October 2009. At this event, the departmentlaunched the Health Promoting Schools website andlogo. A Health Promoting Schools brochure waspublished and distributed.

Review health educationcurriculum and support its delivery.This will include• supporting boards and schools in

strengthening delivery of mentaland emotional health educationcomponents of the curriculum,grades 4–9

• reviewing curriculum outcomesfor Health Education Primary–6and Healthy Living 7–8

• developing new curriculumresources for Healthy Living 9

All commitments under this priority were fulfilled.

Two curriculum supplements addressing mental healthwere distributed to all teachers of Health Educationgrades 4–6 and Healthy Living grades 7–9. Professionallearning opportunities have been offered to supportimplementation.

The review of curriculum outcomes for HealthEducation primary–6 and Healthy Living 7–8 has beencompleted.

New Healthy Living 9 student resources have beenprovided to schools. Healthy Living 9 teacher resourceswill be provided in fiscal 2010–2011.

Supplementary resources to support delivery of HealthEducation 4–6 and Healthy Living 7–9 have beendistributed to schools.

Support the implementation ofstandards for the provincialbreakfast program.

The department, in partnership with the Department ofHealth Promotion and Protection, cost-shared theprovision of co-ordinator services to support schoolboards and their schools in implementing ProvincialBreakfast Program Standards released in 2008. Thestandards are intended to ensure the quality of breakfastprograms within Nova Scotia’s public schools and incommunity settings that have established partnershipswith schools.

Currently, 325 schools provide healthy breakfasts thathelp nurture and nourish young minds and bodies.



Collaborate with the Department ofHealth Promotion and Protection tosupport delivery of the Active Kids,Healthy Kids strategy.

In collaboration with the Department of HealthPromotion and Protection, the department supported theSports Animator program. The department alsosupported the Keeping Pace of Young People’s Eatingand Physical Activity study, involving 2,200 grades 3,7, and 11 students. Trends will be calculated usingsimilar studies from 2002 and 2006.

The department has piloted Fitness Leadership 11 innine schools.

Increase supports for physicaleducation.

The department sustained $1,530,400 to school boardsto fund 25.5 physical education positions in grades 3–9.The intent of this funding is to increase students’ accessto physical education with the goal of daily physicaleducation when resources allow. The departmentprovided $800,000 to school boards to supportimplementation of the physical education graduationcredit, an increase of $300,000 from the previous year.

The department developed three new grade 11 physicaleducation courses to be implemented in the 2010–11school year: Yoga 11, Physically Active Living 11, andPhysical Education 11.

The department has provided safety mats to some juniorhigh schools to support rhythmic gymnastics and relatedactivities and sports.


GOAL 5: FOSTER ACCESS, EQUITY, AND DIVERSITY THROUGH

AND WITHIN EDUCATION AND TRAINING


Increase access to correspondenceand online courses.

The Nova Scotia Virtual School has a common platformcurrently used by more than 10,000 students andteachers. The department funds 200 seats annually forstudents to take online courses within their own boardor from another board. Priority for those seats is givento students in rural high schools with fewer than 300students. The department has implemented aregistration portal for the Nova Scotia Virtual School.It is the department’s intent to make online coursesavailable to senior high students province-wide whenresources become available.

International Baccalaureate online courses werecancelled by the International BaccalaureateOrganization.

The department revised some correspondence courses. Enrolment in the correspondence study program issteady at about 2000 active students per year.

Provide more supports for AfricanNova Scotian learners.

In-school literacy support for African Nova Scotian students was provided in partnership with severalschool boards.

Four workshops in Cultural Competencies weredelivered to guidance counselors by department andschool board staff.

The department developed a partnership with St.Francis Xavier University to deliver a part-time BEdprogram, with the goal of increasing the number ofAfrican Nova Scotian BEd students.



Provide more supports for AfricanNova Scotian learners. (Continued)

Twenty parent workshops were delivered across theprovince as part of parent/community outreach andeducation.

The department worked with BEA/CACE to plan,develop, and deliver the African Nova Scotian youthleadership conference to 150 participants.

Increase programs and services forMi’kmaw Learners and IncreaseKnowledge about Mi’kmaqCulture.

Provincial assessments have been implemented inMi’kmaw Schools in the province as part of Mi’kmawKina’matnewey’s School Improvement Plan, and professional learning opportunities offered by thedepartment have been made available to teachers whoteach in the Mi’kmaw school system.

The review of Mi’kmaq Studies 10 curriculum began inMay 2010.

The Mi’kmaq Liaison Office has provided a number ofsupports:• supported the View Finders film festival for youth

across the province and Festival in a Van, which tookthe View Finders festival to five different Mi’kmawschools across the province

• established a Cross Cultural Consultant position,which is located at the Confederacy of MainlandMi’kmaq (The consultant visited over 2,000 studentsin the public school system to make cultural andhistorical presentations. In addition, in 2009–10, theconsultant conducted three summer camps inMi’kmaw communities for Mi’kmaw learners)

• provided support for the Mi’kmaw Science Camp• developed a learning guide to accompany the film

Wabanaki: Dreamcatchers, and distributed bothitems to schools across the province

• purchased and distributed a commemorative Rita Joebook to all elementary school libraries

• supported Treaty Day 2009, a celebration of theTreaty of 1752

• supported the online Mi’kmaq Dictionary project,housed at Cape Breton University and available to allstudents and teachers in the Nova Scotia publicschool system



Continue to support Gaeliclanguage curriculumimplementation.

The department offered a successful Gaelic Languageand Culture workshop. The department providedprogram grants totaling $200,000 to boards for schoolsoffering Gaelic language. In partnership with the Officeof Gaelic Affairs, the department also offered a Gaeliclanguage summer institute.

Assess progress of Racial EquityPolicy implementation.

The department has provided print and web-basedresources to support board level implementation of theRacial Equity Policy. The department has alsoestablished a Bias Evaluation Instrument ReviewCommittee. The Bias Evaluation Instrument is aresource review instrument that supports allcomponents of the Racial Equity Policy.

The department is working in collaboration with schoolboards to align board policy implementation withimplementation of the provincial Racial Equity Policy.This includes developing a tool that will allow boards tomap their progress with respect to Race Relations,Cross Cultural Understanding, and Human Rights work.

A Racial Equity Policy and Achievement Gap Initiative(AGI) Advisory Committee has been established tosupport the identification and integration of AGIfindings with the Racial Equity Policy, and thedepartment has collaborated with guidance counsellorsto integrate cultural proficiency in the work practices atthe department and board level.

The department is exploring various avenues to collectrace-based demographic information, such ascollaborating with leads for the Student InformationSystem and reviewing steps to implement the findingsfrom various research initiatives.



Enhance the Nova Scotia StudentAssistance Program.

The Nova Scotia Student Assistance Office (NSSAO)continues to make enhancements to the Nova ScotiaStudent Loan program, as well as implementingchanges for the Canada Student Loans program toimprove service and programs to students.

NSSAO managed the transition to a new federal grantprogram in the 2009–10 academic year providingstudents with non-repayable grants, reducing debt atgraduation.

Continued work to improve the Student AssistanceManagement System (SAMS) resulted in morestreamlined processes (faster assessments resulted instudents receiving funding in a more timely manner).

Through an outreach initiative, the NSSAO developed abrand identity: “As life open its doors, so do we.”Promotional products and the website reflect the newbranding. A number of new pamphlets have beendeveloped to provide students with targeted informationon the student loan life cycle.

Work continues in the program area to ensure programsdelivered meet the needs of students and are reviewedfor continued relevance.

Extensive work continues on improving portfoliomanagement and ensuring expected service deliverystandards by the service provider are met.

Ensure ease of access to libraryresources through the BorrowAnywhere, Return Anywhere pilot.

The Borrow Anywhere, Return Anywhere service is anin-person reciprocal borrowing system, that waslaunched by the Minister of Education in October 2009. Pilot service agreements have been signed by allparticipating public, college, and university libraries. Customer take up was immediate and positive. Pilotevaluation and recommendations will take place in2010–11.



Improve post-secondary access forpersons with disabilities.

A literature review and research methodology wascompleted for a study on the transition of students withdisabilities from high school to post-secondary.

A review of the eligibility requirements for persons withdisabilities accessing post-secondary supports has beencompleted. No changes were required.

The department has implemented a pilot project withthe Community Partnership Network that providesfunding to persons with disabilities who partake inoccupational training programs and who are not eligiblefor student loan funding.

Results from the Student Satisfaction Survey have beenreported to all partner universities and the Nova ScotiaCommunity College. The results include informationon the students’ transition to post-secondary training.

The department partnered with the Nova ScotiaCommunity College and the Department of Labour andWorkforce Development on the implementation of adisability supports program for students with disabilitiesin the Adult Learning Program.



STUDENT ENROLMENT IN ONLINE COURSES

One of the department’s core business areas is primary–12 education. Student enrolment inonline public school courses is one of the measures for a desired outcome that falls within thiscore business area.

WHAT DOES THIS MEASURE TELL US?This measure is an indication of level of access to current public school courses. It indicatesdemand for alternative credits to achieve high school certification. Nova Scotians seekalternative opportunities to continue to study toward secondary and post-secondary goals. With agreater range and distribution of courses at the senior high grades, it is possible for students,particularly those in small high schools, to meet individual educational priorities.


The department funds 200 seats annually for studentsto take online courses within their own board or fromanother board. Priority for these seats is given tostudents in rural high schools with fewer than 300students.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?It is our intent to make online courses available tosenior students province-wide when resourcesbecome available. The department is developingadditional online courses that fulfill graduationrequirements. This year, for example, we aredeveloping Visual Arts 10, Visual Arts 11, and Advanced Visual Arts 11 and 12 to add to ourcurrent offering of 28 courses.

Enrolment in Online Courses

Year Students Enrolled

2006–07 94

2007–08 94

2008–09 194

2009–10 200


# of Students with Disabilities Graduating with a

Post-secondary Certificate, Diploma, or Degree

Year # of Students with

Disabilities Graduating

2004–05 358

2005–06 478

2006–07 537

2007–08 578

2008–09 614

Data from 2009–10 is not yet available

NUMBER OF STUDENTS WITH DISABILITIES GRADUATING WITH A POST-SECONDARY CERTIFICATE, DIPLOMA, OR DEGREE

One of the department’s core business areas is Higher Education. The number of students withdisabilities graduating with a post-secondary certificate, diploma, or degree who receiveassistance from the Province of Nova Scotia is one of the measures for a desired outcome thatfalls within this core business area.

WHAT DOES THIS MEASURE TELL US?This measure shows the number of Nova Scotians with disabilities graduating with a certificate,diploma, or degree from post-secondary institutions. When compared to the participationnumbers, it can inform what effects the provision of disability supports during post-secondaryeducation have on retention and graduation.


There has been a steady increase inthe number of students withdisabilities graduating from post-secondary education. The increase iscomparable to the percentageincrease in enrolments.


THE FUTURE?The target for this measure is toincrease the number of students withdisabilities graduating with post-secondary certificates, diplomas, ordegrees to 740 students by 2010–11. Several initiatives are beingundertaken to increase the number of students graduating: improved marketing materials(website, handbooks, brochures); special project funding to institutes; and establishing goods andservices standards.


Number of Nova Scotians with Disabilities Enrolled in

Colleges and Universities

Year # of Students with

Disabilities Enrolled

2003–04 1600

2004–05 1949

2005–06 2273

2006–07 2469

2007–08 2738

2008–09 2927

Data from 2009–10 is not yet available

NOVA SCOTIANS WITH DISABILITIES ENROLLED IN COLLEGES AND

UNIVERSITIES

One of the department’s core business areas is Higher Education. This measure that reports thenumber of Nova Scotians with disabilities enrolled in colleges and universities falls within thiscore business area.

WHAT DOES THIS MEASURE TELL US?This measure shows the number of Nova Scotians with disabilities attending post-secondaryeducation. Post-secondary education makes a profound difference in obtaining employment forpersons with disabilities. Statistics show that 6% of students who enroll at university arestudents with disabilities, yet historically only 3% of students enrolled in university access NovaScotia programs for students with disabilities.

REPORTING ON 2009–2010TARGETS

There has been an 83% increase inthe number of students self-disclosing a disability and attendingpost-secondary education from2003–04 to 2008–09.


THE FUTURE?The target for this measure is toincrease the numbers of students withdisabilities participating in post-secondary education to 3,000 by2010–11 (particularly studentsdirectly from high school). Severalinitiatives are being undertaken toincrease enrolment, including• building connections with the primary–12 system and studying the transition of students with

disabilities from high school into post-secondary programs to positively affect high school topost-secondary transition numbers

• surveying students with disabilities to determine success strategies and gaps

In the Department of Education Statement of Mandate: 2010–11, this performance measure islisted as a percentage. There has been difficulty in the past in obtaining the total enrolmentnumbers of students from the universities, private career colleges, and the Nova ScotiaCommunity College for current and prior years to calculate a percentage. In addition, theanticipated rate of change from one academic year to the next may be in the 0.1% range whereastotal number of students may provide a more useful comparison.


VALUE OF GRANTS ISSUED TO UNDER-REPRESENTED GROUPS

One of the department’s core business areas is Higher Education. The value of grants issued tounder-represented groups is one of the measures for a desired outcome that falls within this corebusiness area.

WHAT DOES THIS MEASURE TELL US?These grants target student populations generally under represented in post-secondaryeducation—specifically, students from low-income families and students with disabilities. Grants are seen to be the most effective instrument in improving access and achieving equity ofaccess to post-secondary education.

In 2008–09, the Nova Scotia Grant for High-Need Students with Dependants was introduced. Eligible students received an additional $20 per week of study in the form of a non-repayablegrant, on top of their Nova Scotia Student Loan. It complements the Canada Student Grants forStudents with Dependants introduced by the federal government in 2009–10.

The Canada-Nova Scotia Access Grant was introduced in 2008–09 and was available todependant students whose parental contribution is less than $1,000. In 2009–10, the grant wasexpanded from its original criteria to include students in their first year of study in addition totheir second, third, and fourth year of studies to compensate for the cessation of the CanadaMillennium Scholarship Foundation grants. The grant may be up to $2,500 to address assessedcosts that are not covered through student loans and other sources of funding for some studentsfrom low-income families. All applicants to the Nova Scotia Student Assistance Office areautomatically considered for the grant upon applying for assistance.


The target for this measure was to increase the value of grants by 10% over the 2004–05 baselineof $3,036,462. The total value of grants issued to under-represented groups in 2009–10 was$23,024,535, up 758% from the 2004–05 baseline. This increase is largely due to the number offederal grants available to students across Canada; however, Nova Scotia has introduced threenew grants since 2004–05.


2004–05 Grants to Nova

Scotian Students

value of

grants ($)

2009–10 Grants to Nova

Scotian Students

value of

grants ($)

Students with dependants

full-time (federal grant)

$1,598,316 CSGP:* Students with Dependants—

full-time

$1,932,150

High-need part-time students

(provincial grant)

$43,605 CSGP: Students from Low Income

Families

$12,311,005

Female doctoral students (federal

grant)

$23,509 CSGP: Students from Medium Income

Families

$2,812,300

Students with permanent

disabilities (federal-provincial

grant)

$1,229,545 CSGP: Students with Permanent

Disabilities

$1,943,650

High need students with

permanent disabilities (federal

grant)

$141,487 CSGP: Part-time Students with

Permanent Disabilities

$20,000

CSGP: Part-time Students with

Dependants

$280

CSGP: Part-time Students from Low

Income Families

$71,222

CSGP: Accommodations Grant for

Students with Permanent Disabilities

$1,178,975

PAG: Secondary Disability Grant

(provincial grant)

$1,052,322

Canada-Nova Scotia Access Grant

(provincial grant)

$1,177,500

Nova Scotia Students with Dependants—

full-time (provincial grant)

$525,131

Total $3,036,462 Total $23,024,535

* CSGP—Canada student grant program (federal grants)

WHERE DO WE WANT TO GO/BE IN THE FUTURE?The department will continue to improve grants to under-represented groups as a criticalinstrument in promoting equity of access to post-secondary education. These grants will increaseopportunities for under-represented groups to participate in post-secondary education.


GOAL 6: DEVELOP A SKILLED AND ADAPTABLE WORKFORCE


2Expand the O : Options andOpportunities program.

The department provided $7,099,000 to school boards

2to support implementation of the O : Options andOpportunities program in 44 schools, representing anincrease of $759,000 from the previous year. The

2department also provided mentor services for Oteachers and their principals.

The program expanded from grade 10 to grade 11 innine schools and from grade 11 to 12 in eight schools in2009–10.

More than 240 students graduated from this program in2009 with at least four co-operative education credits, acertificate in workplace health and safety, and a clear,solid career plan to carry them forward. Over 70%planned to continue their education in university,community college, apprenticeships, or the military.

2Current enrolment in O is 1,620 students. Enrolmenthas quadrupled since the program was introduced in2006–07 in 27 schools.

Support boards and their schools inthe growth of community-basedlearning.

The department provided grants to school boards tosupport expansion of co-operative education. Thedepartment also provided mentor services for co-operative education teachers and their principals.

In 2009, more than 3,000 students earned 3,536 co-opcredits. Since 2006, the number of high schoolsoffering co-operative education has risen from 13 to 83schools. This growth represents thousands ofconnections between employers and students.



Support boards and their schools inthe growth of community-basedlearning. (Continued)

As part of co-op expansion efforts, the department hasdeveloped and strengthened partnerships with the NovaScotia Community College and industry. One exampleis the Building Futures for Youth program. It allowsGrade 10 and Grade 11 co-op students to explorecareers in the construction industry. The program canprovide up to three co-operative education credits,banked apprenticeship hours, and eligibility for one ofthree Construction Association of Nova Scotia/NovaScotia Community College scholarships. In 2009, 36students from four school boards were able to takeadvantage of this opportunity.

The department completed development of Community-Based Learning 10 and the in-school pre-placementcomponent for co-operative education, and updated theWorkplace Health and Safety 11 half-credit course.

Expand skilled trades education. Implementation of Skilled Trades 10 began in February2009 in seven schools with 131 students. Studentsinvestigated the 61 designated trades in Nova Scotia andwhat making a living as a tradesperson could mean forthem.

Construction Trades 11 was implemented in September2009. Skilled Trades Co-op 12 was implemented inFebruary 2010.

Develop an enhanced pilotWorkplace Health and Safety Unitfor Healthy Living 9.

The department hosted a focus group for safetyassociation, industry, and government partners. Thedepartment, in collaboration with the Workers’Compensation Board and the Department of Labour andWorkforce Development, developed an eight-hourmodule for Healthy Living 9. The module and relatedlearning and teaching resources were piloted in fiveschools in 2009–2010. The department provided aprofessional development workshop and ongoingsupport for pilot teachers.



Provide more resources for theYouth Pathways and TransitionsInitiative.

As part of the Business Education initiative, thedepartment implemented Business Technology 11.Support included the provision of an implementationworkshop and learning resources requisite to thesecourses.

The department implemented Career Development 10and completed the new Career Development 11 half-credit course which will be available forimplementation in 2010–11.

The department approved two financial managementresources to help students develop financial life skills.

Two schools in every region that implemented the newChild Studies 11 curriculum received a set of Real CareBaby II manikins for classroom use. The set includesfive babies for student practicum use and twodemonstration babies: Drug-Affected Baby and FetalAlcohol Spectrum Disorder Baby.

The department launched new curriculum and resourcesfor Communications Technology 11 andCommunications Technology 12, with two full days ofprofessional development for technology educationteachers from across the province. Hands-on resources,as well as print resources and software, were alsoprovided to support implementation.

The department provided high schools with the firsttwenty-five brochures in the Career Pathways series;each brochure provides Nova Scotia specificinformation on an occupation for which there areemployment prospects in Nova Scotia.

The department piloted an academic version ofAccounting 11.



In partnership with the Departmentof Community Services, supportyoung adults with special needswho are transitioning fromsecondary school to communityliving and work.

The Department of Education, in partnership with theDepartment of Community Services, funds two post-secondary transition support programs: access toCommunity Education and Employment in the HalifaxRegional School Board and Strait-to-Work in the StraitRegional School Board.



STUDENT ENROLMENT IN THE OPTIONS AND OPPORTUNITIES PROGRAM

One of the department’s core business areas is primary–12 education. This measure that reports

2the number of students enrolled in the O : Options and Opportunities program falls within thiscore business area.


This is a measurement of the extent to which students, families, employers, and educators see

2value of O through high school. In particular, growing enrolment reflects not only initial interestin the program but also continuing commitment through the three years of high school. It alsomeasures teachers’ capacity to offer this demanding and highly effective program.


The target for this measure is to increase enrolment over the baseline of 1,301 in 2008–09. Enrolment in 2009–2010 school year is 1,621, an increase of 320 students from 2008–09.Participation in this program has quadrupled in almost four years.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?

2 2O is one of our great success stories in public education. O is an exciting high school programthat offers students the chance to re-engage in learning, with hands-on, career-related experiencesboth in the classroom and in the community.

The department intends, when resources are available, to expand this very successful program toadditional schools. Our goal is an additional 10 schools. The department also intends to design asimilar program for junior high students, beginning with an alternative program of the calibre of

2O at the grade 9 level, as resources become available.


NUMBER OF CREDITS COMPLETED BY STUDENTS IN THE

CO-OPERATIVE EDUCATION PROGRAM

One of the department’s core business areas is primary–12 education. This measure that reportsthe number of credits completed by students in the co-operative education program falls withinthis core business area.


This is a measurement of the extent to which students, families, employers, and educators seevalue in students’ exploration of career interests and experience within the workplace. It alsomeasures system capacity to offer such learning opportunities.


Our target was to increase the number over baseline data of 1,283 credits completed in 2005–06.Schools reported that by the end of the first semester this school year, more than 3,000 studentshad earned 3,536 co-op credits.

WHERE DO WE WANT TO GO/BE IN THE FUTURE?The expansion of co-operative education has been a huge success. The department wants tosustain funding to support expansion and to see the number of credits earned continue toincrease.

As we work with partners to create a culture of workplace safety in our province, the departmentis committed to increasing workplace health and safety awareness through the expansion of co-operative education and related experiences. The department will continue to support relatedsafety certification programs. It is our intent that students will carry workplace health and safetyknowledge with them throughout their careers, as we work to create a more safety-consciousNova Scotia.


GOAL 7: STRENGTHEN ACCOUNTABILITY IN THE AREAS OF

GOVERNANCE, RESOURCE INVESTMENT AND

UTILIZATION, AND REPORTING OF RESULTS


Measure and report on studentachievement through provincialassessments and participate ininternational and nationalassessments.

The following assessments were administeredduring 2009–10:• Junior High Literacy Assessment / Appréciation

de rendement en littératie au secondaire• Early Elementary Mathematical Literacy

Assessment• Nova Scotia Examinations Math 12 / Examen de

la Nouvelle-Écosse Mathematique 12• Nova Scotia Examinations Advanced Math 12 /

Examen de la Nouvelle-Écosse MathematiqueAvancée 12

• Nova Scotia Examinations English 12• Nova Scotia Examinations

English/Communications 12• Early Language Literacy Assessment• Elementary Literacy Assessment / Appréciation

de rendement en littératie à l’élémentarie• Programme for International Student Assessment

The following reports indicating results weredeveloped: the Minister’s Report to Parents andGuardians, individual student reports, parentreports, and school and board reports.

The department has implemented dataPLANS, anonline reporting system. This online tool allowsschools and school boards to acquire charts, tables,and graphs with provincial assessment results overtime.

The results of the Programme for InternationalStudent Assessment (PISA), which wasadministered in 2009, will be released in December2010.



Implement the Provincial StudentInformation System (SIS).

The governance structure for the Provincial StudentInformation System Program was created andimplemented.

The solution architecture was finalized, includingthe following four systems in the overall solution:

1. Core student information system (SIS)2. Extended services and programming system3. Data warehouse, reporting and analytical system4. Curriculum and instructional management system

Work to establish process and data standards isongoing.

The decision to implement the PowerSchool studentinformation system from Pearson School Systemsas the core SIS was made, and the contract for thesupply of PowerSchool licences andimplementation services was negotiated withPearson School Systems. The PowerSchoolImplementation project was initiated in February2010.

Server infrastructure for PowerSchool was acquired and installed. Procurement documentation for theextended services and programming system wasinitiated.

Implement recommendations of themulti-year operating funding strategywith library boards.

Due to the economic downturn, government wasunable to sign a multi-year agreement with regionallibrary boards. However, the Library Funding TaskForce recommendations were taken intoconsideration during the budget process, yielding anincrease of $900,000, or a 6.8% increase in overallfunding to regional library boards.

Implement the departmental FrenchLanguage Services (FLS) Plan.

The implementation of a current French LanguageServices Plan continues. A draft plan for 2010–11was developed.



Undertake a review of thedepartment’s publishing needs andpractices.

This project has not progressed, due to newdivisional priorities and staff shortages. The projectwill be reactivated in July 2010.

Undertake a review of policiespertaining to private career colleges.

The department reviewed and developedoperational policies related to college inspections,training completion fund remittances, financialstatements review, and college advertising.

Goal 7 Additional Accomplishments

Initiatives/Commitments Accomplishments

Timely approval of District HealthAuthority, school board, andcommunity agency budgets.

In the 2009–10 year budget activities werescheduled and undertaken such that individualschool boards were provided with their 2010–11funding levels on April 1, 2010.

Increase clarity of the School ReviewProcess through amendments to theEducation Act.

The department held two meetings in fall 2009 witha focus group of school board staff and SchoolAdvisory Council representatives to discuss theirexperiences with the new school review process,which was implemented in 2008. Participants maderecommendations for adjustments to the process.

Amendments to the Education Act respecting theschool review process were made in spring 2010. The amendments reflect the feedback received fromthe focus group and ensure that communities havethe opportunity to be fully involved in the schoolreview process any time a public school isconsidered for permanent closure. The changesalso provide clarity about the circumstances underwhich a school must be reviewed.


PISA Results 2006

Subject Nova Scotia’s

Average

Canadian

Average

Reading 505 427

Math 506 527

Science 520 534

Source: 2006 Programme for International Student Assessment

Note: Averages are presented as scaled scores where 500 is set as

the international average. Both Nova Scotia and Canada

performed above the international average.


PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT

One of the department’s core business areas is primary–12 education. The results of theProgramme for International Student Assessment (PISA) are included as the measures for adesired outcome that falls within this core business area.

WHAT DOES THIS MEASURE TELL US?PISA is a well respected international instrument sponsored by the Organization for EconomicCo-operation and Development (OECD). Every three years it provides reliable measures ofstudent performance.

The average score for over 40 participating countries in PISA is 500. This measure compares theperformance of Nova Scotia with the performance of the international community in reading,mathematics, and science. PISA assesses 15-year-old students in reading, mathematics, andscience, and was administered for the first time in the spring of 2000, then again in 2003 and2006. Forty countries and all the Canadian provinces participated in PISA in 2003. Today over50 countries participate. The most recent administration of PISA was in the spring of 2009.


Results from the 2009 assessment willbe available in December 2010.


FUTURE?The department will continue tosupport student achievement throughinitiatives such as Active Readers /Lecteurs actifs, Writers in Action /Écrivains à l’oeuvre, teaching resourcesfor mathematics grades primary–9,mandating instructional time allotmentfor language arts and mathematics forgrades primary–8, and the new scienceprogram for grades primary–6.


NOVA SCOTIA EXAMINATIONS

One of the department’s core business areas is primary–12 education. The results of the NovaScotia Examinations (NSE) are some of the measures for a desired outcome that falls within thiscore business area.

WHAT DOES THIS MEASURE TELL US?NSE were administered in senior high school to students in English language arts andmathematics. This measure informs us about the percentage of students who achieve a passingmark (50%) in English, and mathematics.


NSE English: Results for 2007–08 and 2009–10 (no results available for 2008–09) exhibit 79%and 76% of students, respectively, passing the examination.

NSE Mathematics: The percentages of students passing the examination were 26% in 2007–08,51% in 2008–09, and 45% in 2009–10.

NSE Chemistry: This examination has been discontinued.

NSE Physics: This examination has been discontinued.

Year Percent of Students Passing the Examination

English Mathematics Chemistry Physics

2007–08 79% 26% N/A N/A

2008–09 N/A 51% N/A N/A

2009–10 76% 45% N/A N/A

WHERE DO WE WANT TO GO/BE IN THE FUTURE?The department will continue to support student achievement on Nova Scotia Examinations. Thedepartment is reviewing the mathematics curriculum.


3.0 HUMAN RESOURCES STRATEGY

Priorities Accomplishments

To make a difference through a skilled,committed and accountable public service

As our workforce ages and the competitionfor skilled employees becomes even tighter,we need to be proactive in workforceplanning and talent management if we want tomake a difference through a skilled,committed, and accountable public service.

The Department of Education has committedto develop a succession plan/talentmanagement plan. This year the departmentwill focus heavily on performancemanagement and career development plans inpreparation for creating the succession/talentmanagement plan.

In 2009–10, several employees enrolled intraining and development courses that wereavailable through LearnNet and HumanResources. Training sessions such as careerdevelopment, performance management, attendance management, and recruitment andselection were offered. Two employeessuccessfully completed training modules aspart of the Leadership Development Program.

To be a preferred employer

The Department of Education will be anadvocate for change within governmentaround the areas of classification,compensation, and benefits in order to recruit,retain, and develop staff.

Department of Education HR staff providedsupport during the roll out of the non-bargaining unit classification project.

In 2010–11 the department will continue towork on the bargaining unit job descriptionrefresh strategy.

Priorities Accomplishments


To be a safe and supportive environment

In 2009–10, the department will complete andimplement the results of the OccupationalHealth and Safety (OHS) Audit.

As part of the department’s commitment tocreate a healthy and respectful workplace, it isimportant for all employees and managers toknow how to resolve issues of harassment,sexual harassment, and discrimination asearly as possible.

Therefore, the department will continue tosupport the roll out of the RespectfulWorkplace Policy, ensuring that allemployees are trained by March 2010.

A day-long facilitated session was held withthe Joint Occupational Health and SafetyCommittee to develop an action planregarding the OHS audit response to thePublic Service Commission. Since then, fourseparate working groups have beenestablished and are actively producing a planfor senior management to consider.

209 employees attended the RespectfulWorkplace training held by the Public ServiceCommission in 2009–10. As of March 2010,approximately 76 percent of Department ofEducation employees attended the RespectfulWorkplace training. Exact figures aredifficult to determine as employees may havetaken the training prior to 2009.

To be a learning organization

The department will develop a department-wide orientation program for new employees,both at the manager and staff level. Theprogram will be linked corporately.

An online orientation program has beencompleted. The program will be posted onthe online staff portal in summer 2010.


4.0 FINANCIAL RESULTS

Education Programs and Assistance to Universities

2009–10 Estimate 2009–10 Actual

Program & Service Area ($ thousands) ($ thousands)

Senior Management 750.0 822.8

Corporate Policy 1,689.0 1,415.0

Corporate Services 16,058.0 14,901.2

Public Schools 32,123.0 31,098.2

Higher Education 44,002.0 42,589.3

Acadian & French Language Services 1,144.0 1,010.1

Public Education Funding 930,615.0 929,499.5

Other Grants 18,163.0 18,535.8

Learning Resources Credit Allocation 4,813.0 5,288.4

Teachers’ Pension 58,712.0 58,474.0

School Capital Amortization 60,954.0 59,743.5

Community College Grants 116,124.0 115,907.6

Total Education Program Expenses 1,285,147.0 1,279,285.4

Total Assistance to Universities 455,802.0 450,359.2

Total Education Prog. & Assistance to Universities 1,740,949.0 1,729,644.6

TCA Purchase Requirements 182,091.0 147,204.6

Provincial Funded Staff (FTEs) 312.7 277.8

Department of Education

Operating expenditures of the Department of Education were $5.8 million less than approved. Significant components under expenditures were as follows: • Program grants were $1.5 million underspent primarily as a result of student assistance

grants being less than anticipated. • Amortization charges were $1.2 million less than budgeted as a result of decreased

tangible capital expenditures.• Public education funding was underspent by $1.1 million, as a result of under

expenditures in formula grants and teacher benefit premiums, offset by increasedexpenditures in non-formula grants and increased school lease costs.


• Contribution to teacher’s pensions were underspent by $238,000.• Funding to the Nova Scotia Community College was $216,000 less than budgeted.

Assistance to Universities

University assistance was underspent by $5.4 million primarily as a result of under expendituresin special payments including an under expenditure on Knowledge Infrastructure Projects by $7.7million, offset by $2.0 million of increased university funding.


5.0 NEW AND DISCONTINUED PERFORMANCE

MEASURES IN 2009–10

Discontinued Performance Measures in 2009–10• number of schools that have received professional development on the Positive and

Effective Behaviour Supports (PEBS)—met the target of 434 schools

• use of web-based library—measure was discontinued as the public libraries are no longerable to collect this data

New Performance Measures in 2009–10• student enrolment in the Options and Opportunities program (Goal 6)

• number of credits completed by students in the Co-operative Education program (Goal 6)

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