Ministry of Education's Framework for Enhancing Student Learning

BC’s draft Framework for Enhancing Student Learning reflects a public commitment by education partners to work together to continuously improve student learning for each student, and to address long-standing differences in performance amongst particular groups of students, most notably Aboriginal students, children in care, and students with special needs. 

Guiding Principles

The following set of principles guided the development of the draft Framework for Enhancing Student Learning, and will be used as an ongoing reference point in its implementation and continuous improvement.

The Framework for Enhancing Student Learning:

  1. is grounded in the belief that all education partners are responsible for student learning, with each having unique responsibilities
  2. creates a system-wide focus on student learning, to ensure each student in BC achieves his or her full potential
  3. is meaningful, impactful, flexible, realistic, and sustainable
  4. addresses differences in performance among particular groups of students, most notably Aboriginal students, children in care, and students with special needs
  5. is strength-, support-, evidence-, and results-based
  6. reflects system-wide commitment to continuous improvement and life-long learning
  7. continues to build public confidence in BC’s education system.


elements of the framework


  1. A system-wide focus on intellectual, human, and social, and career development. These goals broaden the focus of the previous framework to better reflect the whole learner and align with the provincial Mandate for the School System. School district and school plans are to be developed with careful consideration of these goals and the local context.
  2. Meaningful and effective planning for continuous improvement. Under this Framework, school districts and schools will be expected to continue to develop multi-year district and school plans, but in a manner that is more relevant to local contexts and needs. School districts will now be required to produce only one district plan, instead of multiple plans.

    Plans will be expected to reflect local efforts to support each student and specific groups of students, including Aboriginal students, children in care, and students with special needs. 

    The plans will be public reports to and for their local community. Boards must develop and publicly communicate a process for developing, reviewing, refining, and approving school district and school plans, and, in the spirit of collaboration, for including local education partners in this process.

  3. Effective communication of evidence, reported at least annually, by districts and the province.  The province and districts will report at least annually on overall results, as well as results for Aboriginal students, children in care, and students with special needs. Evidence should be meaningful and inform the school district’s and school’s plan and priorities for enhancing student learning.
  4. System-wide capacity building through team-based supports focussed on continuous improvement. The Ministry of Education and its education partners will work together to utilize existing structures (e.g., partner chapters, non-instructional days) and build new team-based supports to act on provincial and local priorities for enhancing student learning (e.g., a provincial team to support Aboriginal learners).
  5. Linkages with existing local agreements (e.g., Aboriginal Education Enhancement Agreements) to ensure consistent and meaningful support of Aboriginal students.


Download or view School District #49's Framework for Enhancing Student Learning 


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