Building Futures in Manitoba

Stages of the Building Futures Project

Click on each Stage for more information:

Stage 1: Creation of the Stakeholders Advisory Group
Stage 2: Development of the “Learning Framework”
Stage 3: Development of the “Learning Map”
Stage 4: Development of the “Teaching Units”
Stage 5: Implementation of “Teacher Training”
Stage 6: Development of Tools to Assess Impact
Stage 7: Expanding Implementation of the Building Futures Project in Manitoba

Stage 1: Creation of the Stakeholders Advisory Group (back to top)

CFEE and Manitoba Education worked together to creation the Stakeholders Advisory Group (click here to see the list of Advisory Group members) to provide advice and to help achieve consensus on the learning targets in the province of Manitoba.

Stage 2: Development of the “Learning Framework” (back to top)

CFEE convened two meetings of the Stakeholders’ Advisory Group to discuss and debate recommendations re the following question: “What are the most important areas of financial, economic, and enterprising knowledge, skills, abilities, and behaviours to include in the education of Manitoba youth?”
CFEE then synthesized the feedback, opinions, and recommendations provided by the Stakeholders’ Advisory Group into a Learning Framework outlining the knowledge, skills, abilities, and behaviours to be targeted by the Building Futures Project in Manitoba. Manitoba Education had the final approval of the Framework.

Stage 3: Development of the “Learning Map” (back to top)

CFEE worked with provincial curriculum officials and the Curriculum Advisory Group to identify the opportunities to integrate the target areas of learning, identified in the Learning Framework, into the Manitoba curriculum.
This resulted in the creation of a Learning Map that indicates where, in the current Manitoba curriculum, the target areas of learning either already exist or where they can be integrated.

Stage 4: Development of the “Teaching Units” (back to top)

The Learning Map and Learning Framework were used as a guide to develop Teaching Units to support teachers with integrating the targeted areas of economic and financial education along with enterprising capabilities. The Teaching Units were developed by educators and piloted by teachers in Manitoba.
Teachers are not obligated to use the Teaching Units that have been developed to support them. Teachers can create their own Teaching Units if they wish – or use existing ones if they apply.
We encourage teachers to use the “Share” option in the website to share their suggested teaching units and activities with other teachers. Any teaching idea or resource submitted will be reviewed by educators and, as appropriate, posted on the website for other teachers to use or adapt.
The Building Futures in Manitoba website will also post links to other exemplary existing resources – especially those developed by resource providers in Manitoba. This will help to ensure that important partners in the province are engaged and that key community partners can play a role in the implementation of the Building Futures Project.
The Teaching Units aim to provide flexibility and adaptability for teachers as they work within varying circumstances and with variations in access to technology.
We will continue to add additional teaching units and materials over time with the aim of providing options for instruction – and providing teachers with a choice of resources based upon their circumstances.
The Teaching Units, as more are developed over time, will also aim to address the reality that students learn in different ways. Therefore, effort will be made to provide support for teachers with students who are visual learners, active learners, hands-on learners, linear learners, etc.

Stage 5: Implementation of “Teacher Training” (back to top)

Efforts will be undertaken by CFEE and Manitoba Education to promote the Building Futures Project among the school divisions, schools, and educators throughout Manitoba. As school boards, schools, and educators indicate an interest in participating, teacher training workshops will be organized and conducted.
In addition, an online, interactive, self-instructional teacher training program will be developed to enable teachers to participate in self-instruction and training – either as initial training or as a “refresher” activity following initial teacher training.
Those interested in sessions for teachers can click here.

Stage 6: Development of Tools to Assess Impact (back to top)

At the discretion of Manitoba Education, CFEE and Manitoba Education may work to develop tools or instruments by which to assess success and impact of the Building Futures program.
The aim would not be to develop a means to assess individual students, schools, or school divisions but rather to develop a means to establish overall benchmarks, at a series of age or grade levels, by which progress could then be compared and assessed over time in terms of efforts to improve economic, financial, and enterprising capability.

Stage 7: Expanding Implementation of the Building Futures Project in Manitoba (back to top)

At this point, the Building Futures program is not a “compulsory” requirement for school divisions, schools, and teachers. We do not believe the “system” is ready for any compulsory requirement. School divisions, schools, and teachers need to be informed. Teachers need to be prepared. They need to have access and experience with resources.
Teachers, we believe, have to want to participate in efforts to improve economic, financial, and enterprising capability. And we believe that imposing a compulsory requirement would be counter-productive to achieving success.
The objective we have set is to launch, expand and develop the Building Futures program throughout Manitoba on the basis of interest, a desire to participate, and, hopefully, success. Our recommendation has been to start with a focus on school divisions, schools, and teachers that want to be involved. Provide the training and resources. And provide support to maximize the chances of schools and teachers achieving success and positive outcomes.
By posting the program and the resources on a website, making them freely available, and simultaneously promoting the program throughout the province, schools and teachers can indicate a desire to participate. The quality of program growth and expansion can be controlled.
By implementing this strategy, over a three year period, the program, we hope, will expand to areas all over the province – hopefully to where many if not most schools are participating on the basis of choice and desire.
At that point, if the province ever wished to consider a “compulsory” strategy for the program, schools and educators across the province would ideally be receptive and ready. But such a choice lies strictly with Manitoba Education.