Alberta
Beehives and goat farms: Lacombe school shortlisted in global environmental contest
Taylor Perez says she learned more about her passions while tending beehives, goats and fruit trees at her central Alberta high school than sitting through lessons in a classroom.
“These are all skills we don’t learn in regular classes,” says the 18-year-old student at Lacombe Composite High School.
“You’re not going to learn how to collaborate with community members by sitting in a classroom learning about E = mc2.”
Perez and her classmates are buzzing with excitement after their school’s student-led beekeeping program, goat farm, fruit orchard, tropical greenhouse and other environmental projects were recognized in a global sustainability contest among 10 other schools.
It’s the only North American school to be shortlisted by T4 Education, a global advocacy group, in its World’s Best School Prize for Environmental Action contest.
“The projects are coming from the students’ own hearts and passion for taking care of the environment,” says Steven Schultz, an agriculture and environmental science teacher who has been teaching in Lacombe since 1996.
“They are going to be our community leaders — maybe even our politicians — and for them to know what the heartbeat of their generation is (is) extremely important.”
Schultz says the projects are pitched and designed by students in the school’s Ecovision Club, to which Perez belongs, and he then bases a curriculum around those ideas.
The school of about 900 students began reducing its environmental footprint in 2006 when a former student heard Schultz say during a lesson on renewable energy that “words were meaningless or worthless without action,” the 56-year-old teacher recalls.
“She took that to heart and a year later she came back and told me that she wanted to take the school off the grid.”
Schultz and students watched a fire burn down solar panels on the school’s roof in 2010, an event that further transformed his approach to teaching.
“As their school was burning, my students gathered in tears. That day I realized that students really care about the environment and they really care about the projects that they were involved in.”
Since then, 32 new solar panels have been installed, and they produce up to four per cent of the school’s electricity. After the fire, students also wanted to clean the air in their classrooms so they filled some with spider plants, including one in the teachers’ lounge.
More recently, students replaced an old portable classroom on school property with a greenhouse that operates solely with renewable energy. It’s growing tropical fruits, such as bananas, pineapples, and lemons, and also houses some tilapia fish.
Two acres of the school are also covered by a food forest made up of almost 200 fruit trees and 50 raised beds where organic food is grown.
The school also works with a local farm and raises baby goats inside a solar-powered barn that was built with recycled material.
“They breed and milk them at the farm because there are really tight regulations,” says Schultz.
“We take the excrement from the goats and the hay and use it as mulch and fertilizers for our garden. The goats also chew up the grass and allow us not to have to use lawn mowers and tractors”
Perez said her favourite class is the beekeeping program with 12 hives that produce more than 300 kilograms of honey every year.
“I love that they have different roles in their own little societies,” Perez says of the bees.
She says while working with local businesses and groups as a part of her curriculum, she learned she’s passionate about the environment and wants to become a pharmacist so she can continue giving back to her community.
James Finley, a formerly shy Grade 10 student, says the Ecovision Club and environment classes have helped get him out of his comfort zone.
“I made friends, which was a hard thing for me in the beginning. But now I have, like, hundreds,” says the 16-year-old, who enjoyed the lessons he took on harvesting.
“Taylor and Mr. Schultz were the main people that made me stay.”
Schultz says the winners of the contest are to be announced in the fall.
A prize of about $322,000 will be equally shared among five winners.
This report by The Canadian Press was first published Sunday, July 3, 2022.
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This story was produced with the financial assistance of the Meta and Canadian Press News Fellowship.
Fakiha Baig, The Canadian Press
Alberta
ChatGPT may explain why gap between report card grades and standardized test scores is getting bigger
From the Fraser Institute
By Paige MacPherson and Max Shang
In Alberta, the gap between report card grades and test/exam scores increased sharply in 2022—the same year ChatGPT came out.
Report card grades and standardized test scores should rise and fall together, since they measure the same group of students on the same subjects. But in Alberta high schools, report card grades are rising while scores on Provincial Achievement Tests (PAT) and diploma exams are not.
Which raises the obvious question—why?
Report card grades partly reflect student performance in take-home assignments. Standardized tests and diploma exams, however, quiz students on their knowledge and skills in a supervised environment. In Alberta, the gap between report card grades and test/exam scores increased sharply in 2022—the same year ChatGPT came out. And polling shows Canadian students now rely heavily on ChatGPT (and other AI platforms).
Here’s what the data show.
In Alberta, between 2016 and 2019 (the latest year of available comparable data), the average standardized test score covering math, science, social study, biology, chemistry, physics, English and French language arts was just 64, while the report card grade 73.3—or 14.5 per cent higher. Data for 2020 and 2021 are unavailable due to COVID-19 school closures, but between 2022 and 2024, the gap widened to 20 per cent. This trend holds regardless of school type, course or whether the student was male or female. Across the board, since 2022, students in Alberta high schools are performing significantly better in report card grades than on standardized tests.
Which takes us back to AI. According to a recent KPMG poll, 73 per cent of students in Canada (high school, vocational school, college and university) said they use generative AI in their schoolwork, an increase from the previous year. And 71 per cent say their grades improved after using generative AI.
If AI is simply used to aid student research, that’s one thing. But more than two-thirds (66 per cent) of those using generative AI said that although their grades increased, they don’t think they’re learning or retaining as much knowledge. Another 48 per cent say their “critical thinking” skills have deteriorated since they started using AI.
Acquiring knowledge is the foundation of higher-order thinking and critical analysis. We’re doing students a deep disservice if we don’t ensure they expand their knowledge while in school. And if teachers award grades, which are essentially inflated by AI usage at home, they set students up for failure. It’s the academic equivalent of a ski coach looking at a beginner and saying, “You’re ready for the black diamond run.” That coach would be fired. Awarding AI-inflated grades is not fair to students who will later struggle in college, the workplace or life beyond school.
Finally, the increasing popularity of AI underscores the importance of standardized testing and diploma exams. And parents knew this even before the AI wave. A 2022 Leger poll found 95 per cent of Canadian parents with kids in K-12 schools believe it’s important to know their child’s academic performance in the core subjects by a fair and objective measure. Further, 84 per cent of parents support standardized testing, specifically, to understand how their children are doing in reading, writing and mathematics. Alberta is one of the only provinces to administer standardized testing and diploma exams every year.
Clearly, parents should oppose any attempt to reduce accountability and objective testing in Alberta schools.
Alberta
How economic corridors could shape a stronger Canadian future
Ship containers are stacked at the Panama Canal Balboa port in Panama City, Saturday, Sept. 20, 2025. The Panama Canals is one of the most significant trade infrastructure projects ever built. CP Images photo
From the Canadian Energy Centre
Q&A with Gary Mar, CEO of the Canada West Foundation
Building a stronger Canadian economy depends as much on how we move goods as on what we produce.
Gary Mar, CEO of the Canada West Foundation, says economic corridors — the networks that connect producers, ports and markets — are central to the nation-building projects Canada hopes to realize.
He spoke with CEC about how these corridors work and what needs to change to make more of them a reality.
CEC: What is an economic corridor, and how does it function?
Gary Mar: An economic corridor is a major artery connecting economic actors within a larger system.
Consider the road, rail and pipeline infrastructure connecting B.C. to the rest of Western Canada. This infrastructure is an important economic corridor facilitating the movement of goods, services and people within the country, but it’s also part of the economic corridor connecting western producers and Asian markets.
Economic corridors primarily consist of physical infrastructure and often combine different modes of transportation and facilities to assist the movement of many kinds of goods.
They also include social infrastructure such as policies that facilitate the easy movement of goods like trade agreements and standardized truck weights.
The fundamental purpose of an economic corridor is to make it easier to transport goods. Ultimately, if you can’t move it, you can’t sell it. And if you can’t sell it, you can’t grow your economy.
CEC: Which resources make the strongest case for transport through economic corridors, and why?
Gary Mar: Economic corridors usually move many different types of goods.
Bulk commodities are particularly dependent on economic corridors because of the large volumes that need to be transported.
Some of Canada’s most valuable commodities include oil and gas, agricultural commodities such as wheat and canola, and minerals such as potash.
CEC: How are the benefits of an economic corridor measured?
Gary Mar: The benefits of economic corridors are often measured via trade flows.
For example, the upcoming Roberts Bank Terminal 2 in the Port of Vancouver will increase container trade capacity on Canada’s west coast by more than 30 per cent, enabling the trade of $100 billion in goods annually, primarily to Asian markets.
Corridors can also help make Canadian goods more competitive, increasing profits and market share across numerous industries. Corridors can also decrease the costs of imported goods for Canadian consumers.
For example, after the completion of the Trans Mountain Expansion in May 2024 the price differential between Western Canada Select and West Texas Intermediate narrowed by about US$8 per barrel in part due to increased competition for Canadian oil.
This boosted total industry profits by about 10 per cent, and increased corporate tax revenues to provincial and federal governments by about $3 billion in the pipeline’s first year of operation.
CEC: Where are the most successful examples of these around the world?
Gary Mar: That depends how you define success. The economic corridors transporting the highest value of goods are those used by global superpowers, such as the NAFTA highway that facilitates trade across Canada, the United States and Mexico.
The Suez and Panama canals are two of the most significant trade infrastructure projects ever built, facilitating 12 per cent and five per cent of global trade, respectively. Their success is based on their unique geography.
Canada’s Asia-Pacific Gateway, a coordinated system of ports, rail lines, roads, and border crossings, primarily in B.C., was a highly successful initiative that contributed to a 48 per cent increase in merchandise trade with Asia from $44 million in 2006 to $65 million in 2015.
China’s Belt and Road initiative to develop trade infrastructure in other countries is already transforming global trade. But the project is as much about extending Chinese influence as it is about delivering economic returns.
Piles of coal awaiting export and gantry cranes used to load and unload containers onto and from cargo ships are seen at Deltaport, in Tsawwassen, B.C., on Monday, September 9, 2024. CP Images photo
CEC: What would need to change in Canada in terms of legislation or regulation to make more economic corridors a reality?
Gary Mar: A major regulatory component of economic corridors is eliminating trade barriers.
The federal Free Trade and Labour Mobility in Canada Act is a good start, but more needs to be done at the provincial level to facilitate more internal trade.
Other barriers require coordinated regulatory action, such as harmonizing weight restrictions and road bans to streamline trucking.
By taking a systems-level perspective – convening a national forum where Canadian governments consistently engage on supply chains and trade corridors – we can identify bottlenecks and friction points in our existing transportation networks, and which investments would deliver the greatest return on investment.
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