One of the fun things about Canadian education history is that it's difficult to point to events or evolutions that were truly country-wide, as you noted. Take for example, curriculum in Ontario, British Columbia, and Quebec (I'm inferring QC means Quebec City).

In 1891, two generations after the reform movement led by Egerton Ryerson and others, 90% of Ontario schools were still teaching Latin in the style of English secondary schools. The mid-century reform movement had tried to pressure school leaders to shift to a more modern (also known as English) curriculum but wasn't terribly successful. Ontario schoolmen believed a rigorous classical education was necessary exercise for the mind; that a modern curriculum (history, English, French, modern sciences) was well and good, but without a background in the classics, a boy (and sometimes girl) couldn't really think deeply. Two generations later, Ontario schoolmen had mostly shifted to a concurrent model of the classics and a modern curriculum. By World War I, they were on board with the idea that a modern curriculum was as good as a classical one for "training" the brain.

Schools in British Columbia, however, had a much more flexible curriculum, including vocational apprenticeships from as early as 1880. School teachers would purposefully set up opportunities for students to spend part of the day learning with local craftspeople, and included modern topics such as geography in curriculum design. Their new curriculum reflects this focus on remaining relevant to a student's lived experiences. At the other end of the content spectrum, Quebec maintained their fee-based academies with strict entrance exams and a classical curriculum until the mid 20th century. So in effect, BC has always had vocational education and practical classes and Quebec ... hasn't.

All of which to say, your experiences and your teachers were deeply informed by provincial decisions. There were a series of Acts passed in the 1960's that helped set up national vocational education classes but they didn't mandate any particular content, per se. Changes in the acts moved the classes from inside schools to outside schools, opened and then closed them to teenagers, and as you noted, due to the lack of a national education system, each province handled the acts differently.

The look and goals of Quebec education has been shaped by a variety of factors, which likely come as no surprise to you, especially religion and language. You may find the book "Long Road to Reform: Restructuring Public Education in Quebec" by Henry Milnar interesting for some of the changes. I wasn't able to locate documentation of any provincial-wide decisions about home economics or electronics class but my hunch is that the province made the transition to vocational education in the 1970's, similar to how many American states did. This transition led to some schools and districts phasing out vocational classes in the general curriculum and offering students a full or half-day curriculum focused on a particular career topic, merged with academics. This appears to be the model still in place in the province. However, I was able to locate at least one Quebec school that still offers home economics so it appears to be a district by district choice.

---

Sources:

Calam, J. (Ed.). (2007). Alex Lord's British Columbia: Recollections of a Rural School Inspector, 1915-1936. UBC Press.

Gidney, R. D. (1990). Inventing secondary education: The rise of the high school in nineteenth-century Ontario. McGill-Queen's Press-MQUP.

Comacchio, C. (2006). The dominion of youth: Adolescence and the making of modern Canada, 1920 to 1950 (Vol. 8). Wilfrid Laurier Univ. Press.