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73 Cards in this Set
- Front
- Back
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What is Policy Issue within Education |
The rules that address the complexities, that allow us to manage the education system |
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Dualism Issue within Quebec Education (3 Examples) |
2 systems of education - Catholic & Protestant - legislation and execution - French & English |
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Major trends of the French Regime (1663-1760) |
- French arrived in Quebec - Economically - primary industries - Politics - Empirical Era - both French and English in Canada
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Education in New France |
Religious & Private - administered by the Catholic church - boys had a much higher chance of being educated - separated New France from rest on N. A |
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The Conquest (1760) |
- New France became a British colony - English dominated economics and politics - dualistic citizens |
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The English in Quebec (1760) |
were the administrators, the government |
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The French in Quebec (1760) |
turned to the church, the only institution they believed would protect their interests - French were majority and were multiplying fast |
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The Quebec Act (1774) |
-considered last straw that originated out of war of independence - French language was recognized, as was Catholicism - Allowed Catholic Church to create education system - English had to create Protestant system to protect their interests |
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Constitutional Act (1791) |
- created Federated separate administrative system - established Protestant & Catholic system - both systems had to be tolerant of each other |
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Act for the Establishment of Free Schools and the Advancement of Learning (1801) |
-The British installed public school system - centralized education system -Only Anglo-Protestant schools created - Catholic church scared of indoctrination |
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Fabriques Act (1824) |
-Beginning of French Canadian Catholic public education - Well received by French Canadians - trustees created to look after money |
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Syndics Act (1829) |
- Root of all School Boards in Quebec go back to this act - Beginning of money allocation to Protestant schools |
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The Durham Report (1839) |
- Created by Lord Durham (highly reputable) - made recommendations regarding the political situation in Quebec, recommended new anglo schools for everyone - perceive as attempted assimilation |
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The Common School Act (1841) |
- created common school boards throughout the province - granted religious minorities the right to dissent - created common and dissenter schools throughout all of the districts |
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3 exceptions to Common School Act (1841) |
- Montreal - Quebec - Three Rivers (Sherbrooke) |
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Dissent Schools |
- Minority denomination schools of each province - Dissentient schools had to be religious - Worked well in rural areas |
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The Education Act (1846) |
- Established Confessional Boards in Urban Areas - Created to deal with the issues created by the Common School Act - 2 Common school boards created in the urban areas, Protestant and Catholic |
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Confederation and the BNA Act (1867) |
- stated that education is a provincial responsibility (Section 93) - religious minorities will receive constitutional protection - provinces receive power through delegation - Huge implication on attempted change in later years |
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Protestant Concerns with BNA Act (1867) |
- QC was now provincial power, which meant that the Protestant system would be the constant minority |
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Implication of Confederation on Quebec Education |
- Divided Quebec along linguistic lines rather than religious lines
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Difference Between RC and Prot. Schools |
-Religion -Language - Orientation ( Catholic schools were more religious than Protestant schools, Catholics more community orientated, Protestant schools more individualistic) |
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Immigrants in English Schools |
- More attracted to English than Franco - English schools had more opportunities - Lead to slow introduction of English Catholic schools |
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Irish Immigrants |
- led to Catholic english schools because of denominational make-up of Irish population |
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Jewish Immigrants |
- led to conflicts between Jews and Protestants - Education Act (1903) - Jews should be regarded as Protestants - Hirsch Case (1928) - Protected Jews in the same way that dissenters were protected. |
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Hirsch Case (1928) |
- meant that Jewish individuals could create their own schools - Allowed the Jewish people to argue their case incredibly well Led to creation of the Jewish Day Schools |
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Before the Quiet Revolution |
-Quebec was conservative, not liberal -Based on preservation of French Canadian Ideals -Duplessis government supported by the Church and vice versa - Education Crisis occurring in Quebec - Government did not engage on discussions on education because it was the church's authority |
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Education Inaccessibility in Quebec, Before Quiet Revolution |
-had a lot to do with low retention rates -inaccessibility due to harsh geographics, where the schools were -inaccessibility due to economic conditions of the province |
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Factors leading to the Quiet Revolution |
- Industrialization - Modernization - Urbanization - Revolution of Ideas - Rene Levesque, wanted to secularalize French Canadians - Frere Untel - wanted change
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Emergence of New Value System |
Pre 1960's - Glorification of Rural Life - Strong Church, Weak State - Survival of RC first priority
Post 1960's - Urban Lifestyles gained esteem - Weak Church, Strong State - Survival of French Language priority |
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Preliminary Changes of Education System (1960's) |
- Election of Jean Lesage & Liberals - Magna Carta of Education -
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Magna Carta of Education (1961) |
- Compulsory School Age raised - Secondary school fee abolished - All school boards had to offer secondary education - Free text books in public schools - Increased government funding on Education - All parents now had say on education acts - Established Royal Commission of Inquiry on Education |
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Royal Commission of Inquiry on Education |
- known as 'the parents committee' - investigated every aspect of QC education - 1969, produced five volumes of recommendations - continues to this day |
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Establishment of MEQ |
- led to Bill 60, 1964 - powerful upon inception - only recently has become less powerful
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Teacher Preparation Changes |
- The ways that they viewed the curriculum were changed - Teachers now required a diploma in Education, generally expected in the Maters section |
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CEGEP System |
- Acted as buffer between secondary and university - Pre-University good because it was more affordable - Divided along linguistic lines |
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Bill 3 - 1984 |
- Failed attempt to restructure school boards along linguistic lines - never fully executed because it was deemed unconstitutional |
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Bill 107 (The Education Act and Linguistic School Boards) - 1988 |
- New and most comprehensive act ever - legal, but impossible to implement or execute - Made people realize how hard school board reform was - A re-writing of the education Act (rare occurrence) - Until 1997 reference point for most education laws |
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School Board Reform |
- did not touch constitutionally protected boards - reform carried out by Provincial Councils |
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Bill 109 (1997) |
Move schools from being defined by denomination to language - given to QC as a way of pacifying the provincial government Gave QC complete control over their education separate from the Federal education laws |
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Governing ( What it means one can do) |
-I can make decisions -I can apply those decisions -I can reconsider those decisions |
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Formal vs. Informal |
FORMAL - written in law, regulation or policy - it is recognized, documented and official
INFORMAL - power and voice that is generally practiced - teachers authority is both formal and informal |
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British North America Act (1867) - became constitution in 1982 |
-gave education to the provincial governments -empowers the government |
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Canadian Charter of Rights and Freedoms |
-empowers the people - passed because the bill of rights was not constitutional - Section 23 very important |
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Council of Ministers of Education Canada (CMEC) |
- body comprised of 10 provinces - original purpose to generate data -closest thing to national education - facilitates legal movement from one province to another |
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National Assembly |
-legislates and passes laws - has power over all education |
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Executives |
-consists of cabinet and ministers - only responsible for education laws |
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School Boards |
-run by elected body -consists of elected chairpersons -appointed director-generals -boards are executive and legislative |
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Hierarchy in Educational Framework |
-National Assembly passes laws -Basic school regulations exists -education acts should last roughly ten years -Schools are legal entities |
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Parental Participation |
- advisory as well as authoritative - because students are minors, they give a lot of power to the teachers - there is no parental involvement at MELs level - role has existed since 1979 - with involvement seems students perform better |
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The Educational Project, Bill 71, 1979 |
Reformed the education Act - got parents involved with proposed curriculum - good idea but at large didn't work |
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The Orientation Committee, Bill 107, 1988 |
a group including parents, and others involved in education - became project mandated to schools - gave parents a reason to be there - worked better than educational project |
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Parental Participation at the Board Level |
allowed parents to be involved in two groups by law - Parent Commissioner on the Council of Commissioners -Parents Committee |
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Parent Commissioner on the Council of Commissioners |
council of elected commissioners, two of which had to be parents directly involved - gave parents more power - one represented elementary one represented secondary - influenced the vote |
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Parents Committee |
-one parent per school - acted as liason - if parents had a concern they could bring it to the board |
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School Governing Board |
became somewhere that parents could speak their opinions and hope to have a say on the boring stuff that happens at these sort of meetings.... |
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Curriculum |
-what is taught -what students learn -is not set in stone -needs to change at an appropriate rate |
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Curriculum before QR |
-responsibility of the school boards -mostly religious administration |
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Post QR |
-recommended provincial curriculum for all schools -divided by religious lines -took over a decade to be properly implemented |
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Green Paper (1978) |
-consultation paper, introducing novel idea -legislative proposal written by the government who wanted the citizens to accept it |
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Orange Paper (1979) |
-paper specifying how to implement the Green Paper (1978) - unpopular with Protestants, did not agree with the way that the curriculum was going to be implemented |
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Bill 71 (1979) |
-established governments rights to make regulations regarding the curriculum -did not include those protected in Charter e.g. dissentient schools -went through Judical system |
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Regime Pedagogie in Elementary schools |
-additional courses included in curriculum -introduced 2 cycles of teaching ----- 2 systems of cycles based around linguistic differences |
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Legal Problems with the Regime Pedagogie |
-issue if it was legal with the changes it hoped to implement - Protestant boards tried to fight the Bill, thought it wasn't legal because of BNA Section 93 |
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Joining Forces Bill (1992) |
-similar to Green Paper - intended education sector to come together and find solution to drop out rate - believed dropping out was due to disassociation |
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Moving Ahead (1993) |
-similar to orange paper - |
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Objectives of the Educational Services (Regime Pedagogie) |
- educational services should include developmental and cognitive learning services, instructional services, student services and special services - student services are designed to promote students wellbeing and help those continuing studies |
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Admission changes in Educational Services (Regime Pedagogie) |
-religion was no longer a reason for why an individual could be refused entrance, instead it now became far more based on linguistics |
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School Organizations in Quebec |
School Organizations can be divided into three categories -MELS (central and provincial) -School Boards (second level of municipal) -Schools (local) |
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MELS responsibilities |
Education Act - Deals with Governance Basic School Regulations - Addresses curriculum and organization of schools Annual Directives - Provides regular updates |
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Teacher training (1960s-1990s) |
- 3 year program -much easier to receive your teaching license |
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Present System |
- 4 years minimum, bachelor of Education - only MELS can give you your teaching license - license to teach does not guarantee job |
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Teachers responsibilities |
To a whole bunch of people |
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Son Parentis |
- in the place of parents |
