Class #6

1. Class #6

2. The information on the following slides has been adapted from the following sources: Becoming a Teacher , Parkay, Stanford, Stevens,Vaillancourt From Hope to Harris, R.D. Gidney History of Education, Canadian Encyclopedia

3. History of Education

4. History of Education • For the purpose of this course we are going to focus on the history of education in Canada in very broad terms.

5. Group Timeline Foci Group 1 – prior to 1776 slides 6-10 Group 2 – 1776- 1867 slides 11-16 Group 3- 1875-1950 slides 17-21 Group 4- 1950-1960 slides 22-28 Group 5- 1960-1970 slides 29-33 Group 6- 1970- 1980 slides 34-38 Group 7- 1980-1990 slides 39-43 Group 8- 1990- 1999 slides 44-49

6. The beginning—First Nations • There is much to be admired about the education provided by the First Nations for their children. • They taught their children about the unity of life, honourable conduct, family responsibilities, individual responsibility, the importance of sharing, self reliance, and survival skills. • Their history was transmitted by storytelling, myths, and legends.

7. Early French Regime • The family undertook religious instruction and, in some cases, instruction in reading and writing. • Children were needed at home to help support their family whether it be farming or other trades.

8. French Regime • The formal education that did exist was provided and based upon the traditions of the Roman Catholic Church. • In certain areas, parish priests established Parochial schools known as petites écoles in which they taught catechism, singing, reading, writing, and grammar. • The Jesuits, Récollets, Ursulines, the Congregation of Notre Dame provided and funded this instruction.

9. French Regime • Girls and boys attended separate schools where the education for boys was far superior. • In some cases girls’ education did not exceed religion and needlework. • The Récollets took it upon themselves to try to “francisize” the Native population. The Jésuites and the Ursulines also became involved.

10. French Regime • Teacher colleges known as “normal schools” started to appear in addition to more advanced instruction for young men who might become priests or enter the professions i.e., Bishop Laval created the séminaire de Quebec which later became Université de Laval.

11. Conquest • After the Conquest of 1759-1760, the victorious British Empire attempted to assimilate the French by establishing schools that were outside the control of religious authorities. • They tried to force the French to speak English, go to English schools and non-catholic churches.

12. Acte de Quebec • However in fear that the French would ally with the Americans during the American War of Independence, the British decided to appease the French and allow them to practice their own French language Religion Culture • This was further guaranteed through the Acte de Quebec, created in 1776.

13. English Regime • “The English tradition reflected the values and beliefs of the upper class.” Two characteristics: • Education was the responsibility of the church. • Education was a function of class rather than merit. Education for the lower class was provided by the Church of England.

14. Dame Schools • “Charitable groups provided schooling for the poor but some children attended “dame schools” which were provided by volunteer widows and housewives in their own homes.” • “At the other end of the spectrum were the public schools reserved for the privileged and wealthy”.

15. American influence • Prior to and during War of 1812 there was a migration of American settlers who were opposed to a system administered by the Anglicans. • In 1816 the passage of the Common School Act suggested that the free schools might come into existence in communities with sufficient resources. The government would make an annual grant for the teacher’s salary.

16. Scottish influence • During the great Scottish migration (1760-1840) the Scottish tradition of education had its influence on Canadian education. • In Scotland almost every child attended school. • Schools were comprised of children of all ranks different from the class-based English system. • Both males and females attended the same school. • Education was provided for both elementary and secondary levels. • Rather than place importance on the classics, subjects such as science and art were taught.

17. Lower and Upper Canada • School Act in 1843 allows members of religious groups to operate their own schools. • Upper and Lower Canada agree to have public education for each of their minority groups. • Lower Canada, which was primarily Roman Catholic, agreed to fund religious schools for protestants. • Upper Canada agreed to fund Roman Catholic schools.

18. British North American Act 1867 • The British North American Act of 1867 set out the federal and provincial responsibilities. • Under Article 93 of this agreement, education was to be a provincial responsibility. • It stated that any separate school rights acquired by a minority group prior to 1867 were constitutionally guaranteed by the BNA Act.

19. 1875-1918 • Increased population and changes in demographic from rural to urban brought changes to the goals of education. • Need to meet the demands of commerce and industry • By 1912 a move towards science and technology in the curriculum • Demand for teachers meant an increase of women entering the teaching field (war years). • Consolidation of small schools into bigger schools began at this time.

20. World War I • By World War I , all provinces had developed centralized bureaucracies; curricular issues around preparation of students for an industrial urban life • Secondary schools were more prevalent, and more normal schools. • Separate schools were publically funded. • Soldiers with technical experience were becoming a necessity. • Technical Education Act in 1919- The federal government provided funds for Technical Vocational schools.

21. 1918-1939 • The period between the wars saw an increase of students attending secondary education. • School leaving age was becoming a requirement—For instance in 1922, Ontario had a law that every child must attend school until the age of 16. • Newer ideas and issues were discussed under the influence of philosophers such as John Dewey.

22. 1945-1950 WWII • 2/3 of people in Ontario lived in towns and cities and worked in urban occupations • 4000 school boards, some for just elementary and others for just secondary • 1948 - Ontario had 6,800 elementary schools (twice as many as today) • 71% had one teacher and a single classroom

23. Early 1950’s • 150 schools had 20 or more classrooms • Ages 6-15 from grades 1-8 all in one classroom • 40%lacked inside toilets • 15% lacked safe water supply • ½ of rural schools did not have hydro • Only 600 Special Education segregated classes across the province

24. Funding of Public and Catholic Schools • Public schools received a significant portion of their local receipts from the property taxes paid by local business and industrial corporations. • Separate schools had no access to these funds past grade 10. • Grades 11,12,13 received no funding at all, nor were they subject to Ministry authority. • These grades in the Catholic schools were supported by tuition fees and support from the parishes and other private benefactors. • Rather than raise tax dollars they opted for cheaper labour –46% of separate school teachers came from religious orders.

25. Ontario Department of Education • Boards of Education knit together into a system run by the Ontario Department of Education. • Set out what was to be taught in school • Every elementary teacher possessed a copy of the “little grey book” (stayed around for 2-3 generations). • High school had no subject outlines. • Inspectors would be sent out by the department. • Prior to 1950 there were high school entrance exams; by 1950 there were only the grade 13 departmentalsthat remained

26. Disparities • Wage gap between elementary and secondary • Only 5-6% of elementary teachers had graduated from university while most high school teachers were university graduates • Elementary teacher training was normal school for elementary teachers. • Secondary teacher training – Ontario College of Education which was linked to U of Toronto • Women were paid less and most administrative positions were held by men i.e., Principals, school inspectors, etc.

27. Post WWII • Baby Boomers caused huge population growth-great economic growth, increase in tax base • More stayed in schools, parents could afford it. • More demand for white collar jobs provided incentive to stay in school. • RESULT=expansion • There was an increase in volume of enrolment but also an increase in those remaining in school from 15-19.

28. Effects of Baby Boomers • 1946-1960 population increased by 50% • Elementary jumped 116% and secondary 141% • #of classrooms doubled but not total # of schools • Small schools torn down for bigger schools with more classrooms. • Bus transportation to bigger schools • Not enough teachers to teach baby boomers- had to encourage teachers from other countries

29. 1960’s Baby boomers having a great effect on education- most werenow in high school • Realization “that investment in education could create human capital which was argued as important to economic growth” • Recession starts –unskilled labour results in country providing subsidy for vocational training to prepare skilled workforce

30. 1960’s • Technical and Vocational Training Assistance Act of 1960 ( TVTAA) - a federal grant to the provinces to pay 75% of the capital costs for expansion of tech and vocational education • Ontario government persuaded Ottawa to allow money to be spent by local school boards. • School boards were allowed to create new schools - new shops and new vocational schools were created

31. Robart’s Plan • However there was no curriculum to match the creation of the technology schools or shops hence the Robart’s Plan • 3 distinct 5 year branches: Arts and Science Business and Commerce Science, Technology and Trades Then came the creation of the 4 year parallel branches to prepare for the newly created 1966 college with a more practical bias • 2 year course with a practical bias to prepare for jobs • Robarts-the purpose is to remain in school at least untilgrade 12, a much higher proportion of pupils who enrol in grade 9 • 1960-1971 = percent of 15-19 year olds increased from 62% to 77% • Criticized for “streaming” groups and hard to move from one to another

32. Bill Davis years • 1968 – moving from boards representing townships, villages, towns, and cities to boards for entire counties. • Went from 3 500 boards to 230 boards • New board offices created, new hiring, pooling of staffs • “homogenized big city model imposed on small town communities” • 1967- Grade 13 examinations were abolished • 1967 -last year for “normal schools” to provide summer teacher training • Early 70’s additional faculties of Education were created-already existed for secondary school teachers • 1965 – money is put into educational research . • OISE (U of T) was created.

33. Hall-Dennis Report • The Hall-Dennis report was headed by two individuals Justice E. M. Hall and Lloyd A. Dennis. The report and its findings were published in 1968 in a book named Living and Learning.

34. Hall-Dennis Report • Living and Learning -"Education was about "self realization" and not about fitting individuals for pre-determined economic or social roles. In this respect, Hall-Dennis reflected the anti-technocratic, anti-traditionalist romantic impulses of the 1960's."(Gidney1998, p.57) *Living and Learning (1968 ) attacked some of the teaching methods of the past. "The school's learning experiences are imposed, involuntary, and structured" students were a "captive audience."  The pedagogy of the past was simply to stuff students with the content of arbitrarily defined subjects through methods emphasising mindless rote. * The focus of the schools was to "learn how to learn.“ • http://instruct.uwo.ca/edu/500-001/history/c/

35. Hall-Dennis Report • “Because interest and active involvement is crucial to learning, such pedagogical techniques as projects, discovery methods, group work, individual research, and joint teacher student planning were all appropriate. Meaningless exercises from textbooks, conventional drills, memory work, and other forms of rote were to be avoided." (Gidney1998, p58.)

36. Creation of HS1 Living and Learningwas responsible for the creation of HS1 1969-1970 which introducedtwo schemes for organizing a high school, based on the old Robarts’ Plan Communication Social Science Pure and Applied Science Arts and a new credit system. Students were promoted by subject and not by grade.

37. HS1 • The credit system became mandatory for high schools in this province in 1972. • What this meant was that the schools had to offer a wide array of courses to students. • As long as the students obtained 27 credits, they would obtain a high school diploma. • Criticized for :offering too much choice too much emphasis on individualism lack of external standards

38. Formative Years • 1975, the Ministry issued The Formative Years, and a support document, Education in the Primary and Junior Divisions, which gave teachers new directions for elementary education. It pointed out that: “The experiences of these early years mould the child's attitudes to learning and provide the basic skills and impetus for his [sic] continuing progress - It is the policy of the Government of Ontario that every child have the opportunity to develop as completely as possible in the direction of his or her talents and needs.” Ministry of Education

39. The emphasis on individualism was also apparent in the elementary panel as well where rows were abandoned for open concepts, pods, and learning centres, etc. • Student-centered education was the reigning philosophy much to the chagrin of many who taught that there should be structure and a more stringent curriculum.

40. Formative Years • “The document outlined specific objectives in terms of providing children with "opportunities to acquire competence" in certain areas at the end of the Primary and Junior Divisions, rather than identifying outcomes or levels of competence to be achieved. • In addition to objectives in language and mathematics that were listed for each division separately, it also identified objectives for areas such as music, drama, visual arts, physical education and health, science, and geography, which had been part of elementary education for some time, as well as new areas such as the individual and society, decision-making, values, perception and expression, and Canadian Studies.” • “The Formative Years and its support document continued to set the direction for elementary education until they were replaced by The Common Curriculum in 1993.” http://www.edu.gov.on.ca/eng/general/abcs/rcom/full/volume1/chapter2.htm

41. OSIS • Based on the SERP (Secondary Education Renewal Project) report in reaction to a Ministry response, The Renewal of Secondary Education (ROSE Report), in 1982 the Ministry released Ontario Schools: Intermediate and Senior Divisions (OS:IS), to be implemented in 1984. • It emphasized the need to improve the transition between elementary and secondary schools, and to encourage students to stay in school.

42. OSIS • It suggested that courses be offered at three levels of difficulty basic general advanced that they be designed specifically to meet the needs of students in basic and general classes, rather than offering watered-down versions of advanced-level courses.

43. Bill 82 and Special Education • In 1980, Bill 82 made school boards responsible for providing programs and services for students in need of special education. • Many children who had previously been cared for or educated in other institutions or who had never gone to school, entered the school system. • Many teachers had to develop new skills to deal with the needs of children they had not encountered previously.

44. Bill 30 and extension of funding of Roman Catholic Secondary Schools • “In 1984, Premier Davis announced his government's intention to publicly fund Roman Catholic Separate Schools beyond Grade 10 to graduation level • Two years later the legislation, Bill 30, was passed in the Legislature with the support of all three parties.”

45. Education for French (first language) • 1984 - French (first language) can have their own school in French at the elementary or secondary level if the numbers warrant it. • 1986- Francophones can now manage their own schools or French language modules within an English school.

46. Radwanski Report • Destreaming, under which all students are taught together rather than being separated according to their abilities, was implemented in Grade 9. • The Ministry's Common Curriculum, Grades 1-9 (1993), initiated a province-wide discussion on outcomes-based education; the focus is on what is actually learned. The curriculum was built around four areas - language; the arts; maths, science, and technology; and the self and society.

47. Radwanski Report • “concluded that the education system had become irrelevant in an economy where the emphasis was shifting from manufacturing to services; moreover, many students were uninterested in what they were being taught at school, and they lacked appropriate skills and knowledge”-----Ministry of Education

48. Common Sense Revolution • Common Sense Revolution was the political platform of the Conservative government under Mike Harris. It was a political promise that was carried through. • A period of major changes in Education. Some have said that a crisis was created in order to effect change and the crisis was an attack on teachers and a major reform to the education system.

49. Reform • Eliminate OAC’s (Grade 13) • Bring in higher and province wide standards • Implement accountability testing i.e., EQAO • Institute a standard report card • Reduce the number of school boards • Reduce the number of school board politicians. • Institute a provincial funding model on a per pupil basis • Fund Education Provincially and take it off the residential property tax • Ontario Youth Apprenticeship (OYAP) program • Choices Into Action (career focus in all courses)

50. School Reform • Revision of curriculum from grades 1-12 • Criterion referenced assessment • Design down curriculum assessment • Academic, applied and open levels at 9 and 10 • Grades 11 and 12 – Open, University, College, University/College, Workplace • Locally developed courses • Ontario Secondary School Literacy Test (OSSLT) as a graduation requirement • 30 credits remained; however compulsory changed to 18