MOTION

1: "That the Simon Fraser University Senate call upon the federal

government, in consultation with the provincial governments,

to establish a national inquiry into current issues, long-term

direction and goals, and financing of post-secondary education

in Canada. This inquiry to invite public submissions on the

following areas of concern:

1.

Issues relating to accessibility to post-seconda7Iy

education in Canada.

2.

The quality, scope and function of post-secondary

education.

3.

The degree of public financial committment to post-

secondary education."

MOTION

2: "That this proposed national inquiry be conducted by a Board

of Inquiry consisting of: federal and provincial government

representatives; representation of the academic community

including students and faculty selected by their

representative national bodies; labour; business; and

community representatives."

MOTION

3: "That this Board of Inquiry hold public hearings across

Canada and make public their findings and recommendations."

---

ASSOCIATION dos ETUDIANTS

I

SIMON FRASER

do SIMON FRASER STUDENT SOCIET'

•

?

MEMORANDUM

T

o

...... .....

.....................................................................

?

.From ...

RQ..P.o.w11.,..B..C....repxeniat.iv.e.............

..oji..the..MJSj.UJNE..Citr.al..Cojnmittee......................

Subject ...

ci3n..iQni.FQ1icy. ..................

?

.

Date ..... 18..Oetaber ... .7.6 ............. ....................................

Delegates to the National Union of Students! Union Nationaledes

Etudiants conference in Ottawa on October 3 passed the following motion after

attending intensive information workshops on tuition, student unemployment and

the current renegotiation of the Fiscal Arrangements Act. As you may be aware,

N

US/UNE is engaged in an educational campaign on issues in post-secondary

' ed-

ucation which will culminate in National Student Day on November 9. Thi call

for a National Inquiry into post-secondary education is, in part, the reult of

the information campaign to date.

MOTION:

WHEREAS accessibility of education is threatened by regressive fiscal

policies at all levels of government;

AND WHEREAS this is having serious effects on the quality of post-

secondary education;

AND WHEREAS there is no national or provincial educational policy

. ?

in relation to post-secondary education;

AND WHEREAS both federal and provincial governments have failed, to

date, to develop, in a public and accountable manner, a comprehensive

educational policy;

AND WHEREAS the total absence of discussion and articulationiof

educational policies in this country has led to a disjointed, incoherent

pattern of development in post-secondary education, resulting in irrational

educational policies implemented by default;

AND WHEREAS the present renegotiation of the Fiscal Arrangements Act

has long-term implications for the future direction of post-secondary ed-

ucation

in Canada;

AND WHEREAS the public has a right to know and, further, to participate

in the development and direction of post-secondary education for all

Canadians:

BE IT RESOLVED that the Simon Fraser University Senate call upon the

federal government, in consultation with the provincial government', to

establish a national inquiry into current issues, long-term direction, and

goals, and financing of post-secondary education in Canada. This inquiry

to invite public submissions on the following areas of concern:

1.

Issues relating to accessibility to post-secondary education

in Canada

2.

The quality, scope and function of post-secondary education

3.

The degree of public financial committment to post-second4ry

education.

BE IT FURTHER RESOLVED that this proposed national inquiry be con-

ducted by a Board of Inquiry consisting of: federal and provincial govern-

ment representatives; representation of the academic community incuding

emon frasr university

/

burnaby 2, b.c.

I

telephone 291-3181

unlvsrslt• simon frasr / burnaby 2. c.-b. / t•Isfon 291-3181

I

---

4

students and faculty selected by their representative national bodies;

labour; business; and community representatives.

BE IT FURTHER RESOLVED that this Board of Inquiry hold public'

?

hearings across Canada and make public their findings and recommendations.

The motion outlined above is currently being circulated to university

Senates and Boards of Governors, College Councils, faculty associations, student

unions and on-campus staff unions across Canada in an attempt to draw attention

to the need for a comprehensive national policy on education which will dlarify

the purpose of post-secondary educational institutions in contemporary Canadian

Society.

We have included the External Examiners' Report on Educational Policy

in Canada of the Organization for Economic Cooperation and Development which

Provides considerable background on this question as well as a rationale for the

N

ational Inquiry. To quote the report:

329. ?

The further development of Canadian educational policy is the

clearly approaching a danger zone, in which more is at risk than simply the

quantity of finance available. The virtues of an essentially pragmatic educational

policy will be tested in the extreme. If those responsible for educational policy

are not promptly able to base the development of school and education on a firm

goal oriented footing, then they risk being pushed to the side in the geieral

political competition for resources.

W

MOVED: Richard Ironside

SECONDED: Ian Wemyss ?

lt'2,u4.4

.

---

OECD ?

External Examiners' Report on

EDUCATIONAL POLICY IN CANADA

U

The Organization for Economic C.w,peraliun and

I)..v.'Iopntnt is a club of twent y four rich countries.

h,adi1uartrrd in Paris. Founded in 1960. OECD

promotes policies to expand vl'onornie growth and to

prucrilite world trade.

In addition to its enonomit objectives.i)EClI also

ll r onto l

t

s theilt'v,'topnic'ril .4) in ninal is.' polities

inong it., itcctnhcrs in such matters as sci,,nrr.

tell

to

logs. rita npowi'r ili'et'icipntc'nt and education.

()nc ci its ongoinglitivilies is to study major

poursareas oon a lit-riodir hsis within .arh ot the

llitccth,'r countries. in 1475 the t)EC1 i

1

undertook a

i..lv iii ,'cIiiia(i,,ncl

liii

it,,.

in (mutt.

i

)vc

.

r

lb, last

mw

su.,rs

?

,ci'iir.Iing it lames It.

The OECDS.,r.irv (i,n.•ral. "thr OECD has

cc,,i,'uvmuiir,•u j toassist mvni(nr ,ucuntric's, in ii,',. t'iopcng

'

I't-cifir ,,iliiii's

it

?

c'du,,it iii.

a

nd iniptc's flint in

rispiiflsi

?

it, rapid

51w.,1 ?

,lt,I .......i'm......hacige'.

The ?

oil

y

of Canadian .ilu,ati.,n .........,ntrilt,cIifln

I',

this purpose. Ii.gan, as is the custom in ,.tciciiar

si

udi,'s ,lstw here, with the pr.'parat ion 'it i..ukgruund

r,Ii,crt

s

in the St aim' of Canadian

n education 1cutiru's

liv "t hr Canadian Aiuthoeiti,',.. the ten mitnb.'rs of

rh. (,.un.il .4) M,nist,'r,. mit Eutu,'ati,m and the Se.'retarv

ol stat.'.

In April 1975 a six v.mlunr.. 71141 1.agi' report was

. ii hli,.hi'mt giviuig the internal (';ir.ad,an perspective

• ii issues and

I

rimIs in Canadian ,dum'atcucn las .uiiai,l,'

Iritri Ii.' t 'i,umuiit of Minister, of Education, 25 itlu.r

St. W.. Toronto. S50a)t.

I iurui,g t h.........lull stagi' of the studs. to.. ,'xt,'rital

,'s;mut,irt,r s

caiit,' ii, I an.,ii;t lii unmh,rr.uk,' their iui

i,is,'tuu.,.,t iii, 1

4

t Ii..........I (aii.iiliuii tiuc.itiu,ii.

sort. iuug Irian m hi' basis .4) thr r.

•

piirt '. piepari'd hi

tb. %.,r-u, t ,, suits,. g.ivernnhi'llls. I luring the nun h

''I tutu,.

this,-

,*a,nu,t.'r, (ravelled throughout

•

'

itt,,i;i. cii...'

I

inc

all h gu.s,'rnnui'nts and', Ir,,ius

,uur,'r,st,,i griili., iii i,r,li'r ti, (imrt,t th,'ir ,,an uiuin,iin

itt hrslat.

of

•.iuiciivan i'dmurat,,.tu.

F i,lI,, * itig Ibis iri* ust igiti,.ii. tb, i''uat,tun,'r,.

I

hlir

ill Ii

issi'Ssttli'iit mit

Iii.

stat. ol (iiiatjiati ,'tliiiatsi

iIimu.'

I

E,.i,utuni'r

.

itipiirl ill thehtml tilt h i,r,'.'n1

4

liasis for iiisiiu'..iieic and du'imaIu' with

ii, I

.u,i;iiliitu alit It,iriti,s it .,

• (

'

,,tclruintat,l.ti ?

ahcrh

I ,,i,k p.i;i.'i'

behind ,'i,,sed ,I,a,r'u in Paristin I M•u'entlwr

lii Ii. 1975.

I ciii.t gus ,'rnntc'n IaI Canadian i.rguntiut tiOcS

it g

lll Ii

part idillat.' it this ti,nlriitmtitu.in a it hisul

,n.Iiuiiitig

I

hi,' Canadian ?

\,.suki,t u.iiu for

•

,hiilt ?

:uti,r,,i,in II ',%,I';, lb.' Insi,tut I'un,iiieti

tNt\ 1(1(1'S t(EAI''rit)N

I lintiniratik' 'l'hiitis,.s V,hi,.,

I

(than.. Min,st,'r

IC,tti,atii,ii w;i%

,

1 u,it,ui I,

k

thu Ji,r.,,,li.

clue

t,'i,ru,.urv t • t,ilhuia i.ig

t

'

ii:s r,'hiast' of the

F:suti,un,'rs It,'1iiini

I'.fuic'a I u.n Mi ni,t,'r 'I'hmutcs,s W.'Il% s;uiul in

in

icci,'rsi,'w that hi' agrt'.'s with the

r,I cic n i's

i'cin,'lu,.i,,n that Canada needs

naiicicual g..als in education.

"mb,' nc'm'.I greater thrust and determination

'n • he part of t hi' provinces I,, plan

tm.gethm'r I.o create national goals," he said,

"Itut until nuw. I don't think we have

suffered that much from nu,( having them,"

The report "has to be looked upon an a

study by (ive people from outside Canada

who

were

hire for 30 days and some only

for IS days," be said, "IL is not an

authoritatively researched report on

education in Canada, and it in not

supposed to he the Last word on 'ducation,"

dEdu,';tiiuuti ui,,. Adutli's I(EA i

the Canadian

AssuxiaIi,.n ''I t

tt

icirsit

y

1'i',,hr

,'WAI'T'tnd

WAI'T'

I

he

,sSui,'it4tii'fl of tni*u't'sitit's and I lligm's iii (miii,

l/t (((i

t'nuilii,i.ih reports front the

01,110.:

and Irmn lilt

In

pros in,'iml li

r

,i

l ;t

r itlirv

mu','tings a it hilt I mnuiiu tl,l,.r,

tbv 0,rilroniation sci

g

uest that ,ottt, ol t hi

..uthicril

i,.

r.'oii,I

lot hi' Esat in. rs It pci ssiilr

.1

surprising iliti'n.is ,llt'ss. ctitwo-litrating tit

uilis

uIi'tajl'm in ii,,' ul,'ut,iint rather

I

han r

,s t llllll h

lllg

it ,

lii,

ifltp,,crlattl inilii

v

l'iltltttl('tllsulh,l l'tltliiuttts it (iri'sd'tit'.

'h. final 1,husi

?

ut

III,-

sloih ?

tnai

ss

is sIip ........

?

to iiv (he publication oil an umIliutat r.p.irt

1.111,1.

1lr.uhahl% nc's, (wing ilr,tiit'.I or cs ,'nn iiil piilliuut ion.

'lb. Canadian i\ss,luilIi,in I,lr .ilt,lt I.hl,,illtilrl it,,.

cuhiaini'uI .i r' .

pv ol the K.sihi,ill.r, htipliri

?

iI,ited

N ,,s,',,ul,ur t. 1975. i'ris and I:,lu,Ili'ih

?

It,.t riot

anti wi

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It in ,urllir

Ii,

tr i

l

l

1,1:1 ?

4

viu.'oni.us ittli iirOirtrit,I ilmsuii.siilti within

I

.111.011

41 hi- itttl,4l.iIit pihiv issues tiring t,mliuihiult l'iIil,.ut

loll

in

i1v

im,ro'.Int,' lutur.. Vi,

,

liii so in tb.' l,,h,,t

that lb, ?

onlr,intmiiu,n, in online itirtstii,ns

01

('ictiihi.iti

?

,siu.'ut

oil

ought clot to Ii,'

cct.','liitgs icc Fur..pm . but sh,,tttli iic.te..ii itiv,,Is

C

I

ni

s,'rv lii'rslitts a host

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l q i l cii rtutii

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.

....l.rrctiltc',l in

slIflul'

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the results i4 i h.'.i',l, lilt's

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ttc' 1w,,ple -if (',mii,uula.

We further ?

thm

011115

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hit luni.iil,i

shucuilul

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It. ' .ini,.. Il.lgiiini. Fri,,

the

1101,11 51,1,'.

a

bus,

Ilisigllttlul l,itluttu!ii%

u'ritfl1tiis ,,itii ',iitii.'i clii's pr:

ISP

ui(li'r

li ills

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it..u.iti on the brIm' iii

* 'arc.u,tvin u'uliu.,iti,.,l. lii,- Iti'1,iirl

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his

In

?

ill,-

inc1ccurtacut c j

iaucn,'tit ut ('.inaili.uic ,'ciu,'.,thiilu suciri' hi

I iltllfliusSidin in 1951.

Vii' note au h '

finn' i,1iliinisni t bc si.ilm'llld'lll 'it

?

lid

Chairman ct thr t'utua,Iian ut.'li'g,iicirc

lii I

h. ?

'iris

I ,i,,tricrrlati,crt illi'stung. lb,

ii,itlii.ur,iidlc' II.n

I

i.lIlilsi'll.ik

IYhltimist,'r

uI l':,tu,c'iii.cum .,tict uci

I

and

'iill,gm".

I Ills utsilos

.autl.uirs. ?

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'tilt

?

p,iil,Ii.'

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to

?

Canada

?

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p

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ha"

,

burn in [it,- hand, ,I i'a,'ii '.1 th

e

trim'

nuitc,suu'rs r,'s1,iun'. .1,1,' t.ur ,'uiui':it ii,. tmuIi.'i.'. aol I hi'

f,'iI,'ral ?

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Mr. IIitlusl'hak .aid thr nyu's, nuirulul Ii,'

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II ?

i'. (I''si',inIiitc'it ?

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lit. iuiti'rm.t" di i

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Member Countries of the1)1:11)

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rh. ?

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Sa,.ii,'n. Sa-it,u'rI,ml.i, 'l'tmrk,'s . II,.' I

?

III oh k,duguti.lm,?

anti the United Si;,ii's,

The OECD Serr,'tani;i t is Imsed at 2. riiv A nun.'

Pascal, T75 Paris (mules 16, I"ranu'c'.

The Council ..t Minist,'rs

1

4 Eu$ur.utcimn numluit.iili, in

office at 252 I4l.a,r St Feet Wpst. suit.- Silo, Tin,. Itt

The newly appointed Ettrrut,ive l)ire,'u,m,r

is l.u.'t,'n

l','rra,s.

The document starting on page

2

cs a s','rhit,tct

copy of an OICl) paper dated Ni,s,'tnbc'r Ii., 1975.

Pans, and Labelled "Rt'stnictecl". The paglfl.IlUtu

references have been

changed,

twit the putragc'amh

numbers follow the original text. All italics

were originally und,'riined. The duplimatiiuli of

paragraph 181 was in the original.

Thr

M.

?

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51,

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Canadian A,u.,a.'i.li..n (.ir Adult Education ?

29 Prince '%rlhu' ,t'.,'nue

Toronto Mitt 21(1

?

Studel.' ,°idministèstis,' Council

?

%'ni%ersit v of Toronto ?

12 hart 110041 Circle

?

Toronto MSS (At

---

FOREWORD

ORGANISATION

FOR ECONOMIC ?

COOPERATION

A ND

DEVEI,Ol'MENT ?

.EThiCTED ?

Paris. 18th November, 1975

El)(750)

?

Scale

2 ?

.

?

Or.

Engl. ?

EDUCATION ('OMMIrrEE ?

Reviews of National Policies

for EdueaLion Canada

?

EXAMINERS REPORT

(Note by the Secretariat)

The attached document contains the

Examiners '

Report submitted for discussion in the

review meeting with the Canadian Authorities.

w-hich will take place during the 14th

session of the

Cammittt't' on 9th-i Oh December, 1975.11 should be

read in conjunction with: II the Agenda for Discussion

and Examiners' Question.s EtX75127) and

421

the

ltackgriiund K,'1iorlai prepared by the Canadian

Authorities.

510

volumes under the following

h..a,lings:

loriwird and Summary

?

At lantic tt,gion ltejairt ?

tot art., Repo irt

Qti".-c lti'pori

J

-"i -rn ltrg ion Report

?

1,,s,'rnr,i

* 'nt

ii I

'.,nndu ' R,'1,orl

195:1.1

CONTENTS

NTS

liii. ls.,r, I

I )KC1i : sn it m

N

I.

Introduction

l.pograj.lss- intl •),-i,iogrn1.hv

,-

II.

Iisl',41i1-t ii.-'

I Ii-.irti-,

i

l uni ,-,ii',tilulii,nul ,'Ienll'nIs

l.iiigiiislii intl toll iiral saririv

II.

lh's.'lopmrmti. Is Edocational Psiki

Sine,' Thor

i:.t

1960's

I-:

II, I

?

lii ?

tilt

4

lots,- NtIs ?

hut ,',,,,nluIiiI y t'iil!rgi'

_,litlI

?

i . iliui-ll u.n

\l .i,it

?

pr.Iul.-uu ?

6

iii.

Rt.sii..t

ion

of

Equalit

i

o

.

of

E

duse

a

t

iuciall

iippurtuftut

1 ut.,-, pha-

uI ? 'is IFS us's.

l'i-tI.gi,ii. I

?

tunis ?

II ?

'ms ?

7

.„,lzir ?

,,liu'at l,,n ?

$

I

?

uili14i1.l lii

ii',

?

9

lii lnlui ?

ItIis'.l

tin,

?

suoiill

?

mt.,',ittnatutag"tl

II,-

?

'.;.

list-

?

t,i . uti,li . ?

Is

lliIm,igu,,,i ?

i.uli'v

\rlustl,- intent

?

II

lyjoir

I

tiflht It's for u uuoleli

I'.'.

Ihmurcatisatioo and I'4acattom

risi runn'uul '.

for

,l'tl,n,I gunvi'rllancr

li, y ir,l,

and participation

?

Ii

l'iitl,''.'iu,hit,t ?

burl

I

s ulusul itlit

I-, ?

uh,'a,l

Fill, I

11111,5

I ;ud,h,lhll',l rat i,,,i, ?

0

'lb,

'

'.

?

nI riliuntion ?

1 uiii.'c,'sI ?

grisujls

'a.

Ieeti-a,i, Edsocatiat

?

14

'rn's nirial pu4it-ii's

litter ?

I ?

iuisi-rsltb . ..........rat limo

Fuir;uiui,ug and

?

r ;tit I,nall'.uIl,,n ?

IS

I

.r;iiltu., I, ?

t,r..grallllhi,',.

_,m..11u-gi'.

vi.

?

4;osersats.Goe,.4

Policy Making

Its' V-14-rat gi.s-.'rnnu.'lil i nut ,,lut',.tiiun

16

I nil-F ?

'mis ini,,:.l iii

ul ti m-

IJI

l

i on

?

17

sinaI, tint .'iIia'ahtmlli pool

I_Y

A PlIEN

III

ES

,\.

?

\

?

-

:

1

.

-i n,,nu l:o11.'ntii

ri' I Iefl*

t,,r ?

1$

It.

?

tin.lnisirnali,atnin it t'ilnni,nI,'.ii

?

19

-.

?

us-;ni n.utn.nI I i,-ln.nnn,il >mtnniot,,

1).

?

'It'.' l'iulnl i's ''I llnlningunulisni

The official visit to Canada by the OECD

examiners on

which the following report is based,

occupied the entire month of June. 1975. taking its

the length and breadth of this continental

country, from the Northwest Territories to the

eastern-moat tip of Nova Scotia. 01 course, the main

point

of

this experience was not geography. The

Canadian authorities had arranged an intensive

round

of visits, conferences and conversations with

a wide-ranging sample of personalities and groups

who in public, official, private or unofficial capacities

are concerned with education in Canada. A special

committee of the Caidian Council

of

Education

Ministers, the staff ol the Council. regional and pro-

vincial authorities and Federal officials did indeed

attempt to respond to the examiners' searching

queries for information from all possible sources

relevant to educational policy issul's in their arIas.

Tb, examiners highl

y

apprt'riateil h. par

Urination along the way of nius oft hi'

12 pri-vincial

Minister, of Education, their I

)etuutii's,

top ..mlinjnn

strat.ors, and Federal officials in Ottawa all il s. hinrn

gave vtuahle parl.S of their time ii, tat,' tbr Ii-intl in

an informative round of discussions. Our ii ini'r.,ry

included Toronto. Edmonton. Furl Smith. Winnup,'g.

Iuébe g

Cit

y

, Ilalilus. l'rin,'c Edward Island. Ns.

Itrunswick and Ottawa. where we not with nuililin-.iI

trailers. l,x'aI administrators, schi vii

In

nn'i ph Ii,.

teachers. sluili'nts. professional and triumlu' ,rgjn,i

sulitili r'pr,'s

.

nIaIiss's. parent

s ,,nnl ii,illnlIifljiV

l,'aiIt'r'u, ,,ft,'n within

I

hi phys,,-,,l "ut ling

'

i ct'hs.,nI

hflviiiuiiunfl' in ihesi iltI'',. A iI,Iiu,ln'ni list .1 ;il.n.jl

and

org a

nisa I

nuin

I

ni-luiti'it

In

nni rulisi - tnssl,, ns

si

ill Iii'

attachcd lii the fin-al r,.1,inrt nsf this ,' 5,'ru'isi'.

Wi' are asian' that vs'S with all ol

ex,'rt,)fl.. our .'sfmt-rui'n.',- can onus

?

ni'pr,-i-ilt

..iniple ol the ru';ulits

if

I

hi' t,iflllli.ill i'sp.-rti-Itm

- u in

,'du,'nutlm . n, hut in an jnil'nsiv,' priwi'si. of ,'srh,i ngm'.

illuminating nl.(fu'n,-r...'. .1

opinion and in 'li-.ini ru

ct-ri,,-. it sin- .tlso -1,-ic that lInt- ri ?

oi,.. ?

.4in nI 'it

gloats......ar,'h l.nr uliil.'rstailiI:ng in tit*- In-Il ?

ii

pi.hm's-

(u.n u'ilun'at u.n in ( '

nn;,nI.n ?

hi,

?

u',uri - tI. ?

intl.

-n -

as ,',-u,l,'ni. 39111 th,' gm'nirin.ts

?

,url

* hnh wi-re shown In, (h,- I I-fl I ,-,.-,un,in,rm ?

in

lriufi-,sn,r SI in-la-I I

'

ruu,ui'r_ l t ru,t,'s'ni,r if

iiuc,'n-u

? ,l liii-

?

itn-,tiiinl,' hr ?

h, ?

'tu nl y ni ?

In,'

Sinm

.

noiuugv of tbrgzumni ' -.il nulls

I hr. I lilit.-g.srd Ilau,i,rt llrinn-her.

?

l"surrtt.'rls- I

.

4nnnls Mittjsti-r nil l'nIun,'ntnmi n.

?

t'i'ui,-rint

R.'tiuuimliu

iii I u'nlIlJniy: ?

M,'i,ilu,'r if the It'gtsla arm' 'if tI.,v..r a

I. An liFt 'Ii Euiimin,'r. It,'1uirt in i-ana,II.uml

,',Iur;,tionhit puulit'i,', tom) ;mraclir.'s must fularm' nu,iri'

u 'ml u

ha

.

n

.

thalu do oi her reports in thn0 series im IS,'

.;a'i'ifi,' g,'iigr

-

,stihlc:nl. historical. rultural anti Isilutual

,'onllit ut,,.. g,uci'rnt ng i'dUi'htI iu,rual Imolivy in the riiunl r;.

a nii ned. 111h.' rw tot. it is Sill puIssi tile Ii, under

,land (jn.u,t,niu c,lu,'atu. '

n.l 1tolii-r, or to doit jun1 0','.

2.

This i's. )tunwrver, i'sai - 1 ly lb5 sense uif in

OECD,'u,uunir

y

i'duratj,nn,,t .'shionii,atmnun. 11,11 I ?

gnsm- -

ab.tra,'t ,,,Ivti'e ?

t'nunv,'v,'r *,'ll uflt,-,inuuufli',t. Ibuit

render an account 'it the Oil ual ,',tu,-atuiimnal

­

viii-

-is ',,','n

b

y

tb, Examiner, tin the luasn-i ,nl their itnum,l

tiympalh.'tis' undi'r.l,.n,ltng. only j un ttnn,. way vin it

he hoped lb, I',santun.'r- '

nta y

help ,'

y lut'atui.nal 1t,'vi' ni

mn'nt in Canada in i hu't,rv and pr-aeIt.'i-.

3.

A Ii's- f-01-i, an' pr.'senl.'il t,-lo . a',

tn.tuimiu.'rusoIil.' I,w

all

uen,le'rsti.,,diitg u,l IN- ,stu,'u i ulii'ihsl

55,1 tnt'. ' 4 t;.iiailu.

ToMralsby and d.onuugrnpb,

4.

Canada is I h, ..','iind largest u-l.a im I rr u.n

the ..-,.,'ld. ]is :ts Ii,nituiin

.utuuac,'

milt-, unit'S,1 is,'

an aillea I wi,,' its tang,' as Kiurop,'. III bonn g

Pm

C.owda

nu,,uln'r, a isupuIa hun of tnnly 22 m,n,llun,iu', 'I .1 'ni-In

.'u,.,pucts,in ust Canada's

tuumpunta

un ik'

fl

'nt 1 UI ii in

ha. h,tan is p.r v,1uur,' fin n I,' with Iran,-,',, L10. %r

Nv'ih,'rlanui.

42m.

d—, tOut bring ,

u

ut a puiinl * huh

,iet'ds eniphs.ius. lu

,- startling u-uunlrast tv-I

sit-itt

the

virtuall

y

u'msm I

s sasin,'s.,-.

?

uI utin,itu .1 Ilim' ,-umlintrn-

and the lightly paikm'iI

uoi'lniuln.'liIan

punpllaitnull'. t1f

'Forums,, Munnlri'al. 'so,'u,.nsi-r. %

' nnnqm.-g, lCsliuniututn,ui.

and of a number if iulher umplinlani uruilu',tri,uI

r

uncentr

ot

iun

s.

S.

?

'Its,'

and

t.tvut,

t

,Iimni,.tur

n.iutln,'OI

.1,11,-rim in-,'', ?

relIt'ct the sast i-its-tnt of

tilt-n,, mOunt. ,utmil u,

plubued by tIt

y

' 5 I

2 hour onne it,Ilrri'lin-m- nIl

Itt','Il

Ill.'

('very hand, r,nmhinm'd tJl,ncniurage its in liii, Soli—Ii

that we might

by

iliri,i-t r.'presl' nb lion of 'as still

developing understandings in this field, i'mintrihuli-

in a useful manner to this uublit' search for ,'ducatu.ns.ul

policy in Canada.

The ha'uic diwunient made available lii thc

examiners in tureparaLior.ior this visit is itself a land

mark in OE('O country pçepor.tion for such a revi,'w

of educational policy. luhlished in sin vottim,-.,

covering each .'f lb.' major regions in ('onauta in turn

and the Federal

acliviii,i,c

in the field of education.

and prepared in both lof the official ('anudn,,in

languages, English and French. this wish rl'(irrsi-nts

in

itself

a new levi' Iif inter provincial co op.. rot u.n

as well as sm,niu' working out of practical arrangi-

nit's is for comm U nica i uonum.mng Fu'd,-r il out hum Ii,''

and provincial i'll sea iiii,.l authorities t inward an

unili'rsIaiiulirng of this irn;inrlanl -i'' tot of sin-tat

pumliry. It is

it

n In,' lin.,ns 01 this ,',ur,'(ullv nut,' h,'str.utmol

i,ilrrn,,l t',utu,idn.un

uftnirt

th:ul .ini- nu'.u-fiuln u's,, u i tin,

rI-nit-v will ni'si

tin niw ml ,-,lui.utui,nn,l I

m

uuuit'y Ill (mini.,

pi'rh:u1is tumUlt, ?

iii 11,11.- n. hnh ni,ns tit-

cxc'

un-i, li'ru-,l nil

inniniul ?

iuIiu norm- iii [hi-

it 'unit's at ush.iI I,',- vi, 61 In,. ?

ti' n-mi of it 1

. - mim I

1,1

t . ui'pinntnul isp,ufl

.

,nnmnlurn

?

m's4 1

.u:l.uiuv ?

a hi-tn ?

in.,-

?

a

ll- d

br hnc'li.-r ' I t.ulnnutt',_ ss-ol n-'1.ni-,u.l i si-r:

flhi-nI_illn,n

?

thu ?

Inn-ri.,

I'' ?

sir imiI-alu,,'nu nim.(.i-

.

:. ' r ?

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Ir;ir,,t'ru;t.-uln,,ni. lIi

,

;nl ,uunlul N,- iur..inglit

?

nt

?

un,:

hrinnnu,h m-itnii-.utn,uui. :- ii,

?

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' ,u I m,r_inu i-nun :n Inn-'-

ulnnn-:itn,nn it) I .un,uil:u

?

. u - , -. :1 ?

na ?

.-r:n ?

'n rug nnn-uiue ?

H n-iOu-at nuii__I liii:,,, I

Chill,

I.,

In'.,-

,u,nn,.,u:i:;ul.u1ui ?

'si_il pu

'

Iiiiu-. It liii

in"'I

fit ?

l,'iau tilil

u

_,liIlil-t ,,nth ,-nh,u.l liii I,lr Ii.

;uruillnl

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i-. I ,, ,-, '

nu,- .t:utiuiim-m-u- un-ut unIt,

?

r,.i,n.., t,:in

Ii,., lujn i-InnS-.

I-

I h.n I n: n ,

l u. nn ut

. -s-,-,-i

-I:.. si-n-u- -

Ehin'.. ?

In ?

nil i.n-,- ?

Inn_I i,''

?

,'iIuii-.nin,inn_n! ?

so,. ?

Cr, ?

s,.-.,

1.mt,-,4nnnrn

?

lrn-.utilni-nni it ?

tIum; tIni- trill,, silk

?

'I turn_u

.inI ?

.,..-i,I ?

u.uinn1n'rn'..

?

-

' ti-jr u,

?

ut

?

Slur

tt.nI n,-i,iln''.ns_ i_itt neu1la Ii'S,

nil I-iiii ?

it:.ikilii!

I'm'..--------_ I lni- I': rI niu41.ut

?

.InI mini limI1'

­

.

ii

mm-nt ?

il

?

It u-nil: i,r_,Ii'.u,u_ ?

till lb.' ri,- ?

nt i-tI:,, tint:

?

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hi-ni,' Vn-im.Ji{iib'int ?

11:1 in:utuinil,ul uantnnrn-.nl,,il.'',nnli_Ii,

ulu-s •-lunum.ii-nnt ?

ui ,, iI:lt uuui.ilI i-r,urt,nibIv

uu

..A,llu lut'l 1,

I ir. K

'

It En,t,. I u;r,-miu,r,f l'I:uini,nmig tout Itt.,,-jr,I:

?

\Inint'i' ri m.n

?

-:.t.-, n,m.un'muur ?

un

I -nut.-,

?

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?

'n',4unl I'. ?

nIiinuim,r

' 'I ?

l'.ilun,,u ti,,iu

I'r,uli-.,mn. 11cm,- ?

.,uttmu-rgn'n. ?

Inn ri'

' Ii's ?

nIl l'rnnuuln t':ml l,u.,tln,Iiin Ili,-Nl,i,mr, i

i F,Iuiu ....... ?

lImIginuill. Prot

­­

r 14 Fri-sn-h l.,l,r.n InnS,- -

I Inns ,'r'.ul umil II

East and W-1 'mist” t'hul tb, itrim'

nmiUfliru wul,' ru,In,u.til nob the ,tnsi.nru.,'-' i'.

hi' Ii,,,, nilami,'

s

'4 nn:nutu n 1 1Pm,- ijfl,mul,,nii

5

?

r,-.iu grit and -,m,Initni-'inbI 1.05-mr n,u

i

,ni- in IS.-

-

i,l u'hi,nainc.-, nitntttu,t.u', ,innlhn,uu'rru1uti,nin,. iii

'altos,. that. fur lhns r,'o,n,,l ,nlnin,-. ,t

?

.n'

I,, thumb

?

it

In-nt.', illa u'.-nirnln

s

,'il guns,- rutninu-rul_it till

uilnuilin',trulu 5,' -

'

1.11.' - Esmmn tnoi,,v, --hlu, ?

­

,H.

mnmn1nr,uv,'tl u-nnmiliunmltihlliuniil ,n,s-,nitnIIlm,-,

?

iiuni nil-I

tim .uminl (mull1 ?

raim-10,rt. r:umtiuu. Im-ln'vmi.nton no,1 i,-I,'1nhu,miu-

gr,n'hii-,ut

lnniiu " _ ?

'h.

,onul

?

,tu-i,gr,uIihu,-.ululumitol

ii ,,ni,u

?

lIt

ili'.t_u,uu-,'-,

,ih5 rm'fll,uIli

?

.,in't.1 ?

l_nit,,r

It,-

5. ut Ii

'

.irinlng and

ts

u lutni,ul

ituliuur[il nr,stulim'aluunli. rh,,l 'hint1'1

not tum Iuurg,ult.'n lmn

Iu.urIoUt,ur.

liii' mimi ' s' iutr,mt

pt u

t

n nil,imuiin

?

tn it,,- Im,'lt ?

aiing hum',,, uthi-u'ni tu'ut'il,r ?

viii. ii.- Vint-1 -ilitim'', ha, ,,i,'an'st tlu,ui ,i,irth ,,'unill

Innuks a Iii lnul,-tl SIali''i n',j

5 'htmuunin. nice n,tI,'tu I

as sirminigis. sr almnnn r,t as

.

.l

t r,ningl-i - li '

rg.'il as vast

it

hunuks nsnutl lb, fliAl thor ('iuianIua,t Inns nfl,-,'..

S.me eonoequeners

6.

I

In,- 'ansi'.4 n,m-Iuu,' nt I he-

­

I.,, I 'irs Pm,,. 1--ti

1mni'tvrm'n',- liv.!,,, ' iruul,.im 4

?

1 hut lu_n'.

nIt-tI- ?

ir,iutit ,inmu,uI ?

n ' .ut-, ?

'thus ?

hr-hI

iuinu,i, ?

l

' nr

?

it,

,-m'nlralt-i,'.l tue

iii" ,b,-n,'l

nu I.'ut ?

'ui

mit ?

tim'

iu.iltih,nl '-''Ii

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?

if

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tti,-u-uuur,tr yu

?

mit,

?

lnn,tnls ?

mu,,'t,-,l

?

tit

?

h-

-

hnstn,run-,uI llm'st,'liulnliuuflt

ufl!s,unth

niuni,-r

i ,-I t ?

h:,s

ni,u ?

I

,rhi-ul Isp ihi-',1iu'i- n tiu-,i lis t:nn,silnonn Iumrtlu it

?

0,1,11?

en.ilmul slat,'.

7.

A

?

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mil

?

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.

nm-c ?

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aun,,ll,,itu f,'uli-r

g ln,.nu ho

?

I',-n stniumuglo n,ifl-um-n

nt - u-ut

I,n?

hi' I'tnuin-il Stat,-, i'xa,lnpI,'. tiul it

is

I.ur Er

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imp) ?

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tb,

?

fi'ti'ral ?

tuirtti., ?

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l's

t',ult.,nt,i

s

,,uinnthi rn i,i-tgtttultur tin the ?

''liii

it, -

i ui_n.,

I ,umiamli,un puuilluu-aI .,,inl _,nln,ntiu,,nu,ntu.

i- ?

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i-_n u,'... ?

''ni'tn lw rm'g,urih.'ml in'm'mnu,n:ntmnuu' in

stratI- nh,,t

n,ntniml.n

ituutrli-s I,.t

?

1.1 -,

Tht OECI) ' -

Prod,'-or ll.iniul,t Ni,,ah. lta,1mmumt

h

'uur. l',vnuiiii,,tn',I

?

tr,,I.'s'uu,r ,,f

t

n.biup,irhiiiss- I<itunu.inn,in.

?

l',-:uih''rs I'uulb.'gm'. I'mnluuhutun;, l'Iiuni-,'Sn It

1. INTRODUCTION

---

.d di,,, hid,' Ii'-

----------

I,,. ?

i. '-- ?

--------------

---------

id

. ibecdeei e leiii9lscpic,,... P,,.,,,

?

I'

Ui.,-i.,

oct.., i'd musS. time

0 sflo.'q g.se.ccl puUiiie..oc.,.l

171 ?

C.ie,cc,iie #oIIutmu.d lie. p.ou eec' diecud ,.,

d i$ i, (dill.

,ioc..eie.".I .un.,ew.euc'q 'cc,. .a,..,e. s s.,ld ,.',,

?

c,i

pec'p..c,.d

?

iouec th

co,,,,iee ,,u,e I,, cii.

ioceeied cud.' bees., lice

1 h. I .wcc. u

'.-cs d,",..S.Od,

5.10,,..,.. Ccii C'cu

?

,',.,cuimcji'.u,,ci.'icc-

adi ,.eciJa, etc. gsieral ccii.

laitee ul

Cw'sle ..,,th

u.e,bi,uiin en iolki.,. (o,'.'iniiud 50

Aliweieu 5u.yieeee •.pu.c imeoci'u',g

Id.e.o.d lelond 14-Si..1.. end N,,,. Su,,',.,...b: 0,,.4.,-

5.p.,i O,e.c,uuco la5ioe W.'..wcc leg.... 14..

'

. .e.ci

'

. "i'.'.

5w,aoc.a s-o.k.isiwwa,e Adb.eeiei 5,4 I

.

,'-,i, (-iic,,cbio

I.aeueii,., .4 Y,eS,,,uI W. e,, '

.. e., chin.,. ,i,.,

au...eolim we cc.. 80ck13.au.n1

L

. ec ...

c'

eç. i

elv"eg

cl. po0iii.4

(3) ?

OuGbse

'e0 0046t0 0" Opl.O,c I',, die's

.i.

''I

d 1 I

?

ii_Ed ?

Ic. ?

'i, '-i.-_i,-.:l_,, ?

t •i7ii

lice-c-I ''i'i'.

?

i Is.

-c.d-c'.i-_,r_l,:i-,: ni

i lcl d. ?

iuia

341,

?

i-unIt il.hil ic,iid'

?

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?

dcl !lci',llfll-:iti,,i,_,l ',

c oh-ni Ii,,, ?

i . c re. s c -

n.,.

1-1:-ce..

?

KcccI.-i ?

I7e-n':,-cI_ecc ?

II,::

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?

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?

.inI I.,

I_ct,

dli

Iln;lm it

?

I ti,-'i', ?

I.,c',a.,lI ?

11,4,1 1.1

114.7 Oil

?

_'177,' ?

III 1

.

S

t

e ?

'

ii;

I

11,71171

?

1011.111

1471 71 ?

I57.77c,

1975 76

?

- 11:1,1:111 ?

7,1

tu..l:I7 ?

-'dcl

?

Isce ?

-- ...... ...... --

-

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I iiS Si

.1

G.,c,iici I

?

Cdli

d.c_c,,,- . ?

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-j-, ?

i

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c

.

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a,' -----

Ac,. ----------I.,,, ?

--I.d

------------------

1'ABI.I: I. lIE

•.AT14lSIIll'

IIETIA

EI:1 d

lIlI'f IA IlII\ -t\Is I Ill, -

I Iti:

1:'-s11e11.'II:'.'.'l

"V s-ii;i.i:t'ri:o

?

N Ittli:,., is-i;

?

:I.I:t'TI:o ?

POPII,AIuYi ?

ic:eKspI.M1:s-i'I

?

4'otiTitt:s ?

,s-i ",,

OF 1

,

4

114 1. so.

()

-',l•i-cec.

?

ni' ?

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'1,15111'. ?

III

dc-pc. li

-lit ?

role.

?

his.

?

it ?

il'.- iii citcijic--

?

l,e:il. still

'cc :o-

?

;list lit .rii it- ?

-

'I•

?

It aai, hi ' .i ori,.i s- and ri-flea

?

today I

lse

1".

Ally

0111 01

ci huh .Iriscn r.-n.p.clI..l

i

s

.

coil se'lf

Ji'..flhIlg

ih,'ucec, rat

I' c

•IIlclltlCcit y

form

.

tincluding the

leo. -h and the ,'hiiecl.

,%

eet' to the Provincial 5vrn

cc .i'n I that tried lii place this tradition of local self-

government in fundamental question. Wite% too, to the

F'i'dt'ral government, that would seek to infringe on

the rights of the Provinces, no inailer with what

good intentions in mind. From a the'oreticl and tra-

ditional point of view, no l'recvine'ial gc.s-e'

?

rnmnl

e' could

place' the principle of local sell-government seriously

in question. Yet the reality of the educational guvi'r.

ounce developments of the past 10-15 years shows a

decisive move away from Local school autonomy.

Similarly, the assumed strict theoretical and con-

stitutional limits on the Federal government's com-

petent-u in educational matters have proved to be

fairl y

elastic in practice.

10. While decent rahisation of the provision

and control of se-hiiiiling remains a cardinal feature of

Canadian educational lvilii-y. there' acs' strong i'k'nwntcn

working in the direction

sit

ce'ntralisatiun.

Historical and constitutional ekment.a

II. The settlement of the British an.l

French

roolonies in Canada, in

e'i,Ili

rust Ii,

the e'. lori.'flce of

she United Slates, progressed at

it

stgniiie-uentlt skewer

pace and was compli'tc'ih in closer aaceice'iuit ion with the

traditions f Great itrit aid. Moreover, the loosening

of hinds he '

twee the- mother country and the

Canadian colonies earn,' gradually and in a peaceful

manner, developing toward the status oi an indepen-

dint Dominion

niien that only step (cv slip conceived of

ci

' ..lI as ci separate' pccli icicl unit.

12. Ihi' ('centede'rcet inn grew (nuts the (our

Idle nil in

g

I n,'. cic-c .

s in 11467 ((tnt trio. Qurbe'.'. Nos--,e

Si-ct ia and Ne% ltrceet.-.wii-kl, to inr'ud.' throw more

,it III,-

I ts7tt. l

i

t,

i

eciI cilia, ltrit ish I celeinehia and Prince

l-:ilw-iril Ishinel.

?

lb s:,sk:cic-he'sc-ae and Alberta

Jeeitciteg in 1905cinc I Iceeccli, Nc- ?

t,cllce,llctccI in 1919

II. ?

'l'he cietlec-ri-i '--''i

?

Ill..

t'.cnui'.he'rzeti,cn 5,i', .e.Iii'seit

cii ill,

?

•

set by the- ltc.ie.lc

Nc,rth 'scil.-rl,_c.-,-1 -lvi,,.

cit sthic-lc i_il ?

('ccc, (li_c' - ?

ci ?

ccii

I ?

c-c-il-i'

...

.

...

'ii I

he ?

ll relic

?

-cs

''

'-.

?

.

?

,

!it ci'-

I ?

II,,- Iiciice,'se-eirl

'

.

ccl ?

'.Ini,

,iti'ein,it tiicc-y. a'

sec-il -i-

i it.

c-c

''

ll,'iii ha,

In-i-I:

flcii, I

Ic,

?

hi.'.

,I ill

cecn.,l geear.uciti-c-, alni-Il ci'. tee thu fcert has

t o -Slu r

I iii'

'..jelci,- Sl'c'tii,ri

ccl ?

tic.-

?

ll.'i ?

\ci ?

i-lcd re-cc,- tccceg

?

Icier ?

rights ?

lee

cdl

sc-I_cr_il

i- si- lecuci',.

Ui. ?

ti,,-il

ill-i-sec

I

i,.I fie-l".1 Jnuiil

sal alt,1

,-chcii-;itii.itcel lit- eu 'ciei,ecl;c eel_cc

I,

that

Ici','i

iir,iohi',',

hat Icc- l'ri.s lie.-.-'. erich tlt.- r.lcgiceies greeeiju% re','i'is'ccl

iiet,li-r Si-,-Il,cdc iti

ccl

tic.- liNc% Ace

lid.,

Cc

ii i

eetiitet,sjrw'eJ.

I iel

' .

c-cui-lllh - Hi

iltttic',t e'ci'n l'niic in

' -.-. ,hi-iwiiuiicutui.nutl

'.ilc,eict, has,' drawn upon

iuIilie' lucius,

add ,,r,'

.iilclil cci'. ic-ri-il s.'$iarate .

Iy tr.uni nondenominational

lii i

'.e'Iecsils_

Linguistic

and c,slteetal waileR

Iii. lit a,lulitiien. si'hc,ol

tiretvunifl

L'e demanded

and fines- icle,1 for the frcinceiphone' end a rcclophosw

grciitps. R.ciighlv

641 pc'c rent of the piepu .cun have

Eceglinch us their t,teithi'r tongue and 27 per

cr51

le.ni' l"ri'n.'h. Quilce'i' iii 90 per u'e'ilt frarice.phestae, so

that the-re'

are

we'll civ.', half a million ausgli,pbeinra

ill (leei'Iee'r 1

1

riiv ine'e'

Ii,

lie provided few, and there'

cite' i',insiul,'rahlr lranc'oph.ene e'onrrntralluns of

fiiilieilatiiitl in tither Provinces. particularly in Neu

- (cciii- ?

-' ,, I )n(uii'iue and Albrrt.

I?, 'the' educational w'e'nt' is further enriched

by the pi .c,l,'r of si'huols catering ti

p the linguistic

and cultural eure'da e,( the nc.n-fran.'ophore,',

non

Anglophone groups: Germans. Ukrainian,,. Italians,

I;him',..'. Native' Indians anti Inuit, tee name- stilly a few.

Many of these' ci'hisils are' ruts ti p ii we'e'ke'nil, or after-

day-vi'l,iiiil basis.

IS. In a world dominated fly id.-al-If esictiiinai

consciousness, it can he no surprise- that there in

much talk of the nature of a "Canadian identity".

but that in the fare of these multiplii'iiic'nc of re'gicinal,

religious. political and cultural gnuupiiegs it has (A'cuena

difficult to both define it

clearly,

let shine achieve it

beyond question. Far, such an identity can is--either be

centrally established, not easily created out of the

variety utnil diversity of the Canadian people.

19.

All thesefactors together pnivide las-era

For non-Canadians) sum, indication of the special son'

diti..nci under which educational policy in Canada has

had to gci forward,

Kdueatloe, -_

20.

They help

to

explain. too, why Canadian

education policy may

be

one of -the least "politicised" -

itt then world. indeed, it is

as it the attempt has been -

rnaile: in this field since the beginning to avoid party

?

at

?

'Ii'

?

ics'._".illlc

.i ?

cli'

?

cl -c- - -

'Cli

igie' le,.i lleic,i F,irliciccc,-elLc,-;

.li-

1

cal i'' ,i.c

ri's cal

'

. It!. I.- i-

y ' cl,'eii'i- of

1sul

?

cii i,iill ri -' c-i'

.

. cc:

ri-_i ?

-, ?

,I e',llicccti,c'cciI

icihc'_v

- ?

'

.

'il c i ?

icr Sc,cc,-

n--in d.-bates -,I

?

lit

ficc.inc'inc

-

. el . ,lr,c

ti -

-

Icricate

si

iiiicil_

'lice' Ii

c

llt.licl t,iriie''. ceccuki' lice it ins

(att'me'iet '

.-iin c1i,'e'tfl,' c'.leic'at

iii' 1

lccci i

icr', ciiicl_

'sePt11

III I

he ccisi if

Ijilihe',' -

I

icc- ne vw,.1

the I'roo-tnu'c'si I

I

, there

is

lice clearly (icrleeu (,i

c-pt

'if .

.lili'aticen piiiics' sit in the i'ecnt,'kt

ui it

pre'hi'n'civi- (raene'w.irk sit e'c'ni-rcll -,i.ici 1

lilchii'ii-v.

Reforms en education are cel,;eo

'

.e lilt ills-

crce

gmat.',

or vii grn,'rcehlv c'ccnce't ved and ri-Icing

Cii

he-cl s

I

IVidde

United State's. British. and French cllcc.hi'l'.. neicne or

less adapted

10

Canadian conditions. that the op;ceer

loftily

for Parts political conflict is.lur all practic-al

purposes. excluded.

21.

The' six Background R.'piirts121 pni'leuere'el

for the OECD Examination contained no ni'l,'rc'n,'i's

to any party political differences

ccc

er u'ieli - clt icciccil

policy, and the same absence of open Il

l I

trovereuy was noted by thi' Exatdein,'r'. dlicrimle

I

hi-ir

discussions in Canada.

22.

Thus, it is unde'rsicincicctil,' that. cc ith very

few e'scs'ptiiins_ the,. re

.

sle.cn

.

dld

l

i' Mini

' ,ie'rs let I'.lhcci-_itcin

usuall

y

preferred nut ' - -..

8 ag,' in dies ci'.'.l.cils iii

fundamental policy disi'c,.',iiins with the' Examiners.

leaving thi' interpretation eel educational

li uu

lic-y

in

Canada to their lef(ie'e,tl%. to th

e

re . Idre''.e .

ntai ic-c's

of the numerous interest griiups, lii preif,'ssiiinci I

u'eluecitors. and to the Examiners '

ccwn imher,".sic.n'..

('onclenaicas

23.

'Flee Evurttttei'rs h,tci- iirciee n

Ill,-

f.eIl '

iced cli:

general rotee'lu,cicin'.:

I,

nt ii niece- Caedaulci has •'.els-ric-nc'.-cl

predo-minantly unplanned eI,'ci'1c11,ddii'ict - Ii ' . .11eunilade,-e'

litre'sl.0 rre's and

?

ralulil

,'cicniilcdiu- i,'r,csi lb hi ci-

-

priec eehe'd an ceutondati.' gucirani c-i-ill d-cilii-i-Ilc c l:lccci-ni:iI

gains,, and most Canadians hose' I iii' it ci lil• ice,. Ice

imn;ur..sce their mctli'riutl fciisiii,cec r,ilelilt

s

dil,i

significantly. ite'all- s.'rii.ius

l•olitiicel

or u'e-,ccccdlr,n-

i'rus,'-, hare he'i'iu (Cci -

,ctni I I hen- lvi, hci r' ltc lieu-n

iuu','cisiuri tic etrciniatuse''.ee,'h

Ienielili'ii

I- cc- ci,,u

s,'rieius_

given that

This

the

m-ednelcarcit

Ic, dilit ruse

cclv

ill

l,erieiflcut,'

I ld,'tdi'.ei

as ri-cull,

Sc'.

siilicili,dii lids

•,lctjuni'ul i'. ce'i'i..l,s in tuattvrs ill i',li,u-ciI u,ci_il pohrc -

le:el nucis sc'e'lli iii lieidd Canadians its lie

reed,-.,.! iepi'r; i tcc.n ary not e.cih ?

1.4-r

i le-il. liii?

.,icul c ie c l ?

h_i j u 1

iils

?

Ice ?

insist

?

(

' .eui,eeiiaci'. ?

icu-,-,i-i- ?

l:c

Ice ed- ?

dli,uitl

-s,il ?

idliu'

rc,le,,id_ ?

'Ide-i ?

li-c-I

ccc, lied

?

o,si illu',ltl_,ll i

I ic_.t ieu,se'Ii:-,-- ?

e

i ?

I ?

i

?

Ii

-

,,ic,I ?

gieais ?

ii' ?

i-ii:ci'aI,, cc.,l

?

-, ?

'credo.

?

.5 Iced:.

- -

,ie'ec cth.'l.'ss uui' Ilerueut'!l will, u-dines

24.

In iIi.tiiS'Iicci, ?

:411 ilic,.d

c:c.Iu,.irejlcsi-cj icucici tie-

'

.. Camilla ii.,- -_

?

''-'';it...l ii.-. ?

1..ilemir;i

lls ieicilcs,ili,J

('sands

21,291.1

Ihnite.d

States ?

:

205,395.0

France

50,775.0

United Kingdom

%5.7II,0

Jespena ?

-

I04,&53.0

-

?

-

Italy ?

-

- ?

53.667.0

West twn.iaay -

61,6142.0

1:1,4

4.,rsay

17,2500

India

- ?

471,1470,0

-ci,

cciii

?

I''''•: id

? tile

-s

cc l'-" 'iCccic- i - I .1i:_llii,li ,,i-ulc_ii,cz,

?

'(dl-,

?

dcult

­

4' [Is III.; -,,-,- llice,--i'r. sic-rot-I :r'.dtl

?

r,,lt ,,iili,el.il

d.cliic ' l il ?

'ct tic,

''Ills odll tIcs is.

?

I

H. DEVELOPMENTS EN ?

EDUCATIONAL POLICY SINCE ?

THE EARLY 1960'S

This .

ihesd-I,9'del.-i.I ?

il ill ielu,';mtle.im.iI '.sste'tei

tic,- i-flirt '

, itcccll,- ?

it

III,.

l,it Iii'.' Veccrs in tic,

elini'ii le,di ccl

?

and ,1ic.ciitcceic

-

i- tetiprics e'm,'nl

ill It.- Iddid.i 'licirl i.e-c-li,:' ,i less

?

sicitest l's.

2$.

I,,c,,oli;.n

has

?

ii,-itd ,cehiu'ceil

i',l,ld',ii

The

ri'i;.hiii-

li,i,

?

I.

?

it tic.-

Iihn''dis

dcii)

list

.ile

li

that

?

-

j

citel

i,tciec'

I-',

(dcli,

I.' ?

erigr,cc

!iI

it I,ldlci,llccfl

si-cr'.

in

?

i s

cid'lI ci% frwn clv icii.-lii_ili-'cl,lI d-c,lilj,.er,'..cic_ I

thi l_iIe' 114111

'

,, loii_i.i ,.''ccI

'

he

' .

Id'..

ie,llcis. ii is llcciillic-ri-c I 'Id ccl,

_ldiiliC

II cd'' t-i,-,ii,i,ml.iI

ltail,-n

'

.. m,-ne,liilis .1' 1_ir is ,cic.illl

, ll_iie

5i

idddl,i rne'il: ccl ii,.

?

1

7 ldicihi,e,i I ,idi,l'Ic.,ic' - rcicui,'hie

iiiilli,,ic

?

hihiric

?

l,e-i- ?

c-Id' ,dri'e-icecli,-,i

?

nil

i,crnc;el c'dlcid'.iiie,dc;lI .i,Iis ?

Is - 'St-i- ?

1,111!'- ?

I

?

dnli-rei,ihilcllal 'iinnp_irc..ici.

27,

?

I lii' ?

di•id Ch

i li' '''I diidd'ili -Ic idl,_ili lii

?

is

Ai liii ?

nld,r,' licelcic c.eiici. i .

i cics cii icr'.1, dIe-;,, II

,id,li,,idcle_ icithcir;ii_ an,i ?

cc ?

cc

'

.. ih_i'

111.-il ?

hiiiI - . ?

1111.-i-i-

lriie,c

ih- pr

?

It. idc-.i'_i6i:,'_. Ici:

,ir. - ss

i

il ll .ii

''II.,

cci'. . '

11 lid-

19611. 11"'1 •Ii'.,-iIi, :Is,-._ co il :1,11,11

ic:nrolmrni ?

I

214. ?

1.1,1

hill 'oid,-'':r,dI

Ills

l'

Il_i'. slice

Ic

II:

-

Id-

-

:is .1

- ?

d

till -'

l'

?

i

(1.514.1.-I

62.7-17.1

I

2,3113.2

22,1!4.7 ?

-

4i2.i16.6

?

-

11.01)9.11 -

1

2.706.0

.1,41014.11 ?

-

117,111,14 ?

-

Adapted from Statistics Canada and I,:nit,,

i

l ?

llei,il'. data. ?

-

---

Full-time ,'nroiuiis-iii related ti. the rt'it'sanl

age-groups has changed, as follows:

Kindergarten. Grades l-XiIi Post-Secondary

and 5 Year

. and 6-17 Year and 18-24 Year

Olds ?

Olds

?

Olds

196142 36.7

?

964 ?

10.6

197172 81.6

?

1003 ?

18.5

1972-73 88.3

?

99.7 ?

18.4

31.

The signal growth of kindergarten

r

and Plait secondary participation is evident.

years. the retention rate of pupils as mt'usueu'.l

by Grade Xli enrolment related to Grads . Ii enrolment

ten years earlier. haul been doubled:

1961-62:364 per cent

1986 67 52.0 per runt

1971-72:71.3 pu-r'vnl

1972-73:71.0 per cent

32.

More children su'ru' entering -h.sal.

m.d.-

wed' slaying kunger, and nhu.re were re-enticing

tofu-n as part-time students' alter a l

i criod Out

01

school.

33.

An international Mmporiiu.in shows

Canada's position. as among the lea....rs in the

development of

I ?

t-see'onulary utluluurl unit cs:

Enruulme-nt Ratiuus for lb.- 2024 'uu'zur \ge (ru.up.

?

Selected Countries

?

1960 ?

1965 ?

1969

Canada ?

1:15% ?

214.9°/u ?

5.5%

Franc,' ?

74%

?

1:1.9%

?

15.9

Japan

?

14.41 ?

11.9 ?

15.14

?

b.nglanul zund Wale's 6.2

?

1 ?

14.7

?

9.44

?

:42.2 ?

1 ?

404 ?

IA. I

U.S.S.R. ?

11.0 ?

29526.5

West l;rrmany ?

5.14

?

9.2

?

12.1

Source: David. Munria', The Urganioati.in and

Administration of Fdocalion in Canada

Ottawa. Secretary of Stale. Education

SUlulluirt Branch. 1971.1u. Lt2

34.

The prupurtu.in of full tint, %,-own

students in total lull tinu •

lnust-snc

uu

nhl;ury u'uirulntcnt

has ru'maint'uI u-uuflstnt over the pu'riuuil 11462-6:1

tuu 1971 72

at

ruughly :114

Icr,

tent - There have

taco uuuarkeul rises in lit,' pruupuurtu.uut of lull tim,'

auuuuuu'n students in total unuvu-raity ,'nruulme-nt and a

Fail in w,unus'uus shari' in tuutal pust

. su'u-onulary non

university u'nruuluuuu'nt. latin separately, but thu-s,-

u-hang,',. r,'llu-,-i nu..stiv tb, u'onsu-.lus.'uwcs of tnusskrrint

t,'arh,-r training u-.ulk-gu's from the non-university to

th,- univ.'rsuty suitor.

35.

The ur.upurtiuuul of pu.it-,e's-ueuulary luau-hers

who were women uliul

not

rise much during the

di-uaule:

1960:11.7 percent

1970: 12.8 per tent

Nor did thur proportion of wuuun.'uu rsel'l sing the

doctorate at Canadian universities increase notably:

19491: 5i.t4peru'ent

1970: 9.3 per u'u'nt

197:1: 11.6 1wr u'n'nt

Teachers

36.

The rapid .'niansuuuui if the *i-luou,l

Puul.ullat iuuuu It'd to sharp rio-

iii III.- site of the

i,'auhiuig staff at all is-vu-Is. Sinu'u' 1971 72. titer,' has

la-i-n a suuuall

ul,-u'liuiu-

1w huh is turoj.-u-i rut to

.004 OWl'

fur

son,,-

vu'arsl ii. tb. uuuni lit-c tit u'lu'uute'nt :ury

'.u'u-uunular y

s,-hu.,l it-at-lit'rs. though the nunutm'r ut 140,11

..u'u-u,ruuhary

A

cademic staff hs ruuntinue'd tuu grow,

Full-Time Teaching Stuff

Elementary ?

Post-Secondary ?

Total

?

Secondary University Noru-Uni-

versitylEl

196142 173.877

?

8.7550

?

4,376

?

190,008

1966-87 223264 ?

16,675lEt ?

6.266 ?

246.205

1971-72 272.162

?

26.218111

?

14.133 ?

312.613

1973-74 268.492

?

29,210121 ?

16.528 ?

311.230

1915-76E 261.280

?

30,610121 ?

18.270 ?

310,140

it;

I u,i,ul., tobbot,00l

teas..

71

lnetu,das .obb.uueol t.a..i.

t ?

t.t:u,sulud

37.

Because the number of full-time teacher

1r4'w more rapidle u'vu'n than did enruulmu'ntt, pupil

teacher rat us hate iunpruutcd from 25.7 in 196061

to 21.5 in 19711-71, ,-le'nuentary and secondary schools

u-uuuuhirueul. The ratio has remained fairly stable since-

the-n. tThc t-ctlmal,' for 1975-76 is 21.9.1 At the

pnst ,e-uuun,l:urr li'v,-1, io,u. th

e

u ni cersit ii's have

e'nhiluac.I.,it impruuvu'.h sllllle'nt-staff ratio: 196162-14k:

and 1975-76- 11.9.

-

Expenditures

Thu' last 16 years have witnessed an almost

eight fold increase in the funds spent by or on be-half

Oil

education institutions in Canada iser Tablu- 2,

Part Al.

39, I'turl of this int-ru-asu- is Attributable lii

n'-ru'u'-u-ul w:ugu- .ini sa Ia rs lu-si-Is and big hu-r urn's

paid for thu gisois ptlruhase'd Isv .oh,sls.n,ullu'gu-s.

and uruurcriti,'s. A si op1.- e'ulu,-a

I

i,ull

price di- la i or.

t.rt'par.-d at thu requu-sI lif the E s:, mi flu-ret 41 help,to

- -

provide an

.5(1 mate

44 the increase

fl

s-S

penhhlt

I'

ri-s

i'tuii'tjllt -dollar lu-mIs. i.e.. net of the u-lit-u-Is ill

u.uge and priu

-

u- intlaiiu,n ist-t- T:il,lu- 2. Part Ill.

This pruue-u-duru' deflates thu mt-ru-as.' in total

educational u'xp-nlhilUres fru'ni nearl

y

six Fold be-i au-u-u

196061 ?

nJ 197:174 to nearly threr-luuld, still an

?

impressive increase.

40.

?

A measure of

the improved u

1 ualuis it?

the ,-ulu,-atiuinal effort made by Canadians is

the figures of per pupil anti per sludu-ni espu-nulilure's.

in ruunstauit-dultar it-rms. (sing the saufle deflator is

in Table 2, Part It. the following figures are

nhttuinu-ul:

Per I'upilStudu'nt Expe'nditurtu

lctuuuslanl. 191104i1

dollars

Ele.niri.t ary unit l',u-ut -Set'usnduur>

Se'uundary

?

Non univu'rsuty I nirers.ts

196061 ?

5:105 ?

$915 ?

$l.6tt:1

1941581) ?

3147

?

M4 ?

1.7447

197071 ?

522 ?

1,218 ?

2,5:19

1971-72 ?

531 ?

1.296

?

2.494

1972-73 ?

509 ?

1.147

?

2.375

1973-74 504 1.162

2.264

Over the decade of the 1960s, Canadian ,'duration

authorities not only accommodated in thr schools.

colleges and uniwe'rsitiu's roughly SO per runt more

pupils and students, they ulsuu spent 50 per rent

more on average on each

of them in

--

-

uI'ii-u',ru., 1

51.

III

?

S.. Apu.nd. A

to, ,tetuu,i.

5, ?

II,.

iugu.t g,..n do

tuol ,.ti.uu

IS. us, ,,u lb. -I

?

cola,... uoud

b..,u.l.u,

oi l.uuh.ut uo,u. 191051 ui.u.,u1 uS.

eased

"Dl •.p,u.u.iu.u,

o

u

usJouOI.tt't

uu, UV

,uOu

I,Ot

.0 Ii,. ruuug al go--p'-,l ..o.,

hh, uu,o,,

1fll1i.O, ISO,.

51-051 ?

14i,,..uu'u

?

uuul' u

,,f 14'.'

'-uI .au.J -.1! 1,0,

.-h- .uuoii 1,.

as' u.iasi

u

D

iOu,,

iu

'

.14u.

o ..,u0

1 I...-,,

it

.uO.io,ut.,,,,t.uf,o,.lol,.oe'.,qt,ucuttbhe'.Ctlu.,ut .0_let

41.

Another gr,iphir way to hu,.o'rilt- this

"effort" is tit trace the

huru-

of edueuuthuu-o.l t'spenulitur'-

in the u:ountry'i Gross National Product:

?

1960

?

1.4 per rent

?

1966 ?

6.1 percent

?

1970 ?

9,O per cent

?

1971 ?

8.9 per cent

?

1972 ?

8.4 per cent

?

1973

?

8.O per rent

?

1974

?

7.S per cent

42.

Comparing (anada's figures with th,usu-,uI

other couuitries, and though there is it marIo-il

downturn evident for tb,' most recent years, one .su'u-s

immediately that, in international pe.rspu'etivu-.

Canada's allocations of resources to education han-

du'vt'lope'd fruunu a clearly generuuus lu-re-i to an

extraordinarily ge'ne'rou one:

Share of (JNP ,Irsoie,I to Public Expenditures

?

on Education

l ?/ul

?

19419

?

(aivada

?

-4.1.

?

prrccuui ?

4.3 percent

?

France ?

2-4tat

?

Japan ?

4-1al ?

4.0

L'uutcd Kingdom ?

4.3 ?

5s

?

touted Sla,cs

?

4.ti(bl

?

U.S.S.R.

?

.91 A)

?

7.7

?

West Gcrn,au,s ?

2.9

lal Fugurm is ui l941u:

?

I

hI Fufuu-c 151,,, 149.

S.surc-:

?

f)as,,, Munro'.I The Organi,'auuuu A

nd

ai j uitini-

?

,urau,on if FJul,utlon nCan.u,la.

op. ,u1 - p

43.

',ult ?

,ul1l

?

tIti ,'il,lu_tl ttul.l,uhuu u,,hi'aru'

I,u't-u,unu- ruiurt -u,ipuri.utlu in t hu ?

ru'.ulo,,uu ?

i.uku',i

?

us

whuulu-. ?

it ?

ut.,- ?

I lu-u-.ini- ?

hr, ?

lruu ri_lilt ?

.1'On

?

in ?

I '' t:ul ?

Vol u-rlllliu-Ill ?

l-spu-ilului Ic,:

T,tai (ioser,u,:.u- liii

I

ltt..spen ' ttturs-s on l',lus-attstn ?

ant! Other Major I'unrt,uns

?

(Per .xniagc.l

F.laall0fl l)u1cuuce

?

Hr..!lh ?

Sos-alI

Vurliare i's.tIun

I 9/145-tI

?

14 (I ?

11')

?

- Il ?

I ?

I ?

I I

i'/t-u ' 41 ?

18.5 ?

12.1 ?

1 ?

9.9

?

hell ?

II

I97tt-'! ?

21.1.

?

u's

?

13.4 ?

t I ?

11.7

1971 .

7-'21.2

?

a)

?

174

?

'1 ?

Ill:

19

1

3- ?

178

?

--

tt I e

g

rral. Proc tnal .,u,I Stutuicupal

Some Kpult.

I-I. ?

The u-stu-auIsun Of the lust lii

y

u-:ur, has

?

bud inam .'u.n'.us1ue'ls - t's F.

'

t the u-duu -

.,ti,uni at l,tiliuluu-nt

ut thu I :ufl.lutuuli l

uu.

IuUl_ul11. *1,-1 a ,'ill thu I !tu I

11171 I'u'ius,,su-s, thu 1uru11Iiuuun if lb.- popol_ui.u.o dl!:

an

?

l'it-llIu'ilt.ury ?

u-uluu'alt,r,, ?

or

?

lu's,. ?

ru-li ?

,h,,r1,iu -

a . hilu- I hr l

u rlt

lart lullS

a,

it h a on lIe cell

?

ru-

d us 4, lu it:

Comparison of 1961 an

I

if 1971 Census Population

?

Not in Srhueul at 5 Years uuf Age and thur

by

?

I:duraicu.eal Le'se'l

19111 ?

1911

?

t'OOiJl ?

"i. ?

0001

l,e'ut than grad.' 5 ?

1.557 ?

20 ?

1.4141 ?

*11.3

Grades 544

?

4,171 ?

14.9

?

4,102 ?

29.7

(;radu-s 9 II)

?

1,1111

?

114.5

?

2.9941

?

11.7

Graui,'s 1113

?

2.11119 ?

20.11

?

2.95:1

?

21.4 ?

l'osl-Secondary

?

Nun-univu-r-tity ?

N A

?

N A

?

1.1)45 ?

Ii!

University Isulme'

?

144

?

2.7

?

Oln ?

4.9

( P nuve'rititvitt'gceu- ?

327 ?

1.2 ?

till ?

1.4

Total:

?

It ,6i! ?

1181.11 ?

13,1411

?

1110.11

U

Tablet

I:PENIHTt'K1,S ON F:1)1(A1'WN. SEl,E('TEl) S:AKs

Part A In millioss f

current dollars

'5

- ?

oc.utiunul

-

&

-

Ehaseis4ar &

Pou.t-Susruundarv ?

l!aiv.r,uity

lkcupaO.uuflal

'Fatal

14e-eoisdnry

tiva-1 sivrraity

l'reioing

I

•

5,

It

?

1.

?

$ ?

'.

I ?

•i.

It

e,

191141-4)1

1.3214.3

77.9

57.6

?

3.4 ?

272.9 ?

16.0

-17.2 ?

2.1

1,706.0

21*4.0

19415-4111

2,4111,8

79.9

s'

?

9.$ ?

2,9 ?

736.6 ?

21.7

*5.3.-I ?

4,5.

:t,:I'u.0--'I

1110.11

1970-71

.6,1480.4

83,6

-

?

4,10,0 ?

5,6 ?

6,790.14 ?

43,3

574.44 ?

73

7.4176.0

1110.4)

1973-71

6,200.8

653

635.3 ?

6,7 ?

2,4429.3

?

21.3

619.5. ?

6.14

9,511.7

11)0.0

197578

7,885.3

64.5

4492.0

?

7,3

?

2,641.2 ?

21.6

1409,5 ?

6.6

12.228.11

?

i

100.0

Part B: In aalthoaa of

ronuutsa'lIl 1960-61 i)ollsr,

1941.0-61

1,3214,3

$1.6

?

277,5

47.2

1,706.0

1965-66

2,050.0

14.4.0 ?

626,4

130.4

2,4490.7

1970-71

3,132,5

276.0 ?

1,119.4 ?

-.

368.9

4,1126.8

1973-74 ?

. 2,949,9

302.2 ?

9654

309.0 ?

-

4,526.5

I

Sn Appaulil. A lou 14.10,15 ol

IS.

gOuflluuueu,oc, at $5, putt. 4.tiouo,

---

U

ci' ?

,e.,',.errr ?

'ii ?

icr.' ?

'r'':r,'s' ?

iii

cast, 'tlie

' 'i,ei

?

polec'e' ?

C S

tiC

hr

?

e-e'tr ?

eaR ?

1c:ert hee

t

.rlciitt tv. .tpce't it these' e'tergc'S

cci ii',t a Isce he stressed. All across Canada cc series of

1

errcfcruncl

e'hateg.'s in e'tirrie'rcla, sc'lercccl organisation

a

nd governance, and the' e'cleee';el ioei;cl

4%

e'e'l ccl lutes 01

the population have lec'e'n ticking puce'.'. Nowhere

has this been more marked thrice in

Ircenrophone

Canada.

46. An unprecedented change has been

accomplished in

Quehce

and in neighbouring New

Brunswick and in Ontario br the French-speaking

part of the population. InQuébec. epcci5lIy,

an entire

educational s

y

stem has moved from a closed,

frcegnte'nle'cI and

eclitisI

structure Ice a unified and open

one. frum an archaic nrerrecwly've'ntere'd classical

curriculum to a etcewle,'rt, ..nd reenepre'h.'nsive' one.

front a .'hurc'h'dcincina led, restrictive p hiIooph' to

it lctirist'd and permissive tine: thcnieeve has

:cc'c'oneprenie'cI hut has alice triggered a nreeve'me'nt

of the cc hecic' society which in the process has been

profoundly changed.

47,

(It her parts of I he Canadian eel ue'at tonal

v

1

.

ste'eee have not eencte'rgecne' e'refltic'ar..:c s

c',1reccl,tcil,c'e

change's. ?

,',1c,'e'iatic'

?

since ?

I he' ?

l'r.'nrh's1ee'akeng?

c'clfltfllUflitv erce,, lagging lee'tteteei end has new caught

elf1 in its

eees

fl special wcr

?

vit It the general i's .rlietce.n

''1 the' rest

eel the',',

alec rv, lb

situ,'

t.r'r

s5

has

been at work e've'r a here fir the re'geciles and I

ts

some'

c'Ste'tlt for th

e

seee'ial grcelr;i

,

that we're Legging

tc,'hinel.

lb. ?

Specifically,

?

the ?

most ?

ineiieertanl

d' vc'lcelenee'flt

in the education

a

l system

if Canada

i t

, the j

ust I

wee

d,'e'actc's

has been the svst,'n%aIec

truilel ee',

if a 1eeehlie'

e',eeui1ere'h,nscvr srhoeel .iv,et,'ifl

in all eel

the

?

It) l'ri,v

ieee'e',e

and ?

in ?

the

?

two

?

'I'e'rri I eerie's :celncini,

'

lc're'cl let' the Federal I .ecs,'rnneent

'liii, '

srsI,'nt i" irete'ncle'el

?

' uflee to each e'he}ei,

?

rre' s l e e' e

' live ccl seericel origin. Iccieret. race' and

the' .

' ,cetee,'

cec'e'c'sl. tee c'clue'reti.en.

and a courNe of

t

hat i

?

usuall

y

12 ve'ar.s long, plus an

?

nt ne cue ,er' .-no-tear teieede'rgcrte'n. There'

are ee'e'treeee

tluel

......

coil

?

..', t',eun,llaeecl tiller an II

',,'tee,ccl: Ileetcirer, a

l:ie'cir se'heoel. theeccgh many

e'leeielre'ee

leave'

'

,e'heel al'le'r the twelfth ve'ar ci th

e

, Y

ieee

ai

r

n at entering

edceiversels rcieuuureliat.'ly:

ind

I

here' are tit her e'.%e',';eeeeeet',, len.,c

lb.

?

There ?

l,clic,w

?

ee;,eeee

this

e'eeeee1ere'h,'rusee

.i,'rrr ,,',e

?

rutree'rue,'l:

?

ele's'e'lep.'cl I.'rle,erc"e'e' leer.

Cc,

5

.11 t.e,'tic',l

,e

iieeeteie cede' ?

If

'

cc ce,t,ele c'eleee'ceti,eee. e'eeeetieeeeeecg e'elue'atc,eee, We lecog

1.

ccc r,iecee:. erie) se, teert Ic,

'I hire' ire el'ae flute%

c4qnerl unet

cc' s

eelt,'re'el

''i .euleeil ,',trrc.ec

' rue ,,eclsccte' its,- limits

?

of the leureucict

eli e;e

?

', leee',ct,,ie

' ,r .,te'eee, ?

I lens, ?

tee' cheese eueipurc'ssice'

?

'

reel e're.eeie-.11 ieee lie I '.euc.eete

?

and

Iris I,reel, eere,ee I,,

At lice'

t

' r''s eec, ' ,' ?

is

the high

?

ee'epcetc

' ecu rite'

III

tire' ', ?

steele, 'l'ti,' c'eene1el,'le.en ,4

?

us., etser,u'.el

i's ;,,'e't,tt,efl a

n

d the

''

c','

'

leee',eiee'ur ,etlu'r tIers l.'c,'l

?

is

eel lreii ' lt',eree'r's I

IIe', Iece':ct,e ' ie,cl

?

eec'',',

I,, either e'eecuteteuc'',

i . vet

?

the

rc'',c reel i

mi ,

ecje.cec cee','e'ss Ce.

n-etc.'', lic'el

r

- eie.ecieecciie ,e crest

e,'e'cd(eld'

enstetutcicelal

''''(ci:

,,rcic'r, cc leech

" .rc

c's

es

cc

select

inc ,eee'e'Iecene'.eee,

ii, s,eniii,u,'r-' I, chit the',

1,he'etcceeec'noei

',,e,re,'es

beet

less eec,erlce'ut tee

the' h'e',ee'rn' Ire's' tne'es.

l'r.el,;et,ls ?

ulee''.stc'eer

ccl

air) lea cteeele'nt- etc hcghe'r

es ?

sieticr're'eut ?

tee ?

;er,'c cccl

?

e'c'ecnunee,'

eceets treecue

?

ec'1ipteeg students

motivated

'l''''

I cc,':,

t

c,,ee ct thee, The

I,, e't, tack

?

el financial ?

el tlee'',e'c',',ce)ccr

Ina

le'c,'l

v, heecce's'e'r.

prevent

tees

t,'e,eee

r.'ce'lcentg liegtee'r c'c)ec,'atte,n,

Him,- re'eeee'teetc''rs that,

ccl the ee

e'l eel the

tIe,'

se'u'ceric

l.r, se'h,cc,i sender in eec tnv of the

l'cecs ite,'e''. esces rae (icr teserlY elu've't,c1ce',I

tie Quc'te.'e',

cet,cc,,sl eutll% in

1eresclle.

church relate'')

ire,teteeteccnsc.

aod that th, lerti,crv se','tc,r arc, eltuecc,t e'ntere'lv

ee'tee'

e ' s

,'ect

c

'iI lee leris'ati'

ieesttt letecens.

the eI,'c,'leeleieic'flt

ct

c'.lee,'.cc eec etc ('anceelce ;elrl e e'ar'

?

is ate e'nccrlttciU,

I

' .rc!, ?

ceclueee,e,5 (cccl c,,

?

aced ?

,steallieecl

h,.

?

it

?

Ice say

nothing eel the tteccene'tatl c'tleerta

hv,t

cc 're' ecicede'

?

It

is ,

c lucrcllu j

icr, c,ecqe1e'c'etli'cec fi

tub!, ?

'c l ''.,

I

?

is

?

'ceded ?

e

j rcucl

?

I ,ceeiaulieuie ?

;uecese.'e

rcecq

?

,',,c,c cut

ci

rices I

?

of II

I

.. ?

e

c'e.etern iceeleest

rcraii'o'el

'ccc citric' s

,

e lice' '

cud e,eticel ,'s(ccctt,cceie

of

the 191111's

it ee

f ceuc i ?

cli c'c1,c'rie'cec'e'cl ccci,) '

,cceecect)rtv ruetcuireg

ill,)

,,clr,,uuie'.tr,ct es-c'

' ,c'scc'Iee, -

In Canada.

I II

.

?

'err, I c':,,'r .

cli,' ?

ere,hlc',ci',

oil

c'\IeauistOn es,'re'

?

cs ci cc-rite

' ' I

ci ?

circlet,'

eel te;isie scrcic'ecire'%.

cc ?

,ee'1e ?

cit ?

'sJ.i'rcr'ure'u'

?

it

?

eery,ecce'cceluiaic ?

•ciucl ?

in

err') ?

,'e,'runp',c'e )

itc'ttc,'e,l cl.'ccc,tr.elcsjseccen

I ..

rN

,h,Ite'rc-,ee

' :, ' re '

lei leer. ,ercelc'r cc tec,'bc rc'leurcce

?

cecil,

s.ei

?

u,tti.c,ei jiistilic'cet mien clue I lIe,' i'e'icccieflui(

'1 ?

I ':eir:cel.e ?

speak ?

eel ?

,'eticr'atsren ?

es ?

tIer

er

Itelleecce I k,ltar I':citi'e'jeresi'''. Icr,lc'e'ul, iii the' use'

eel

Iii' cccli

'c'

ertl'rpi't'.r'''

is

tee

icc' su'c'ee

just I

IIc' elelfc'ct'cue'c'

I

i

,:c,','r'r'.ttr,'t',utecrlriclie'.I r,ecit .rc,:, Isv,,i.'eic,eciilthresc'

of fleCl"l

?

F:111".111-:111

?

'cuiiiilri,'s,

t':rrr: p

nlec,:r e'etirr'

ele's'.'Inq.ec:eirt (Ice'

,''leileit'.'el i

n It

s r,rlrrrl

rl'i,\'. ii

high elegies' ccl

vnt

re'1ct'c'rr,'riricel i'e,,k r ikieee: he'll,

is' . ',

Cr,

cc% c,'i'll as detcentte's

s

, flexibility relic)

I

I I,

.',cleac'rec

for impe'ovical inn. 'l'hc' e'ccetttccuri s

ecn inaglut he .c It Ill.'

less favourable

to Canada, eenlv ii sine

t

hinks

,e1th'

spirit

of

e'o-cwdinatieen, eec

opt-ration

icen and ralitcncelis:et teen

that is also demanded if modern. Iarge"srctl.'

entrepreneurs.

The

Scheeasl.

53, The development of Canadiane'cluratieen

has gone

f

or

ward. in its individual parts: a ku'ueclsrrejeurte'rt

year. offered

on a voluntar

y

basis tee all live"

year olds, is now widely available,e'spt'e'eally in the'

urban areas. (According to the statistic's, abe,ut

lbtJ

per cent

of five year olds are enrolled in e'ethe'r

kindergarten or in Grade I of elementary sc'h,ceet,i

In addition, about 30 per v

e

nt eel the (e.eur'ye'ar ids

are in

kindergartens. However. pedagogical unit

staffing provision in

kindergartens remain heghlv

variable

in quality.

EIew.tar

athonle

SI.

?

Rr'c)es I I,

VI, anti

soflte'tcutie's (,r;ech,'

?

I

to

VIII are neic, ,e'reee,'ate'el with the brisir recur

of the ungraded srh,

ecel ,

ic nt inirecus progress.

ccfii'ui

t,'achcing ancl'le'ernielut areas

?

and arc' icttc'n

wc'il?

supplied with e'c1uifenee'nt. beceeks. tcini,c and

either

materials, The, "c'

tin t he way to

finding the

most

desirable' forms for the .'dcee'cetieen of individual children

and improving their chi ne's's of school success,

55.

Visits Ice elementar

y

se'hecots

in

Quebec,

Ontario and the Western l

e

rovunre.s pruc'ec)e'd the

Eareneineri c

with seeme sliest favourable empre'sseoeee

tCe'a't

rtefl,c't'it rid ,e),se'rs'at ions well

be l.eeinc

j

le,'l,cw,e

56.

SecteIs- ielefi,crt..nt new reluineiee'he's are Icing

mcci).' in tho' s,,''er,I,crs

,5e'A'ceel,.,

,tuvrccrcicrtg tee baser'

Iceclie'

geeccis. I

he y are cipe'n

ted

all

childre

n

and are

e'xp'e'te'eJ eel is

id

c'iitrsne cend se'ie'rtecttv,

57.

Se'e'eceeelie' ?

c'e)uu'cclieerc e',.hileits. ,cleeecg with

elementary. cc irIe''.pre'.cel c'v:cuee1ele's of e'iee'e'll.'nt,

itttt'r,''.tin'eg ne'cs' e'elrerccieerieal eei,eelu'ls, 'I'he',o

are

,ette'n

lit,' result it eu,,,le' sears

of

eiiligc'iul 1,l;ctineicg ss'rerlr,

insects's'

?

the'

?

,'iet heesiaslic' ?

e'i.ce(ce'r,dtilefl ?

of

?

cutler,'

lecert ie'ileaiits. .

,,oi

l

?

i.'lcl cc lilies,,

if

etiupeerlcent rc'sttlt,,

e-, h,iw,'s,'r, clue,'

?

if

the' re'cel sce'cekrce'.se's cr1 cIte'

('.ecc.ialc.rce

sS',tc'ilt

ccl

,'e)eec',edi,idt that it

Icc,,,

sic

Icr

neat lessee

Iccess

elule' Ic icicLe'

1

1

...... eecec.lc'l .zceic

I their

'eettcs %idels, kneew n, tee ha

ve

the -

n, c'sceIU;i ted

ant)

to

us,' t he't,e cm,.

a l,a,'ils Icer turther cle'v.'lcepnie'nt.

SM.

'lIar,' cure'

,cicvceajs cteIl',e'rclt

ce's in the' 'b'nuccr

high s,'lniccls. w

it

h

r,'stee'c't lii the vurricolar and

1ee' e la, ne

sce,'al I,ilc'eZr;et icele

of the' I..,

,ciaun

cerIse's

of

tee),: thee' ce,',ccle'eecic, gc'nc'r.eI e'dicc'cmi teen e'eceerse'

and

tha' lur,ee'I

c'ral haec,Iie'rccft, seee'.ct ecueccel 'cedars,',,, let

l.rad't

ire',

it

ru'teeaducs reestrecetcerv tic ctur,'e't

the weaker

and

less

ieecclis,itc',I 1,eu1eils teocard the

Letter. with the'

result that lb,.' iui'ie'rieegs Iee'r,cliee' tecce ,rn,ettncte't,s'e'

beer I ha'

iot

her rhule)r,'ei,

' She. It is

a doubtful prrce'tcc'e. tine.

lee stew ehe'

practical n,cecrnre's me,re' as

—irk"

''lc,,ss

for c'heiclr,' cc

rather than an a basis'. veec'rct i,,ncc I t

rai

ning

,ci

rea

l

value tee I hi' children,

W.

'I'hc're near he

ace

co nnection hi-twi

-

i

-

11 this

tree tc'r taetierg a

nd

the l.cc't that the pe'rc'e'ell cge' if tb.

pespeulrmtaeen .e)cc,s'e' e'cce,epeulscee'v crhe.olutrg Cage

attending

srhcccel scams Ice hrts',' else'! i

nod

•

leght Iv

in the tat

,'st

years tu(

*

)uie'te

(Leta ;ire ava

ava ii lable

lableusd0 Tculeie' 31.

This

is occurring in spite eel t he many ,'lkerts Icy tIcs'

rs'cepun-.ihl.' e'elu,'reteecnal jecehery etrreke'rs I.,

find

new

alternative ,',lcceretccioal r,eut,'re 1e,r this

group cc,

young pa'oic1e.

Iniv.rsily a

nd

e.umaneeamitv eo1Is'.

l.

?

I 'I.';erIa the grc'.et.'st and eece,st m'xc.'nsesc'

?

ui'hc,'ea'nu,'nt during the' last IS years hav

e

Ic.','

ci

'l'sbIr 3

i'nre

esst€ge'

s,l the l

5

opuladlacn Ags'd 15 to 17

bears ,l.tte'cecIiae brheeul, i'ieda.

et.'d 'I ear.

15

' a"

?

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?

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'Steele

?

Male ?

State

?

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tern.), ?

tern.1,'

1961

62

ith

II MI,) 70,11

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65.2

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1471

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66 .6

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1977

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c'c.IIr'ge's iecuceliv cc'it h 'ertti'lleee' i'centccse'sc. 'I'hc' pr.ce'I uu'cuI

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ucrie'rute'eI training ,',eurrs,'s ccl Ih,','.,tulituiutupaS

c',clle'('e's are e'tcjecying

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sc', n I,s' the Ex,ercune'rs e'c'rs' rIIeers'ssiv u'. and

I c hc'ur

furou,'chcng and ,'ituciunr,'nI

cci' rc'e,it a

gc'rri'r'.'res se';ule.

More

?

important Iv.

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pruis'csiecn signifies

thc'

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trc'riig

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ccl mist cell the ,,th,'r OECD

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untries

lablc

?

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10'.4 'Me'e'onc)ar,

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lince

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\nn'ecflie e'rsic

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in

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1975 76

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(

U

66. Although the Examiters' final judgement

of

the expansion of Canadian education is definitely

and over-whelmingly positive, they have the task

also to point to the problems and difficulties

which stand out. They are the inevitable result of

rapid. sometimes even impetuous quantitative growth;

they are also the result of those complicated

conditions of development, referred to above (6).

MI4CT

problems

17.

The Examiners have identified a

number

of

problems that appear to be of major importance

for the' future development of education in Canada.

The y

are presented at this point in rather summary

Iashieen,and they are dealt with more extensively in

the sue-reeding chapters eel this Report.

6$. The problem of the

eseler.preh'qre

groups: The schools as presently organised do not

seem to be the best possible instruments for

providing underprivileged

I

groups with equal

opportunities. Should the schools be changed anti.

f so, how is this to be done

.

? and at what level

if i's? Should the goal of equality of opportunity

he at least temporarily abandoned, because it is not

Iezi.iteie: or shL other hrode'r approaches be tried.

in which the' sei...

?

will not he' the only institution

?

in ye el y eel?

69.

'liii' ereehk'm of the a/elsa oj

neong ai

i'eerk'

Should the se'heeeel tackle neere directly and forcefully

one problem which lois eleip cultural and social

implications and which seems to

be

at the root of

social sir;etificati.en among and within schools, as

well as being one basic cause for the rejection

eat sociallyundt'rprivitege'd children? Are Canadians

ready to tackle the problem of developing a

humanism", which would encompass manual work.

the fine and liberal arts, technology and actenre,

integrating these' major strands of human activity

into a new synthesis? And what role should the

schools play in this task?

70.

The problem isf povidietg lull educational

opportunities tee heeeee/e'e,ppe'i/

rleeldres,

a task that

has, with it few beeneurable exceptions, been

grievously neglected in Canada.

71.

'l'he' 1r,,lik'tie if the qeeeilit,

cefrdacaluen.

This se'e'nis its have be'e'eeme e public issue precisely

because uI the high costs that have had to be paid

to ensure equality of access: taxpayers everywhere

want assurance that what appears to them to be

e'straeerilinarily generous levels of school financing

are yielding commensurate returns.

But, in fact,

the

problem eel quality is of fundamental impuwtse%e'e

more because the term "quality" has * very

different meaning in the new complex permissive

schools thin it did in the uni.diriwnsioatal

institutions of the past. Now, the term has taken on

connotations of the quality of human relations and

the supportive quality of the school environment for

arhie.

v,'ment, expression snd creativity. To meet the

challenge of "quality", thus defined, will partly

involve training for the practice of new social shills,

interpersonal re'lstionskips and modes of group

action in a contest of individualised learning and the

disappearance of the traditional threats. discipline and

external sanctions of

the

school. Canadian schools

must begin to lace this problem, even if its

the most

tentative way.

72.

The problem of the relationships of the

school tee the community, of its development as a

cultural centre and as the leadership element in

adult e'elucatieen. Is it better to let different. perhaps

conflicting, initiative's develop that will motivate

people ,

more; or should one try to take a broader

comprehensive approne'h with the

schusioll

playing a

leadership role? Canadian education is already faring

these' problems well ahead of most European

countries.

73.

The problem of local involvement in

elerieciune making, which is

often

posed (incorrectly

in the Examiners' vie'wl as is choice between

"crnIealisatio" and "de'crntratisatio". or Provincial

authorities u'e'cavs the local school boards,

71.

The problem of defining goals for

education that fit* viceieaa of the national usterest, and

of devising mechanisms to assist in the process

of definition and implementation. in a national

framework. During the beginning stages of a great

social movement. such as the massive re-development

of are educational system, a pragmatic approach may

permit a great variety of different forma of progress

and results to be achieved tax the Examiners

observed again and agata in Canadat Yet, in the

longer run, it will certainly be necessary to direct

the upsurge of change in the direction of a en-

operatively planned path, for there are signs that

'the impetus of reform is slackening, even in

Canada. The sooner a workable path toward

stating definite goals is footed, the

sooner acceptable

criteria fee making reform decisions will be discovered,

and the better will things be for the further

development eel the Canadian educational system,

461 ?

iw.

voecegoetce

17 7A

75.

For, although a great deal eel optimism

persists and pragmatically relaxed attitudes abound,

the educational policy climate has changed

fundamentally in the

last

few years. The reformers

who nailed gaily ahead of the wind land who spent

m pey freely) for the past 20 years. now find that

the wind is blowing directly in their faces. The

turnabout is not as sharp as in many other countries,

but it is distinctly there to be seen. Everywhere the

talk is about economies, and restrictive, measures

have become common. Care is taken not to further

sorer unwilling taxpayers: the great enthusiasm of

the 1960's is muted; and new public tasks are

coming to the fore (together with their financial

demandsi, in place of education.

76.

In this new e'limatt', a e1Ulie pre1e'

sense of optimism about the medium and longer

term future of e'due'atiien in Canada is tempered

01W

by a realistic appraisal of future' tasks aced

possibilities, anti by ae.sieunal ce rrssuMs eel nen.oelecia

and disappointment. This Exaeeiine'r" lte'1eeert is

prese'nte'd with the hope and aim elf assisting that

process of appraisal.

III. REALISATION OF EQUALITY

OF EDUCATIONAL OPPORTUNITY

77, All over the world, the scheeul reform

movements of the last 15 years have taken their

point of departure' from the demand for equality

of educational opportunity for all e'hdelrc'n, irre'eupee'mevi'

of their origin. locality, rare' or se's. The seee'ci'ssciln

of efforts that has been made tei serve this goal

maybe divided into three' phase's.

Three phases

7$. In the first phase, it was hoped that

equality of educational opportunity could be' achie's'ed

by

affording children free access to all schools in

their localities. The belief was that this approach

would suffice to open to all children . even those

from the submerged social groups . access to schools

that would lead on to further opportunities, and

that this would be the way to remove inequalities

and injustices. In most retuntriex, these hope's were

not reslied. Most of these children were not able

to succeed in the traditional programmes of the

schools, or showed themselves so little' interested

in them that they dropped out at the end of the

periud of compulsory schooling, or sometimes even

earlier.

79.

After it had lets'ewne' v'v'iele'eit that, wherever

it had been tried. wider access tee irheeveleng would

not skew guarantee' equality of educational opportunity.

a beginning was made to understand the exceptionally

complex causes of inequality and to try remedial

treasures through cumpe'asator

y

education.

$0, Emphasis on preschool education came

also in this

second

phase, although much of the

drive to establish preschool provisiuen thrived (rum

thte desire to free women for work in the labour

market. Moreover, there is no

clear

evidence that

preschool education, as usually organised and

practised, promotes equality.

$1. In addition, the se'eienet phase eu, the

introduction of more practice oriented u'eelrvcs. which

certainly did help produce' a perceptible decline in

the number of dropouts, especially when used in

conjunction with the adequate counsellin g

Joel

appropriate changes in teaching neethods, e'urree'ulurei

materials, and the like',

112.

However, even the most cencepreheoeise'

prugranlim' of in cheel efforts ha" not Alone sufleru'el

to eliminate the many sided (crete,

if

disadvaeiteg.'

and inequality t

it

opportunity that children e'xp.'ree'ele't'.

'Thus began the third, and certainly m.i.t deifu'ult

phase'. The atte'nilet was made to eee'cru'eime the

important external rau,eu'ec for ei-feueol failure liv

providing within the sehivil an array eel specific

social, health anti welfare neu'asure". Even niece

important has been th

e

re'e'eegnitieen that the right

to equality

of

edueational opportunit

y

shmild nut

remain confined tit the shirt period eel c'hilelhieeuel

and youth. but

ihueiold lv' A life' Icing, recurrent

principle'. Aimed At

?

held'

ulu

eel le.i chance's,

and at eepi'nieeg oll lu'

?

'

icc-c

*3, ?

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I' ?

i'.

un .çe..fl

e'ulue'atieenal st'et u'',.

/ i'.. ?

,llelil.Cte'li eeu'.letUiel.uI'd

and curricula

?

ccl '

. It u

"

.e

?

.1cm

that avoids writertu' , liii' lee,.

?

, ., ,' ?

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?

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that

eel

encourages "droll

10

it

all

I

?

"iIse'ryago-,.

$4, ?

kaiiaelien 'lout cccli lu'' has e'eueietelc'i ?

the first two phase', ol the, cle've'lecpes

'

i.e. basing oc,uel,

it vast invt',ctf75e'fli

ccl

material end cuite'ltu-u'tuai

resources, and

is

euow e.nelearkec e

ice lie' I nerd, A,

a result, Canadian c-el ue'et ileci It. . changed I r'''

following a basically seIe'e'te vu'

urI

0' cele of

l

e

l e c'r.

c

I

to one of trying to aid youne p"p I.' tee el,'s

l'tlup

their knciwledg' and skills

i

n wies ?

then differ

?

according to tieeir reeds noel l'a1la.elee', It 'aleill,

Ice doubted that the result'. I,;ice'

?

''en / I

'

ice many Kure1eeee'a it ieetJ fit rice, Hot t

11:11

the' i '

i

'It

require still fe1t her imiruve'nee'ni

is

the ficilu l.ie;fllefl

of all knowledgeable iehsere,'rs. The Ex;lnnucn"r'

.

Ice'

of the same uepinieun.

85. While rccmegnising the limitations lnlfceesu'eI

upon them by the shortness of the four week, el

their visit in Canada, the Examiners have 11,el.t

special attention to the que"ctielfl: hu

g

far cal

icy

what means can the principle' of e'u1ieal u'elul'eul intel

oppeirtu

Oil y

be' rca list'et in the t hc'ecry and hera'

Ill'

itt Canadian edue'.eilueie?

M.

?

In trying ue achieve e'c1u;elii s' of e'dic';ii c,eci:ei

?

opportunity. Canada! (are's a

number

cii

difficulties. not shared by must other e'ellefll re''.

in

either ses'c'riey eec u'sie'flt: gu'uegr;efchli':ll lllsl;eee.'u'

firmly situ hushed unl w ide

..

stere';

ee f ele'l'e'nt r;e es.e iii

of responsibilit

y

. siring regional.lcslc.creice's, :cceel

multiplicity eel e'uhiural and linguistic nImneritce''.

' l ' hc''.e cl

j (( j

,'uluie's Jre flcet to lie' eci,ele-ci'siiuci;luc''l

ecuiisi lee' taken into Je','Iulint

$7,

?

Iii ;lulllei en, lets di

­

'lssiueciuei cn,liu.licir

?

elf

cclii

Ilcelil lu1l1e,lcileeieis' Iclusi I e,''ec niluc'iecl

Ii I lie'

contest

?

if

lill'l4uIliI Ii's

in vi

- iinwim

-

anti follile'J/ lntlue'ne'u'. The tel_ui iienshc1i I it'll'':,

int'cpiilile'. lie the' se'h,uel eted ine'.(U.Illi ce'

s

dci ,,,''ie

i5

is often clear amid

c'5u' . ee

ie.n;elIv efllIl,'IIii tee

nit less Mel cci t '

;cnaeL th,Icl ecu cc her l'eellnlrc,'-

?

lie'?

Esaniine'r' wish ice ;et'iueel gee cog he' cccm

the's' he'Iie'e'e' that the let

lu

hiu'ifl s

eel icree:ecl

inequalities

can

lee' tulntl;inie'icr;eiiy '.1,1

u',i uS

re'late'd nce';I'.ilre's

cettlv.

i

he'uet h

t

he

r

e

is

nice1,

c ci

tee

I

the

y

can liken

he pu/cue-el

ve'nli'a

hit hi chIc_I

eifipelrtuflcllu-s.

it

ceenui1lue'lu.'v

flatter., i,e,,

i,

that man

(if lice' su'h,oul relic.

d

pc,ec't ic's

I/scm

ruin?

err,'

scee'ie'tzul inc'eivalctiu'e

!

h;Is'

clv'' erred

.uc:cl

l'il,iccrl'

precisely beca

use

th e

y serve

uI'

r

1.110

e-,'-em-nit,

ccl

political interests, e

5 elilthe

glad 'eli/in the' e'.,erlei cdl

e'eIuuu'ecie ' r ?

will not 1he'o 'uiifIee'e'

lee

e'r:lel cc:,

practice's,

flit

t hat

require

,

: nil etc

.

le Ii IlU

nd ' h,

flee'

in

the

'

distribution

Of 1

1l

e ' 'e - r

in

sIllil y

cOIl

hi-

goals

which lelu'e'cr

i

ln

tui

de to

arcs'.'.

As overview

$R. 'heteeer 1113 Ice' I heir cli'.;.

c ' .'re'e'ncu':li 'eli

other matters,

All

thosewiirkeng oil

u'uhulu',eiie,ee eel

Can,eela Appea

r

1.'

;cgre'i' ceo the- Ice

sIl'

I '.1 ct'''.

tws'i-ssiei'V Its' alle'cieir.i iccflet s

y stem

lee

tireuc

ccl,

tut

­

1

­

11i

e'e1uieiils' of c'elucatei,nai ee1epecciei

dells. rho-s

agree'

cl/lice

a common

Me' heecul s

y

stem

fo

r

cit 'h i/si te' a,

lIce1.' eli'

of a eine''yra r

lil Ie'nt;ery

i ?

i

inul,'r 1' .'.c ri cii. .0

sic

?

or

,uumule'tinue'se'

eghi

y

car ?

u'ie'ncl'Iei.lrs ?

,i'hee'i ?

cell

ln

l er i ci:eily'e

tse.c .i;cgi se'e',l

nelere

s.'hu,d ?

ieee/eec 'er,

eelui,'alieiue

iiirlecegh

ill sears ?

if

egc'

I'. c',lnscelu'e','.'e ?

the

norm.

'this

1itueSIIlc'e for

eleven

er

iw,'ls u- c c',ur'

of e-onulcul sel

r

v

e-etuc'atiiun , uli'pc' net. a

lee

the' ,e

gel

entr

y

. In

uelulciiu.n.I

as many

cIte/c/ten as

1ced'.' . c/eli'

should

he

;esslsie'ul tie rum

F

e

/i' te'

thu

Ic'c',lOe lu ts

­

h...

.

l

with a dilelcecula, by p

rccvidiog

ne'e'e's'.;i re

ice

legl

g.e

1.

curriculum And

uethc'r

re'le'

y

ze at hu'l;e. ITh, re

I's

el

retention treum (,td,' II

to

itede XII bus,'

I

ccci

from 36 per

e'e'flt

in 1961 toll per erect in 197.1

$9.

?

Are

c'.1uaily open and lcrcuaehly ccl',','.

tertiary Ce'ctecr

is

jtt,ee'he'd tic t

he'

cei'i'e,leltI re'.'

liurinet th

e

last IS jy..ars. aleccigsulle

t

he

telict

I.eic.,l

university insiulutiufli. lilt

t'eeeflflilinuis' cel/u'gc''.

hi,usi'

been e'st.shlc'.he'el, ecife'rung new.

55

e'/l

ci

ie'ncleul

tctdl'tlu'u'

curee'nuu'et e

i

l

urses

o(.itucIy, ltc,t h

thc' einhs',' r

' .et

Ic's

men Unes'e'tsIt'e'

unstitlet lIens

seek

I,'

at

tract

/e,uti el,,,

unul cciaiure

s tcecle'eii ,

. Ii,

addition.

i

hun' are ''lie-nut'.

­

If

/I ',iuelv 1ereeg

, r;enlene's.

'.occiceie'r c'ciccr'.u'' heel

e'ecuniie''.s further ee.e'y-.iieu/etee's

for etc'nu'tii

,ciletsee',c'el'ce,cl

furl her e'ciciu'.eieuun. in the'

icereli

e,f e'r,-cIIl ,eueei Ieee 'tee

ice

u'elcursl's,

90.

this ?

entiresurece'uure'

cjnicr

?

nc'u',''se'',

is

I c

ul

u

iic'ciy' and serve's

the calm,,' 4 the

-es

e'elecu';cicueflel elppcertunit)'. (rein kmncly'rgerlI'o I.'

e'clue'at ion,

91.

.

?

number

eef e'c,ncflcc'uii, lull

e'.ec'h

.ei.lu:l

,if

the eysie'ne .er'

in

cerelu'r. 'l'hcc'

ecuujuiuri.ucce'i'

ct

fIre' I,'&eelul

eelNe' e utJ , fl

tier the torah. phvsce'.ci

,Ii,,i

cre'ative ele's'e'iopneent

of

rhihelie'n

is

foll y r

e'e'eeglilse'ei

in Canada. With

scnee few

ce

'clii

Ieee,,

I hi' oct

cr.,

of public

md

or pr

1

isete klnhle'rg,erie'ces

is

such

I

he:

most five year ecluts can

find

a

fl/ui'. i

f i hilt

parents

so

ele'sire',

92.

'the' pc'elaguegy cit the' kInuIe'rg;eriu'c

del/las

teas

great

e'sic'uci

ticigiie

and

tOdd

cndes eejieal

1lr,lveSeen

and ?

.

,,cee, suo'ea/

li'arniiig,

rc.'.cl

eve' .eties mdv.

tre'ngthe'nuceg

ae',1ueeni,lcll'u' oldie

/111

httu'

soul the e'ovirucnnient, On

is

y e

sei,cl ,

cinleccc're.Iecel

re

,cur',u'e

In

I" tint Ic leer Engi

'

hi esdaptc'uh

Ii

yeic n

,'lee iitren's

sicltit

cesj

are ale.

offered.

Such

4.1111 t 'ella

i s

ieee', es,

for example. the A iIuv-r tm i'., r i

'helel ie,u,uel Set sires

Plan

seems

tie

i he

te: sum,

diet s

lee

elect

II

widespread copying. as the)

fcneeflhlse to

her

lii g

a Icieut the- ne'I'esva ry

co'ulpe'r,e tiMe

act evils

i

f

k ind

vr

fiertc'n. parental hc1me', and

elce'ial iencl

health vu'

rile".

93.

't'hc uuel kindergarten

lls

?

leer

a

'hclii

u. .1.5 enters

Ic

hui'ie permitse'arh

kcneic'rg:Ir:i'll

i'.

•

'l • IlJ ?

er ?

% le [tic iililI' S ?

ihrl'l'. ?

gr,c:eec.e

---

7

U

This allotment of time seems to be too short

fulfil all the tasks prescribed for pre-schoolini

without seriously overloading the children. On th

other hand, 2.5 hours is too long a period if i

Is to

be used

simply

for pre-school

iaslrtcfw.

Finally, for working mothers it is inconvenient

have their children looked after for this short tim

each day. The Examiners are of the opinion

lbs

proviaian beyond the usual 2.5 hours a day should b

available for those parents who desire it,

$4.

Is addition, it appears to the Examiner

that the early recognition and treatment of learnln1

handicaps or disabilities is still not given sufficien

attention.

After the kiatlerg.rten, the

cwrictila,

arm

pedagogical arrangements of the elementary

schoo

have an important role to play in the elimination o

deficits and the achievements of equality o

educational opportunity. The formative years shoesit

be child-oriented and intensively used. In this rcspee

everywhere in Canada great efforts are being

madi

and some noteworthy results have been achieved

especially in comparison with the State of affair,

IS to 20 years ago.

96.

The forms that have been chosen an

numerous. The' principles and practice of non-grading

continuous progress, and open area classrooms an

team-teaching are in evidence, as is the promotion

cal

independent learning through new curricula. In the

elementary schools

the y

visited, the Examiners were

often impressed by the friendly and relaxed atmerc.pberv

evident, that seemed conducive to the de'veluprnent

of independence, initiative', and co-operation without

ansie'y and pressure. The structuring of work in the

elementary school bevam,' even

more

exemplary when

It ri'pri-seiilt'd clear planning and evaluator

y

goaLs

established as a result of the co-operative work of

the teachers. AIM,, when parents are drawn closely

into the work of the' schools les - the Examiners

saw, for example, in Iffitariot. and when children

are given s share in exercising initiative, participating

in de-cesons, and in self-evaluation Ins was seen.

for example, inLine lce'ei, important ntcide-ls for imitau,jn

elsewhere have be'e'is developed.

$7. Many schools xc,'

uyinij,

with the best of

intentions, to improve the welfare- of their children

by bringing in a host of specialists. 'l'his prnducws

no we disadvantages as long as it

ibs's

neil contradict

the young child's nc'cts for tw'ticnging and toe astable'

re-we-re-ni ps'rson: and

is

long as it clx's new disperse

i hi' ge'n.'ral responsibility (or his progre-ss icolong a

niultiiuijs' of sp.'i'ialists-in-detail who fail to work

together fur his benefit. Certain tendencies is this

•Iire'e'iiun should not lv' ov.'rloeakedlTi,

tIll.

vIe's

?

I

s.-,

'

Naturally,

1'

i

Iccsm,

eoei.-c'rningi

the Examiners

he-

new

heard

id,-menl

simu'sty ?

c'hee,I ru,'ilieejs. It is -'rtinl

?

true- that gc'ner;el

,'valn,i

intl

of th

e

lie 'late, roui,'.'rte'd

t4fort in the- i:.iprees-e-tne •

iil cci te'ne-h,-rs' skills. u,,l liii'

lijIle'si ulc-v.'li.ç.me'ni if .'e.upc'rativu

,

work with parents

ire' all 1:o—Ling. W,. rii,'l teachers who were not wilting

or cite'

it, conic' to ic'runs with lb.- new aepr.sarbes.

V.,' ii,,'i I

seru ' ris

who ,'emld

not

icic,li'rstien,l

es-b y

their

childre-n sheeulut learn more

t

han. or sonie'l hrng either

I h,:i.

the ieas,r skills. Now and again, the' opinion

t

vii,

he-

espr.'s.sc'cl

l.- '

, talented

that

child.

rurtjnuu*is

We

pr.cgri's.s

heard complaints

ueverburde'nied

from

srhcuul trustees that the financial demands made by

the new elementary school were impossible' to fulfil.

Ne,uu,'

4if

thc's,' objections should be' underestimated,

Beef in iiee

%

a *

v

should they Is' alIce-we'd tee lead back

hi. right .-e.curs' pri'se'riphie.ns, classes insulated from

.'icu-h tether behind c-loved deacrie, and children being

made

iu

re-I.-al entire y.'ars. None of these relies

of

the selective' 'w'h.s.l sh.cul,l be ixlhiwe'cI tic reap

?

r,

for they work mostly t

?

ee The disvantage

ad

o the

socially hitndic'app.',l or disadvantaged child.

99, , Educators arid parents

eweyww,

recognise the problems ui the

io

-

rond

a

ry zcAo.cL

which has to deviate very large quantities of lime

and energy trying to meet the demand for equality of

educational opportunity, retaining rhildre'n with widely

disparate levels e.f talent and inclination through and

beyond the pu'riexl of compulsory schooling, and enabling

the'nt to complete high school aurcrsáfulty.

IOU, The difficulties appear first with the

diresdvauetagrs ,if schixila

of 2,000

pupils arid more. The

size is a result of the' effort to offer a broad array of

courses. But some schools often seem tube too large

for pupils to obtain an overview of their education,

for teachers

Sc,

weak together

effectively,

and for both

te, conduit decent interpersonal relations. If the

result is that children take a somewhat aimless

smattering of course's, the question must be raised

'if the value' of what

the

Examiners heard termed

ass "supermarket" style approach toeducetionl6l.

I1 ?

iS..'.

po','ee

x,. ,S'.,,Ios.d ,eco.. 1.11, ii,

App.nd. S

5, ?

Sc.! c. ol,.o Au,p.,.d,. 5 ..h.e• .ix.c.bi

i

hSSi

hhPOfl

$Iio

o.oIoqy oi to

tape.,e.aciocl a. i,ee,nq this O,gw,00e,on 04

S., ,,',dae

sod.

­­

.,,,Ca,,atio

101. Moreover, doubts have grown in Canada

in

the past few years shout the wisdom of keeping

young people in school at any cost, if the schools

clearly are unable to offer them an acceptable.

c*rrleulum. This poses

the question of alternative

ways

of

offering education: in vocational

schools.

or in the form of varied, freely accessible opportunities

to engage In further education. The Examiners were

able to acquaint themselves with numerous alternative

possibilities, which could certainly he expected to

remove much of the opprobrium usuall

y

asociatt-d

with drop3ut. The principle of life-long educational

opportunities makes possible land necessaryl a quite

new interpretation of what constitutes school

"success" and what constitutes 'failure".

10$. With reference to the improvement of

educational opportunities, the present quality of

practical and vocational courses in high schools is

not generally adequate, even if one is

thinking

only of a well-grounded preparation for a vocation.

Often practical courses turn out ii be only an

appendage, perhaps even a basement de'partnii-ni. of

the academic high school. Such c'oursu's gi'nu-r.,llv

have a solel y

practical orii'ni at iicn: a

Ill,- r--:

i-al.

r,lhet,ive approach to techoc-iiecgy scs'ms to be c'xc-lisd.sl.

The content of courses is not deep, and the term

"pre-vocational activity" is often usi,d. Very r:ire'lv

art these vocational activities given credit

I

h(-

.

% ars

.

always seen as fitted to.' those pupils who are- scaLer

in the "academic" courses. In Uu,'be'.-, the

.

(

icc-I

of

being placed in the high school scce-aiic,nit .tre-a,n

(long or short ceSlrsel has, until rc'c't'nth, eu

c-fl

tre-.-luiluI

enrolment in the CEGEI' after se'eeindary

c-i

lic,-,ciic,n.

M. For these re'ascens, the cc

'an

liosite .

s,'hcueel

appears to be a gt'ni'ricl su'hieie,l that has had

attached to it an ep$ee'nilige'

i

the sci vielte'il in,lu.tri:,l

or vocational courses,

s-,.r,hIn,'

in number al-lord hag

te,.the particularProvince'

a

iii i hi' p.r t solar

The composite e'hc.u,h ha

.

. not been i'icn"i'ive'd

'is

school that closely integrates ie'e'hniccel and hunt-joist,.-

materials in its goals, in order Ice i r,cnsntii the-

basis for a new culture - whirh, in the Esamin.'r'i'

View, is its central mission.

establishment

104.

In

of

s'p1nite'se.-caeci.u.uttc-,-/iuii-,-,I

the

light of this situation,

,'h,'!..

the

-

mainly for 16-19 year old students las the

y

se'rc-

seen by the Examiners in Edmonton, Winnipeg.

Toronto, and I)artnutocih, Nova Scotia, Inc example".

is on ewe'a,cion tic he we'leccc,cc'd e'spu'ccatl-

it

1

v,

are not used ice shunt aside- the

,

flaunt' eliffii'ult an(

courses,

'lb.')

lies a,'ade'ncirall

nc'e'd a

there

Is,. Ic.

is

y

c'nsurc'

-talented

a generous

i Icat

high

, at.uiigsi'l.-

portion

sell ,.u,l

he-u,,,..

ci

ci

ge'nc'ral

,nlc'nte.

I

e'dtc,'ai,on pros-ide-el. Mudresise'r, pupils whdd are intt'r,'stu'eI

should be' able tuc uchu,.,,, an ,'cju,e-alent high si-hoot

uhcplecnva,

course's.

should in

And,

no

if n,u-,'ssarv

way

with

c -

dint

all

with

the,

ritiu

the'

abc'

it-

11,11

it,

vie-al

the

cit

sacrifice-

sl

c,'rcal

cl l l l le'efl,-nI

cut

s,

hca,l',

the.

cry

principle iii the i'omprrhu'cusiu-,' school.

LOla, In (Set, such vta'aiii,i,al sc'hu,u,ls shciulef

he valued in the eccuhie-si (if their relationship

in

The des'u'lopnne'ni cif c'cacecpeasitu' air u'onclure'h,' n.h .'u-

se-head,, and this re,ulul has-u' practical nie'anc

An example would be broader ru'u'eignctiiuci

of arailc-cnii-

succes, when it is achieved by vocational tu'rhnci-at

schools: or, a second exampe, a

dete'rniini

g ucien that

the

vuraIicsnal-tucIunical

large resources

schools

going

mu,

would

a few

N

.

much

i-slui'nsisu'

mucre'

than matched by additiccnal resiuur,-e,, ne'u-clu'd fiur ih,-

improvement of the u'ucscpuusiii' schools,

105.

In prluu'tcu-e, itt.' s,ce'tiu'nit sc-hu,.,l-,,

subsisting tin the margin of the .dnipre'ht'nsdv,-

system, are having to fe'u' it surge of ri-quests for

admission. They trod lii admit cunl

y ihicse' whiu gte-.'

romis of succeeding in the training ,,ursu' rhino-n.

These applicants are e'ithe'r students who could not

find an appropriate e'eioratie.n in .i cicmpucsite' school.

or adults,

W&

?

On the' other hand, drcipouL'c are niince-roe,s

tin,'

be'fein'e'

cjc,ncct

the last

flatly

y ear

claim,

of hhe .'umpuuiic'

then, that

se'i',cnilart

thi'su'e-iindary

school.

school system has succeeded in reaching its goal:

euliu'ring to all youngsters from twelve iii 17-18 years

?

of age ?

an education filled

huu

their needs, which

?

m

permits them

to

develop and broaden themselves,

by practice at an array of activities tailored to

their different talents and he'nipe'rame'nts. tastes and

aptitudes.

ION. From i he' point

of

shiv u

if

u'diui'ici iuinaf

t u lie

i e %', the- principle uI u'icni incauclas Iur'cgu'ss

' 'an

ici-

an

linporiant aid in attenuating the sc'h.xsh c-tfect.s

of most scaihc-c'u-cini,mic dicparitic's. Whenever the

result is that individual achievement is encouraged.,

wit

hocht pressure's of time and external sanctions: and

if application of (bc principle of Continuous progress

can guarantee a wc'll-cle'fined corpus of general

education for all, then the school a-ill have achieved

A

dc'u'iniv,' s

til

l

forward i'n the task of equalising

opportunities. II,-rc-, as elsewhere, the need for

evaluation

Iii -

t'.-niu-nce' anti the exchange of

infontn:i ton is

ii

rgi-nt -

109.

The pra.'tiu-e of "flexibility has a

potentiall y

dark,

as v-i'll as a tight, side. Well

equiplc.'d schools

tIc-arty

hase' a crichy of possibilities

lix' "adapting

pnu,gr.Iohnie's us pupiLs

' .

The

opportunities

(icr differentiated urc',tnii-ht of individual children

arc: to lie' appreeiiciu'il Sac It

reservations

as

the

Eeamune'rs

have

are- re'taiud to ill,- possible effects

cci

such

indhvidutisc'1l measures tin

the future

educati

o

nal de've-lip.iii-

:

,

?it- e'hitilr,'n, "Adaptation

cut trldgrintnirs Ill

t

i lhl l

di s'

, i'

.

Iic'i'iall- shun it is based

on iluicri- or I,'',,,

unilc-rsi,eiuh

diagnostic instruments.

easily prove

tie

lit'

ii

tiir,ui of selection

built

i

nto

even

f

ife turini:i

ci ?

i-hcuiil

ct

itt,' 'a

rl ?

stage. -

with

ntiisit ?

rn-u i

-

c'

hilh'

e'fh-i'i', .

o n

the- di-uc-teipmu'ni

ci unilcs-td,,:il

pupil-i.

110,

?

Ili filmy nstan,','s in h'an:cd,i

Iii.-

form

stri-.i,utiiig

of

The

adaptation

.bisc'e'

in

• ?

,ct,dtit%

ru,,i,lu'

1

­

1t,

?

gr.ii,pL.

''n

sics

?

l

t

i

i

u,

i-ill

ih

ilru'ailv

husl

ts , ?

v

ii ?

hI_u'

fni,iu,

tc,,"i

iraditdcunil

?

hireuli'

a, ?

ito-

I

t'te'nie'nt:inu 1,-sc-I ,

?

tin

-

ar

lirirncr,t-,-

lid is'

r,'ei,crel-il

a,

a

v-,th

dliii

'

iiilu

hr

lint-I

f

e

w ,td-d-,.I,,n

l iehs,

s

ih)lliIi,'

lis-j

s

h

'

e

i

r

l i';udri-nill

i

t,cg.egiu-ul

huirtll-ilsii,d,n_

expert,".

:t

lb, ?

i-.

-,

'u, l,-,r,

I 'ui-I. -h

' ,ii-- ?

c,t ,lur,-,-id,o,

flu, lid

uiidhlh-

so •c'e'hliit.hi- t,, uiiiti,,-,i,4- I,, ,ruhiv,clo_i,

?

til.

turd-cd,. I

hotighi I

hi- ?

nt,

hid- -

'I Ii-:i,-h,-r.

''nuill-

.

h,-;is ilu

ci

ihi, lu-s.- l,i

ccc,

in, I lila_v I.e

uti-cI-,,s,- -

inli-rot-,

h

i

re'lig.it

ing

d-h,hilri-hi ii..,,,-.iti,,n,il

si

ni'.cni.

at an ,.sti,flt.hl igl

?

.-;.nl

?

.t,cg,-.

I,, -.p'-

teahi.,-

,ii-hiu-s

dl,dulits_

,-nuu-ni

?

hicie

i-s

lii

i-r.

a gI

?

I

-

niiln.'

hi- ?

Es'ai,,inu-r

cliii,-,- ?

i

.

t

?

c'h,

i,'e't

' ,-c-

?

I

111,1,1

h,ci ?

I

hi,'

h.

?

in i'luilj,,.' , l,,

,

liii I hit ru-lrl

;,su-lv

idlx'lI

ui-i's',

lii

1,dnihe-r

rd-ilu,-u-

the I,,i,t ,

lii'd'K

''I

''arts strd-,uiul,uC

- i-Itt

ri-lu- ?

.r,ih,ah,l,'

I h,cu

I''''

I.cgllgcu'_ii Ilrad-iic-e-..

i,i,'hiiihi- lb_ui I

hi-

•.,ic'ui,

il

.1

rd-;dsdlul,cl,t,-i,;,e' hOd'.',

rdlvu-,hd,dd ,,h .du''il'.lile'niclile'

c-. vu-

.

,i,'it ."dlfliu- ?

I

f

it,.

?

ilni,esi e'Si

ri, ,ig,uni

ts

1.-ti t,i-r Iur.,-"sdrs

hi!

I

55 iS

?

lh.,i ?

t..'ninii.

a

.ihSlil

y

. - Vi hd-:,

?

ir.ip. ris

hi .ink,lug

"Ii

f

Iii Ide-

,tittii't,Ii

ic'S.

II hat

t'uuu,c,li' I ll,-

i

.d'I,,lh,.hti

tec'cis,

Se' i'udnl

ldc,si I.'

l

.

lv

ill

h,ui

I 'au,,mil,i

at art e'i',,iic jcru'

h,'ii u,

,i

h,

r,'udu nIne's.

The

-

I

all h, diffid-uti

II'S

ih,di

isu'li

c',iu'tulls ptanui-'l

Ut cciii Among

te'ai'hi'r. -

tc,rs, it hu'ghnning Ii.,.

',deni in

the-

num,'r,,,,,

I h, quatctv if e'chiui-_ui

?

i

-

do

d..c'op

icpOoii.,oh.

i

-

. , ?

0..

i.',"-,,",j

. idil i) i •

i 'u -

de',.,hi,hb. Id,. Cor,,-..,'-..

oi O,,c,c,',. 'I,,,,,,

t c. i i ,, i ,c

oi

,,,

1

be

i

'OUd'.c'0IU' ?

,'i, I;.,.

O,,,g,,,,

Pedngsgteal laao'uiatl.ss

101. An important pedagogical tool

for

the

individualiieation of school learning and for dealing

with different levels of talent and interest is the

principle of continuous progress. In many Canadian

schools this principle

'

has entirely or parti,clhe

superseded the concepts of age

-grouped elasse's,

P ro m

ot

i

on.

and

retention in grade. Instead, ihu' length

of schooling until graduation from high

school

depends

Upon the accumulation of the tss're'esary ui,,inhs'r of

credits. In the final development, exIi-rnsl gr:cilii.cttng

examinations have he-en mostly ahi,ilishe'dl,

cOil

admission to ties' uni,e'rshthu-

.

,,iiil e-'iiiiiii;uiiiti-iithi-g.--

left to these institutions the'mse'l,e,,.

-

I

dd'dl

All,

lsc'

cite-il

'

d

ill ru-si, ri-h'.

;id-rl,.rli,.d hi.-'-.

that

?

i ti-s

illilli s --

pIhIlils ?

cr.-

•l,d ?

lId.'

nl

S

i,iiri,5 I,,

tic'nii hd,ri- -

?

d51'

Ii ?

Ill

II,ii ?

i,'i ?

ldd,i,,,I

t

he-

;lriii'_r_, 1111111'',

?

'hr

hrlicl ?

i,f

,ts,l,lri-,e

?

ii- -

dlie-

lilas ?

I,. ?

rc-i,',hr'hd-iI

.ijr,IIC

iii

the- ,cl,,c'

c'r,i.l- Icr

­­

r:.1s-,rs.

Ii

'i''

hill

to

h.11 I'll,-cal

the,cij'l'bh

and

stc'nI

r,-ulls yuls,'s

the-

ti'S

t

d'duid

''iii

'dl

I

h, icior,- I

radiI idcnitl)- orgaiii.,'iI

s,'hi,eit

113.

Thu

.

,. in slelie-

crc, of

c'uarsc', not unique-

I

turn, of

high

si'hcact lc'hlicldn.

walc'nt,'l

is

in prini'u1.te' iuni

unlike th

e

iupp.isIidc,n it

principle has had

ii Ic-c'

:aanhuners are

cons Inc-ed th,:

remain

can be

ite'ali

v-iih,

cork anti patient

Cii

Ilper.

't'sruerchecs anti ctlniinistr.

already

been

mail,- .idiil

Is e'

ii'uiçc,,sal.-u extant fix'

llldhlr,iu-ucq

ihesd

lit. s,sit-d his

I

5.-rage' in

units

\ri

It

%

d-d-iil% re-:l.'irl:il,Id-

h,.' ii,ulu,- fir ii,

I h-

,h,r,-,'ia,iu

In

I he- ni,alu-

,dt

Ii'.c'huilg cud

v,cr,e't s-

?

If

-h,,'u-

Ihli Iddlis.

'F

illldire-ilt

III

Al

t

he-

ldrcis

cii

-

,d-hc,,l',

lot

. 'e',-iul iii

,dl,l,,55 ?

it

hill

I, i,1',-I

I ' .,. ?

ic :1 ,,'ii;Ir:il,t

i.'ril,"

41 - ' Fl

h-

o

-

?

:s,ii,,li,,-r, ii'

?

far.%dtHii5 are

.

ldl,,li

lu-

_IUililiihI

?

'

'1

?

ii

stI,,l,Iil

112.

gil

j

,

-

t,-,ir

Icr

dir' dii

I h-

?

it,

., t hin

. ,,'h...ls to

h-h,l,lri-iI

in

s

inihili ,,t 1--do--, ,

,tell

A

iI,-,i,oi-

I ?

l',is-,,ti,I,i v

- ,,,lclii

iili ?

lirdigr,il,,nld-s

r dld'u

i,I

iidg

Itti' Isi

se'tSlhu,is ?

S I site-it. ?

tic's;li,liI u

?

,if

m:r,uihi-.

,s

s,ci,l

lii

is .

ru:

---

mlii. 7

Ix p I:N*iII'IKl:S

u'i:ut it'tI1.

OF I-'.ilOI

l

R1A1'i...I(

PUBLIC

S(I1tI4)I.S.

CANADA AND

t:liul)xs

19611-1970. 1971-1972.

and

1972.1973

1969-1970 ?

15471-72

?

1

?

1972-73

01 ,.chool ?

including

?

(II srhuul

?

Including ?

Of

s,thnol ?

including

burds

?

department

?

boards

?

department

?

l.iio.rds

?

department

only

?

services ?

only

?

ore. it,', ?

on,. ?

s.rsinr'.

l'rotinceo:

.'t(Ianlic

$5147

Silts, ?

$512

169:1

$573

$7511

Quebec

655

7111

?

762

113:1

14:I14

1.010

Ontario

734

tgt3

?

14911

51711

971

I.013

Wi',.trra

647

*1910 ?

776

5.17

444(1

1417

Canada

653

717

?

791

5103

1063

476

0,,

0000

ii

huol

I,....

.

I

.......

. daoi.s

i I..s,. ?

35010",

t)'54?0l0'0#S

Il50I'0 ?

01,01.5 OSO

0llil0,0'5i I..

...........

'table

6

l)Ls', - SIIBI'Tlox (W FAMILY ix'osii:oI POST

sE( - oxm)AK ?

STUMATN'11V

i

j

:vi:t.

OF 5111)5'

196(1-69,

AND ()I'('A%AI)lA5

P4JI'1'I.Al'l(t.

Famil y

brain.

I 'nivu'rsily

?

I

'

r.drgrdat.

?

Io,mmunit ?

('olhrg..

I lIlA I.

?

Canadian

(.ruup

Graduate

?

I'nivrrnily

?

and (1:6lPS

Pupulatiun

•is ?

-

?

'S.

-

t.,',,.then 12.000

1.4 ?

1.0 ?

-

?

0.11

1,0 ?

.

?

--

2,414.10

.

2,1199

5.1

?

4.1 ?

4.3

4.2 ?

--

:1.000 - 3,999

6,7 ?

4.9 ?

6.3

5.2 ?

--

tIns) - 4.999

- ?

4.11

?

6.2

?

itS

6.5

5,0(141-6,999

21.1 ?

20.1 ?

29.7

2'2,0

7,0110-9.999

21.7 ?

-

?

24.6 ?

21,0

24.10 ?

--

10,0110 and over

39.2 ?

38.5 ?

23,0

36.3

100.0

?

100.0 ?

100.0

100,0

Mrdi.n family

-

- ?

-

Intum,

$11,502 ?

$8,000

?

$7,003

11144,349

U

This roil,.'. can he t'In-sl torwar,I gnat Ic liv Ilic

es'alua ion of high srhoo.k that pr,"% dc v'.atnpks of

"bent pr:ul in'. and dissemination of knowledge alusul

them.

Acc,nn to pa

t

io

-borceridary cattu.

1*4.

As alri'ailr remarked,

,'nIri' to aisi-

o.et.ndarv i'.Iu.-ai on has Well w idi'lv opined to niw

groups of all ages in th

e

population. hr the alailit ion

of Priioini'.--wiih' isa nina I ions. There is in oh',

111i'.

sym huh1- nivaning

io

hut, Provinces offer I ui

*1,15-I

re.

adn,is',ioiu tit highi'r i-,I,,u-at ion to its

s.,nioI'

sitizins:

the univi-riiit is and s'oIli'gt's wish to he regarded

an more than than's for ni'scarvh. lunching and

vocational

linl-l.lrutiufl.

Within and through

Ilivini.

the

prini'iplo' of :l

U

IliIY if u'dlh,,dional iipinrtuniy I,, Ii,

be ui-tujli'.t'd, in the iowni of lilt' lung .'iI,iiatii.nah

a va ilaliili I,

s''o'fl

though front itt'i'Iare.l poll iii I

intention to full ni'alisutii.n in practise tlw'rc e,-ntainI

has to be a long 1,nih. as was fri-uk acknowledged

by all thu ri'pne'.u'nta I iris of he tertiary institutions

in their discussions with thu Examiner'..

115.

?

T,, numla-r If

;o,rf.?tu.. sUssI. ,,l,.

tw.irkii'.g

toward, sli'gr.'i's or for vrvdil l

at tb, unisirsitis--.

nosi- Ir,i,n hli.4911I in 194i6 to I Th,(ti)((

Ili

1975, that is.

mon than doubled in Ii

.'.

' than len ycars. and the

rtumls-r if niat,,ns- studynts is also ,',.t,mz,tetl to hati-

multit.li.-d n,anv tint.". over. It is ,''.I,niat,'sI that

lb.' total nuinhi'r .,I purl tiTni student

'

. in continuing

u'dt,iuti,sn i-,,i,t'.,-s

in

laitaila in 197374 was,.'. in 1.3

million p.-n'.tln'.. or store han S pin rent or thu

effi

ri'

p" utah,,,, if lb......uni rs Is,',- 'l'ahle 54,

'ab,t.' 'u ?

NO M111:111 or l'AIli .'ri%Il: si'I'lii:IS

tfl 'I''I'E 01 Sit 'Ifl l. ?

c'*,vrI'.'Ist; 1:11% 4XI'III\ VOl itsI':'. IN

?

I:Ifl't-tTIlJx.l.

Iy

.

- i'i'i -

i'ltttxii. 1973-11474

Credit \on.('rr'd.0

?

Total

Ii. i'haws.iudsl

Sbunl Board,.

and Department.

at

Education I

?

196.4

?

365.0 ?

516.4

I'ii,i-Srcaodar

%oii( niv.'r.iIi

?

111.11 ?

142.7 ?

'29,-$.6

l'niv,'r,.i(i ?

?tiIt.tI

?

21144(1

?

4(16(1

'moat ?

liIIi.3 ?

71 1.5

?

1,332,I4

I II'..

?

It,

all

;,Iti-nqsl ti, imporm,a......s'.it,il,I

?

ti ?

lt,,l,,-r i-,li,i-at u.n .ijs;issrt ,i,ot ia's tot voting lnit

u I t

' oh.,

'.1

lu-rn isv l'i,,it it ,lill,rult to linat.....

their

'.1 ,,ili,s.

iii-

h'rs.s

1......and

The t','ihi'ral I .,s .-rtim.'hit

li_st, .Ii-s.-l..o'u1

1i

si-ri,-,

id f's,,., ii.,! outright (nun

r,-,.n'alih-t ,4,,i,,l ,io.qiis u,,,..

?

lb.'

h-ui-rat

I.Ili

plan

In-v_ti

?

is 911-I with ?

'at, '

. h.,t;illiiig $214 mill,,,,, niol,'

i. ?

11.1I011

.,t,i,lu-,,t -:

?

15171 7:1, loan, totalling $11")

i--re

ni.iili' is slanit

l22.tI4I(t sI,oh'nts. Nun

ret'., v,,I,I,' grout, Ic,.,,,

I-i',Ii-r'al s.,,urn,''.

I.,

st ,,ih-ni

I,, $1541 ,jIli,,i, in 1971 7:1. Provincial

I.,

­

t

'

,,i,s. lot , '.iiiuli'iti ;,,iI Siro w,,h-1

117. ?

lb, 1sn,,;issrti,.tl

at

the student

limit

,n

r.'s.t(l

of

li,ans

for

t ,u,l ?

has faIl,'n

Ili r,'ni'nt liars

Iris,.,

15 ?

''-'-

lit to ta lier u,.,,t. lit genital. part

im-sii,,Iitils in,- not ?

-t,gihti- hr ?

sot, though

went' ?

it'.i.'i'i.l,tig at

?

it,,- flaw

?

of II,,

p:'.ai,,int-r'.' visit I,, change this, at

?

a, for

?

Fs',li'ril luau

uligihulit r is ,'i,ti,-s-rin-,l.

I 1(1,

?

5itti'.- 1961. (.,nail,ari ,uir,siiu- lax Li's Ii.,,

tii-ntuut ti-tI

?

'.i itt-nt ?

to ilui1,u't

?

huh,,', ?

It,.,,, ?

I lis-ir ?

ti',

Sinve

I

hi-

1972,

(lurplis.-'.

-ducal

ii

''

riu

n

?

lnh

i

,lt,hig

I

him

,I, hi s-',

?

,ii,inth has,- I,.-.-,i il,',lurh,l,Ii-

at,,,. It

is

i--I

that tb,- '

. i- liii.

In'. i.,,tls ?

-,,it Iii,'

'I

ri-_i

s

,,t' ?

.11,311

St'..

?

million i,, 15472. hIlt,'

?

hi'

?

lilt:,' s,i,u-,it ?

h

k'il,ii'l sin irivili-gi' i

s

high.-r tin ?

h. ' .- il ti,' h,ghi'r

?

tI,,',Ii',li,,'i,,'is prli 1011,3'

?

ire

lOit ?

in ?

III,,, iii

?

O'tS

?

it

?

Ihis,';i (l,,' tjs ri-i'll' to

?

irii',,,ihi' ;wt

­

n, I,, _,tt,-ti,l ?

'iii''' ?

in ?

.ini ri

- n' . , I -

119.

?

It is ?

i,,i i.e.''.,.III I,

?

I'' r,' iii

,'.hi-tli,'r or oot thu

?

li - ri, ?

''I shhlili'hil h,,i_ini',.il ?

itt

.r,,sistotls ha-..

?

it

?

au-I, toil-ni-il ?

is,,'. ' . i-u hi,I,,'r

,-iIiu.itji's t,ur -.ii,,hs-iil

" i'iaihhillg Iron th,'

?

a,';' 11,11

il I hi- t,iii,l ?

.ta.i,iti' i'sngi. Iii,' ?

i,ii,ls.ro;.,iiil

that in ,,s,(s,ir ?

a, this

1.1

11,1 I'. .,'esi'nhl ?

,iti,li'ra_,s

'I'lo

. Lola ?

ot 'I .,Iii,' 0 I.e ?

911,69 ?

,ti,Ih,-ali- that t'a,,.,ila is ,ir,ilrtl,tv I,,,,

sri-Ill

to,, I.,

rot,- that

?

It

?

ii. ip,o' r 1._ill ?

it,.'

ot,-i,il,' riiig.' or.' i't'I

.

r,-o'l.iri I it, ?

ui' '.tis,Il'hit

uI

i

spn.i.irl i itmhi'Is ?

to th,-,i' ,,ua,,,t,,'r,

124)_lb rl,,ti'o ori

It

?

to

Th..

Int'l 'it

''''is',,'

Ol,,tu ?

H. sl. ', ot h,-nu- I Ii, ha, v ?

isl.ill i-li,'.

huh,- i-s

?

i.I t h,'igortius

?

is's lIti',,-.li

%

talis-n I,

?

,tit,ruus i' .-ili,,'aI 'intl

s, pt u.u n l

1,1,1 Ii's

?

fl,.!,

l'n,,sin,-i' has

?

li-s

i-hon-il it,.

?

Intl t,,ni:,,,t ,,,i itt,.,

pruigr,Ttii,ii-s. ?

I ihi,lit1ill.l s'

?

r,iIh,'gi-,- uinuilo,,-i,t

?

I,.,-.

i'xiatlsh,'ih nIlui its: 53,tMII

it

, 1961. wo_titut In

?

5*66

239,II01I it 107,1. 'II'.' li_it,ii,u', tit t,-rt,arvsi'i'tir

s'nn,,I,iis-nt In-ti'. el-ti u,i.si-ns,ts au,,l u',,t,tuttu,,i tv,','hhu-c,-

hi', ?

tilt,-,t Ili t;is.i,,r

?

it

?

tb. ?

Litter. In

?

191,1. ?

1,1

tint,- U.Iiv,'r s

it

,

u ,-i,r,,Int.'nI'. --re

?

,',., ?

tint,'. ?

u.

large a

s

I,,ll lti,is-t'':lli'gi,' t,n-iI,,,,'nls.

tit

1547fl ?

hi-s

ire •'.hitii,I,.I t

o

lii

suits ?

Ii iiao . , is l.iru5i'. It

i-'.tui-i'Ii'iI that ,-istnni,itl,hs ?

i'sulli'gi' s-,tn,ultiti-,ti '

. whit

•'iilitslliii-

to

grow. hut pnislial,ls In

?

h, l,,t,,r, it -,

?

nit.' only slightts high.-n hi,, ihut I h, ut,,, ,-nsst ti's

I'll. ?

l'iuiiuittiii,tls ,'iilti'gi 1trgrsflh,ti

'

1,_st ?

t'in';,tiiinil trii,i,,,g u1u,uhtli,-atlu'n, t; i-fir

' .,-, u-f ti.,

t'u.,,r sears

tit

length. lb

?

sppsur t.irtit u- In ir,t,,s;,-r

1' ?

uio,s,-rsiiit'',

?

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