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8/14/2019 Diversity of Education Systems
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ED ATI AL Y TEM
IN CANADA
Structure and organization of education in Canada
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Contemporary Canadian provincial governments fund a diversity ofschools including:
Public school systems
Separate school systems catering for Roman Catholic and specificProtestant denominations
A variety of private or independent groups (Pentecostal Christian
education
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Public school system
In 1985, Canada already had a substantial degree of diversity in
the public education system. Several provinces supported more than
one public school system. For example, Quebec had separate
systems of English and French language school boards across the
province, while Ontario, Alberta, and Saskatchewan supported both
“ ublic” and Roman Catholic school s stems. Durin the 1990s in
response to a series of decisions by the Supreme Court, all provinces
also created self-governing Francophone school systems for minority
lan ua e u ils Ontario has both “ ublic” and Catholic
francophone systems, giving it four public education systems.
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Alternative schools
Further, many local school boards have long supported a range of
alternative schools. Many Canadian school districts have a variety
of programs such as multi-graded alternative elementary schools,
French Immersion (in which non-francophone children are taught in
French), International Baccalaureate, and others.
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Ethnic schools
In response to a growing recognition of ethnic diversity in the 1970s
and 1980s, schools across Canada began to teach or even
specialize in a range of languages including German, Chinese,
Hebrew, and others. Schools with a focus on Aboriginal culture and
heritage, or on black culture and heritage, were created. The
Edmonton Public School District was one of the most a ressive in
creating a wide range of alternative schools, with extensive
parental choice, within the ambit of the public school system.
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Newfoundland, Quebec City and Montreal
wherein all members of a given in which the members of the
Denominational Separate or Dissentient
religious faith of voting age are,by virtue of the faith
automatically the electors of the’
Protestant or Roman Catholic
minority have exercised a right
to withdraw from the publica s sc oo sys em an e r
children have a right to attendonly schools of that system.
system to form their own school
district.
ew oun an , or examp e, a ourdenominational school systems: IntergratedProtestant, Roman Catholic, Seven DayAdventist, and Pentecoastal
,
Montreal two systems operate, one
Roman Catholic and one Protestant
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Quebec, Ontario, Saskatchewan, Alberta and the Northwest Territories
By law in these jurisdictions, the first school system formed was the“public” system.
If the public system embraced the Protestant religion, then the Roman
Catholic minority was given the right to withdraw from the publicsystem an set up its own “separate” sc oo istrict. Converse y, i t e
public board adopted a Roman Catholic character, then a Protestant
separate school board could be formed.
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Ontario, Saskatchewan, Alberta
In practice, the distinctions between separate and denominationalschools has faded. As the years have passed, school systems have
rown and almost all Protestant se arate school districts in Ontario
Saskatchewan and Alberta have merged with Protestant-majority
public districts. As well, most “public” Roman Catholic districts have
mer ed with Roman Catholic se arate school districts.
Today, it is most common in these three provinces to speak to the non-
denominational or secular public system and the Roman Catholic
“ ”sys em, a oug er a ma n a ns one pu c oman a o cschool district, several public boards in Saskatchewan are dominantly
Roman Catholic, and both Alberta and Ontario each have one
rotestant separate sc oo oar e t at t e moment.
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Quebec
In Quebec, many Protestant dissentient districts merged with theProtestant denominational boards, while Roman Catholic dissentient
boards for the most art became art of the ublic s stem.
Traditionally, in Quebec, the Protestant school boards have been
associated with the Anglophone community, and the public school
boards have been associated with the French Catholic ma orit .
Nevertheless, a few dissentient Protestant and Roman Catholic school
boards remain.
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Rights to denominational, separate or dissentient schools areguaranteed in the Canadian Constitution
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What is a Private School in Canada?
If a private school is defined as one that operates outside of the
provincially funded and governed school system, then there exist a
number of different varieties.
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Religious schools
In many provinces these are excluded from the public system as a
result of the terms of Section 93 of the Constitution Act, 1867. They
may be private schools that operate in provinces, such as Manitoba,
where the public system is strictly non-denominational. Or, they may
be schools that operate according to the tenets of faiths outside the
mainstream Protestant and Roman Catholic churches. These include
Jewish and Islamic schools as well as those operated by the Mormon
and other Christian communities. Parents whose children attend such
reli ious schools are often re uired to a fees for service to those
schools. The parents are not, however, exempted from paying schooltaxes towards the maintenance and operation of the public
.
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First Nations schools
These are excluded from the public system as a result of the various
Treaties signed between First Nations and the Government of
Canada during the late 1800s. The federal government is
responsible for the education of First Nations children.
Funding for Band schools is provided by the federal government.
education is considered a treaty right, parents do not pay fees or
taxes to support their school. If non-Band members attend a First
, - ,then tuition agreements are developed between the local public
school board and the Band.
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Independent private schools
These schools modeled on the British public school, where parents
pay annual tuition fees in order for their children to attend.
ere are many n epen en sc oo s across e coun ry, eac o
which attempts to establish or define a niche not met by the public
school system. What is common to many, however, are that theystress t e sma c ass s zes an n v ua ze nstruct on ava a e to
their students. Such arrangements are possible because fee levels
can be manipulated in order to meet organizational needs.
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Charter schools
These are essentially schools that have been established to meet the
needs of a specific population and yet which operate under
provincial legislation. They are defined as "autonomous public
schools which would provide innovative or enhanced means of
delivering education to improve student learning. It should be noted
that in law these schools o erate as ublic schools and are not
permitted to restrict enrolment to certain groups of students. In
practice, however, there are some indications that charters are being
written in such a wa as to tar et s ecific o ulations.
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Home schools
Finally, there are those parents who choose to home school their
children in an environment totally separate from a formal school
system. Such parents have basically withdrawn from the public
system and yet are unwilling, or unable, to send their children to
organized alternative settings.
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Funding for private education varies from province to province. It is
nonexistent in the Yukon, but as much as 75% in Quebec.
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Ontario
In Ontario the Catholic system continues to be fully publicly funded,
but other faiths receive no such funding. Ontario has several private
Jewish Muslim and Christian schools but all are funded throu h
tuition fees. Since the Catholic schools system is entrenched in the
constitution, the Supreme Court has ruled that this system is not
unconstitutional. However the United Nations has ruled that Ontario's
system is unfair.
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British Columbia, Alberta and the rest of the provinces
In other provinces privately operated religious schools are funded. In
British Columbia the government pays 50% of the cost of religious
schools that meet ri orous rovincial standards. The rovince has a
number of Sikh, Hindu, Christian, and Muslim schools. Alberta also has
a network of charter schools, which are fully funded schools offering
distinct a roaches to education within the ublic school s stem. These
schools have to follow the provincial curriculum and meet all
standards, but are given considerable freedom in other areas. In all
as much as the public system.
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Prior to any early organization among the settlers
The native peoples of Canada were educated within the families and
communities in which they lived. Basic early educational practices and
beliefs were assed on to the oun b an older eneration in order
to maintain the individual culture and social order of the cultural
group.
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Early European settlers (1700s – mid 1800s)
Education was not only a family matter, but an important concern of
the Christian churches to maintain their control over the moral life of
the earl settlers.
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The arrival of the first colonists from Europe (mid 1800s)
It was inconceivable for the churches to separate their religious and
education mandates. The colonists willingly provided land grants to
aid the cause of reli ious education.
By 1842, Quebec, Manitoba, and Alberta had formal schooling.
By the end of 18th century, three major religious denominations(C urc o Eng an , Roman Cat o ic an Met o ist) were active y
promoting education.
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Upper and Lower Canada
The first schools in New France were operated by the church. In the
early nineteenth century the colonial governments moved to set up
ublicl funded education s stems. However soon reli ious divisions
became problematic. At the time religious study was considered an
integral part of education, but Protestants and Catholics were deeply
divided over how this education should be delivered. In U er
Canada the Catholic minority rejected the Protestant practice of
Biblical study in schools, while in Lower Canada the Protestant minority
Thus in both these areas two schools systems were established, aCatholic and a Protestant. Upon Confederation these schools systems
, .
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Maritime provinces
In the three Maritime provinces, schools were mainly Protestant, and a
single Protestant oriented school system was established in each of
them. In Newfoundland there was not onl the Catholic Protestant
split, but also deep divisions between Protestant sects, and nine
separate schools systems were set up, one catering to each major
denomination. Eventuall the ma or Protestant boards mer ed into an
integrated school system.
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Prairie provinces
The three Prairie provinces adopted a system based on Ontario's with
a dominant Protestant system, and smaller Catholic ones. In 1891,
however Manitoba moved to eliminate the Catholic board s arkin
the Manitoba Schools Question. Eventually the Catholic school system
in that province was merged with the Protestant one. British Columbia
established a non-sectarian school s stem in 1872.
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Residential School System
The Canadian residential school system consisted of a number of
schools for Aboriginal children, operated during the 20th century by
churches of various denominations about sixt er cent b Roman
Catholics, and thirty per cent by the Protestants) and funded under the
Indian Act by Indian and Northern Affairs Canada, a branch of the
federal overnment. The schools' ur ose was accordin to the IndianAct, to "civilize" aboriginals, teach them English or French, convert
them to Christianity, and end their traditional ways of life.
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Private Schools
About 8% of students are in private schools. A minority of these are
elite private schools. These schools are attended by only a small
fraction of students but do have a reat deal of resti e and
prominence. It is not unusual for the wealthy and prominent in Canada
to send their children to public schools, especially in the lower grades.
A far lar er ortion of rivate schools are reli ious based institutions.Private schools are also used to study outside the country. For
example CCI has an Ontario curriculum, but the students study in Italy.
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Private Schools
Private schools have historically been less common on the Canadian
Prairies and were often forbidden under municipal and provincial
statutes enacted to rovide e ualit of education to students
regardless of family income. This is especially true in Alberta, where
successive Social Credit (or populist conservative) governments
denounced the conce t of rivate education as the main cause ofdenial of opportunity to the children of the working poor. These rules
lasted longer than Social Credit; it was only in 1989 that private K-
of Calgary.
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Today
Over time, the originally Protestant school boards of English Canada,
known as the public schools, became increasingly secularized as
Canadians came to believe in the se aration of Church and state and
the main boards became secular ones. In Ontario all overt religiosity
was removed from the public school system in 1990. In two provinces
the sectarian education s stems have recentl been eliminated throu hconstitutional change. Newfoundland, after a close and controversial
referendum, eliminated its multiple school boards, merging them into a
replaced with a French language/English language one.
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As in all immigrant societies, the spread of formal education in
Canada followed a predictable pattern as religious orders and
missions attem ted to "civilize" both the abori inal and the settler
communities. All levels of formal education from the seventeenth
century onward had their roots in Catholicism, Anglicanism, and after
1763 when the British assumed control a whole ran e of rotestantdenominations.
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Canadian educational history passed through several stages:
1700s to mid 1800s: church-controlled education
s: a more centra ze aut or ty, un versa ree
education, and taxation at the local level
Late 1800s to 1900: the creation of provincial departments ofeducation, a more consistent curriculum, better trained teachers,
continued local taxation together with provincial grants
Education in each province and provincial governments playingan increasingly significant role in the shaping of policy and
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There is among the Canadian public an overarching belief in the
moral rightness of a public education system. This system is based onthe historical comin -to ether of three distinct models: the En lish
grammar school, the French parish school, and the United Empire
Loyalist belief in local governance.
With regard to public education, Canadians subscribe to three
common social and educational values: equality of access, equality of
opportunity, and cultural pluralism.