Countries of the World/COUNTRYS.BIN/dp/0072/00725.txt

Text File | 1991-06-24 | 16KB | 317 lines

$Unique_ID{COW00725}
$Pretitle{408}
$Title{Canada
Chapter 3A.   The Society}
$Subtitle{}
$Author{Ivan P. Fellegi}
$Affiliation{Statistics Canada}
$Subject{education
per
cent
schools
programs
colleges
institutions
school
community
provincial}
$Date{1990}
$Log{}
Country:     Canada
Book:        Canada Handbook
Author:      Ivan P. Fellegi
Affiliation: Statistics Canada
Date:        1990

Chapter 3A.   The Society

Education

     Education in Canada is one of the country's largest activities. Spending
on education represents about 7 per cent of Canada's Gross Domestic Product
(GDP), 8 per cent of personal income, $1,340 per capita of population, and
$2,700 per capita of labour force. Most education revenue comes from
government sources with provincial and municipal governments providing the
major share. Education is second only to social welfare as a consumer of
government budgets.

Recent Trends

     Until the end of the 1960s, education in Canada was one of continuous,
sometimes dramatic, growth. As the population grew and the economy was
buoyant, educational facilities were built; new elementary and secondary
schools to accommodate an increasing student population and networks of
community colleges to provide an alternative to university studies.
Universities were experiencing unprecedented growth, constructing new and
expanding old facilities and introducing new programs of study to meet growing
student demand.

     In the early 1970s, the first signs of an end to the period of growth
appeared when elementary enrolment started to drop as a result of a declining
birth rate. This started a ripple effect which was to be felt at all levels of
education. By the mid-70s secondary enrolment was decreasing and the rate of
increase in postsecondary education was moderating. Demographic trends
combined with an economic slowdown have meant that the 1980s have been a
period of restraint for education in Canada.

Historical Perspectives

     When the four original provinces of Canada were united in 1867,
responsibility for education was vested in provincial legislatures rather than
the federal government. Constitutional jurisdiction over education was given
to other territories as they achieved provincial status.

     While the constitution recognizes no federal presence in education, the
federal government has assumed direct responsibility for the education of
those outside provincial jurisdiction - native peoples, armed forces personnel
and their dependents in Canada and abroad, and inmates of federal penal
institutions. More significantly, as education has expanded, indirect federal
participation in the form of financial transfers to provincial governments has
expanded for the support of postsecondary education, direct financing of
manpower training programs, and support for bilingualism in education.

Provincial Administration

     Because each province and territory is responsible for the organization
and administration of education within its jurisdiction, no uniform system
exists. Provincial autonomy has resulted in distinctive education systems
reflecting historical and cultural traditions and socio-economic conditions.

Local Administration

     While provincial legislatures and education departments provide the legal
framework, most of the actual operation of public schools is delegated to
local boards of education composed of elected and/or appointed trustees whose
duties are specified in provincial legislation and departmental regulations.
Responsibilities of boards vary but they generally include school
construction, pupil transportation, hiring of teachers and determination of
tax rates for local support.

Elementary-Secondary Education

     Elementary education is general and basic, but in the junior high school
years there is usually some opportunity for students to select courses to suit
their individual needs. At the secondary level students have a choice of
several programs and, within provincial requirements, they may build a
secondary program by selecting from a number of subject-matter areas.

     At one time secondary schools were predominantly academic, designed to
prepare students for university; vocational schools were separate
institutions, primarily for those who would not proceed to postsecondary
education. Today, while some technical and commercial high schools still
exist, most secondary schools are composite, providing integrated programs for
all types of students.

Independent Schools

     In all provinces some elementary-secondary schools operate outside the
public school system. These private or independent schools have been
established as alternatives to the public system - alternatives based on
religion, language, or social or academic status. Provincial policies on
private schools vary considerably - from the provision of direct grants per
pupil to minimum provincial involvement in financing and inspection. Private
kindergartens and nursery schools also exist for children of pre-elementary
age.

Separate Schools

     Five provinces make some legal provision for schools with religious
affiliation within the publicly supported system.

     Newfoundland's public school organization has traditionally been based on
church affiliation. Roman Catholic schools serve the largest single religious
group in the province and are organized into school districts. In the
mid-1960s the major Protestant denominations (Anglican, United Church and
Salvation Army) amalgamated their schools and boards. Two other denominations
(Pentecostal and Seventh Day Adventist) also operate schools.

     Quebec has a dual education system - one for Roman Catholic students, the
other for non-Catholics. During the 1970s the distinction on the basis of
religion gave way, to some extent, to a distinction based on language of
instruction. Both school systems receive public support.

     Legislation in Ontario, Saskatchewan and Alberta permits establishment of
separate schools. In all three provinces, Roman Catholic separate school
districts operate a large number of schools, while a few Protestant separate
school districts also exist.

Postsecondary Education

     The 1960s and 1970s were marked by extraordinary growth in programs and
facilities for education beyond high school. In prior years, universities
offered almost the only form of postsecondary education. Now, every province
has networks of public community colleges and institutions of technology.

Degree-Granting Institutions

     There are several types of degree-granting institutions in Canada:
institutions that have, as a minimum, degree programs in arts and science;
large institutions that offer degrees up to the doctorate level in a variety
of fields and disciplines; smaller institutions with undergraduate degree
programs only in arts; independent institutions granting degrees in religion
and theology only; and institutions offering degree programs in a single field
such as engineering, art or education.

     The Department of National Defence finances and operates three
tuition-free institutions that provide university-level instruction; Royal
Military College in Kingston, Ont., Royal Roads in Victoria, BC, and College
militaire royal in Saint-Jean, Que., which is affiliated with the Universite
de Sherbrooke.

     Admission to university usually requires high school graduation with
specific courses and standing. Most universities, however, provide for the
admission of "mature students" who do not have all the usual prerequisites.

     Depending on the province, a pass bachelor's degree in arts or science
takes three or four years of study. Most universities offer both pass and
honours bachelor's degrees; an extra year of study is usually necessary for
the latter. Admission to some professional faculties such as law, medicine,
dentistry and engineering normally requires completion of part or all of the
requirements for a bachelor's degree.

     Admission to a master's degree program is usually conti