Friday, February 18, 2011
Money Money Money: The Fabulous Financial Side of Education
Only when the last tree has died and the last river been poisoned and the last fish been caught will we realise we cannot eat money. ~Cree Indian Proverb
So money isn't exactly what you'd call "my thing". I like it, especially what you can buy and do with it. I understand that money makes the world go round, and that our lives are made much easier by having it (well, I could get all philosophical here and talk about the real conundrum that relying on money has gotten us into, but that's for another time, and perhaps another blog). I just don't particularly get it. My sister is the financial wizard in our family. And while I certainly marvel at her skills, I am quite aware of the fact that I can more easily read Dickens than a bank statement, and am more likely to invest in the complete Elvis film collection than RRSP's. My one hope is to convince some banking brainiac that I am a suitable marriage prospect, and rely on his financial savvy.
Needless to say, I was not particularly excited when I found out we were spending a class talking about financing, but realized very quickly that this was big stuff, and something I would have to comprehend, (at least slightly. ) I was not overly surprised by the breakdown of the revenues and expenses. I knew that the majority of funds came from the provincial and municipal governments, and I assumed that the costly price tag on schooling was mostly due to having to pay those oh-so-essential educators. I guess what really struck me was the incredible cost involved in providing a free public education system, and the magnitude of the decisions made by the people who decide where the money goes.
Funding for education is based yearly on a per-pupil basis, which has to be determind by September 30th, the most magical of days in the school calendar. (What I gathered from Jackie's spiel is that it is imperative to get every kid possible by this day, and to refuse entry to those requesting accomodation thereafter.) Money comes either directly from the provincial or territorial government, or through a mix of provincial transfers and local taxes collected either by the local government or by the boards with taxing powers. There is special funding for rural areas, and for students who present with special needs. Aspects such as maintenance for the buildings and equipment (including janitorial), office supplies and staff, classroom supplies and paper costs have to be considered in the yearly budget.
I know the world isn't fair, but why isn't it ever unfair in my favour? - Bill Watterson
Unfortunately, the world in which we live doesn't always give everyone equal opportunities and treatment. This is true for all aspects of education, even in the financal sector. Due to the law of efficiency, urban schools generally have more money than rural schools. This means they are able to provide better programs, and offer a wider variety of courses. This absolutely makes sense to me. But it still sucks. I grew up in a small town that did the best it could with what it had, and I appreciate that, but I still feel sorry for myself that I never got to participate in band or have a Home Economics class. (That is why I can't sew and didn't know clarinets existed until first-year university...thanks a lot disparity in the finances in our education system! Thanks to you I will never be a first-rate musician or good housewife.) Since part of the funding for schooling comes from property taxes, those who live in areas that are considered to be more valuable get more money. This also makes sense to me, but it's not fair. Fortunately, others besides me have realized the disparity in funding, and there are ways in which it is being addressed, such as through extra grants.
After an activity in which we were required to make financial cuts to a school division, I know I will never belong to a school board (or any kind of board that makes financial decisions. Whether I wanted to be or not, likely no one would let me on there once they got to know me at all.) IT WAS HARD! Like really, really hard. Every time I had made up my mind that a program should go, another group member would come up with a reason for it to stay, and I would jump on their bandwagon. (This goes back to my whole "Worst Debator in the World" title. Everything sounds good, and everything is essential and WE NEED ALL OF IT!) As much as I like to imagine a world where money doesn't really matter, and that we can all get by with sunshine, lollipops and rainbows, I know that money talks. If the funds aren't there, the program is cut. That is why school boards need to be filled with intelligent people with an uncanny ability to prioritize. What is it that our kids REALLY need? What is essential, and cannot be done without? I have gained a deeper understanding and respect for what these people have to deal with, and will definitely stop and think before I complain about a decision which was made.
While finances may not be the most riveting topic we have covered thus far, I do believe that learning about all of the aspects of the education system will help me to be the best teacher that I can be.
Cheers.
Glorious Government (or How Does One Possibly Make Governance in Education Exciting?)
Simple.
You don't.
I went and reviewed the class power point presentation on the topic... Hmm, I think it is safe to say I will not be deriving my inspiration from there. Perhaps I took brilliant notes and essentially, all I will have to do is copy and paste? Really?! Does this chicken scratch actually pass for notes? Where was my head this day? I certainly hope I will compel my future students to jot down something besides the alphabet (oh wait...I think that was supposed to be an equation of some sort?) I have to start writing legibly.
So I am required to write a blog on governance, and it's going to be dry and lousy because my brain refuses to get motivated. OH NO! What are my legions of blog-admirers (Hey Jackie and Michelle! How's it goin?) going to do? They have come to depend on me to be able to take even the driest topics and turn them into something marvelous. Maybe Jackie will forgive me for being so boring if I promise to post my remaining blogs on time? :)
Okay, so there are a number of angles from which I can consider this topic. For starters, how about an opinion angle? I like that. I'll go for Angle 1: Lindsay's (Expert) Opinion On Governance of the Canadian Education System. (I like that even more). Our system is pretty terrific if you ask me. Now, I know there will be all sorts of people who will counter that statement with brilliant and well researched arguments, BUT... all Canadians have the right to access a free public school education, and that is way more than most people in the world even dream about. As for the idea that post-secondary education in Canada should be covered for aspiring students as well, I'm not sure how I feel about that. Great idea in theory, but is it practical? Wait, I don't think I'm on topic at all. Maybe I should try another angle, perhaps one that doesn't involve me and my thoughts?
Alright. Let's start from the top.
The federal government of Canada provides financial support for postsecondary education and the teaching of the two official languages. It also provides some funding and support to the provincial and territorial governments. In addition, the federal government is responsible for the education of Registered Indian people on reserves, personnel in the armed forces and the coast guard, and inmates in federal correctional facilities.
Aboriginal Education
The federal government shares responsibility with First Nations for providing education to children ordinarily resident on reserves and attending provincial, federal, or band-operated schools. Band-operated schools located on reserves educate approximately 60 per cent of the students living on reserves, while 40 per cent go off the reserve to schools under provincial authority, usually for secondary school. First Nations children living off reserves are educated in the public elementary and secondary schools in their cities, towns, and communities, with the provinces and territories providing the majority of educational services for Aboriginal students.
Minority-Language Education
Canada is a bilingual country, and the constitution recognizes French and English as its two official languages. The Canadian Charter of Rights and Freedoms defines the conditions under which Canadians have the right to access publicly funded education in either minority language. Each province and territory has established French-language school boards to manage the French-first-language schools. In the province of Quebec, the same structure applies to education in English-first-language schools.
If I may go back to the angle from my perspective, I quite like the idea of each province or territory being responsible for its own education. I know that there are certain national standards which must be upheld (and rightly so), but there is something refreshing about knowing that each "chunk" of Canada is able to do what is best for its particular needs.
*(I might not feel this way if I had grown up in say, Saskatchewan or something, where the education system is no doubt far inferior to the one in Manitoba, but since I received the best quality education in Canada, I'm content).
Local governance of education is usually entrusted to school boards, school districts, school divisions, or district education councils. Their members are elected by public ballot. The power delegated to the local authorities is at the discretion of the provincial and territorial governments and generally consists of the operation and administration (including financial) of the group of schools within their board or division, curriculum implementation, responsibility for personnel, enrolment of students, and initiation of proposals for new construction or other major capital expenditures.
There is also the community level, which consists of Parent and Advisory Councils, and the Community Partners that support them. What is so great about the people described here is that they are volunteers. These folks are involved because they value education, and care about what is going on in the school system. They are instrumental in getting things done and raising awareness, among many other things.
Summary
Each and every person involved in the governance of education plays an important role. While some may have more influence or authority than others, the system wouldn't work very well if any one component was missing. I'm sure it has its flaws, but I think our system runs relatively smooth, and most people involved feel that it is serving the needs of our population.
Well, that was fun.
* The writer of this blog wishes to inform the reader that in no way is this statement based on fact, it was merely intended to get a rise out of any Roughrider fans that may be in our midst.
You don't.
I went and reviewed the class power point presentation on the topic... Hmm, I think it is safe to say I will not be deriving my inspiration from there. Perhaps I took brilliant notes and essentially, all I will have to do is copy and paste? Really?! Does this chicken scratch actually pass for notes? Where was my head this day? I certainly hope I will compel my future students to jot down something besides the alphabet (oh wait...I think that was supposed to be an equation of some sort?) I have to start writing legibly.
So I am required to write a blog on governance, and it's going to be dry and lousy because my brain refuses to get motivated. OH NO! What are my legions of blog-admirers (Hey Jackie and Michelle! How's it goin?) going to do? They have come to depend on me to be able to take even the driest topics and turn them into something marvelous. Maybe Jackie will forgive me for being so boring if I promise to post my remaining blogs on time? :)
Okay, so there are a number of angles from which I can consider this topic. For starters, how about an opinion angle? I like that. I'll go for Angle 1: Lindsay's (Expert) Opinion On Governance of the Canadian Education System. (I like that even more). Our system is pretty terrific if you ask me. Now, I know there will be all sorts of people who will counter that statement with brilliant and well researched arguments, BUT... all Canadians have the right to access a free public school education, and that is way more than most people in the world even dream about. As for the idea that post-secondary education in Canada should be covered for aspiring students as well, I'm not sure how I feel about that. Great idea in theory, but is it practical? Wait, I don't think I'm on topic at all. Maybe I should try another angle, perhaps one that doesn't involve me and my thoughts?
Alright. Let's start from the top.
The Federal Government
Aboriginal Education
The federal government shares responsibility with First Nations for providing education to children ordinarily resident on reserves and attending provincial, federal, or band-operated schools. Band-operated schools located on reserves educate approximately 60 per cent of the students living on reserves, while 40 per cent go off the reserve to schools under provincial authority, usually for secondary school. First Nations children living off reserves are educated in the public elementary and secondary schools in their cities, towns, and communities, with the provinces and territories providing the majority of educational services for Aboriginal students.
Minority-Language Education
Canada is a bilingual country, and the constitution recognizes French and English as its two official languages. The Canadian Charter of Rights and Freedoms defines the conditions under which Canadians have the right to access publicly funded education in either minority language. Each province and territory has established French-language school boards to manage the French-first-language schools. In the province of Quebec, the same structure applies to education in English-first-language schools.
Provincial/Territorial Government Role
Public education is provided free to all Canadians who meet various age and residence requirements. Each province and territory has one or two departments/ministries responsible for education, headed by a minister who is almost always an elected member of the legislature and appointed to the position by the government leader of the jurisdiction. Deputy ministers, who belong to the civil service, are responsible for the operation of the departments. The ministries and departments provide educational, administrative, and financial management and school support functions, and they define both the educational services to be provided and the policy and legislative frameworks.If I may go back to the angle from my perspective, I quite like the idea of each province or territory being responsible for its own education. I know that there are certain national standards which must be upheld (and rightly so), but there is something refreshing about knowing that each "chunk" of Canada is able to do what is best for its particular needs.
*(I might not feel this way if I had grown up in say, Saskatchewan or something, where the education system is no doubt far inferior to the one in Manitoba, but since I received the best quality education in Canada, I'm content).
Local Governance
Local governance of education is usually entrusted to school boards, school districts, school divisions, or district education councils. Their members are elected by public ballot. The power delegated to the local authorities is at the discretion of the provincial and territorial governments and generally consists of the operation and administration (including financial) of the group of schools within their board or division, curriculum implementation, responsibility for personnel, enrolment of students, and initiation of proposals for new construction or other major capital expenditures.
Educators (At the School Level)
This refers to maintaining the daily goings-on at school. The Principal and Vice-Principal are primarily in charge, with the teachers and professional non-teaching and support staff right underneath them. They are licensed by the provincial and territorial departments or ministries of education.Community Level
There is also the community level, which consists of Parent and Advisory Councils, and the Community Partners that support them. What is so great about the people described here is that they are volunteers. These folks are involved because they value education, and care about what is going on in the school system. They are instrumental in getting things done and raising awareness, among many other things.
Summary
Each and every person involved in the governance of education plays an important role. While some may have more influence or authority than others, the system wouldn't work very well if any one component was missing. I'm sure it has its flaws, but I think our system runs relatively smooth, and most people involved feel that it is serving the needs of our population.
Well, that was fun.
* The writer of this blog wishes to inform the reader that in no way is this statement based on fact, it was merely intended to get a rise out of any Roughrider fans that may be in our midst.
Monday, February 7, 2011
Everyone Should Be a History Major (And The World Would Be a Much Better Place).
Oh History. How I love thee. I am that girl who reads History textbooks for FUN! So now I am faced with the arduous task of making an interesting post about History? How does one make History interesting? Isn't the simple joy of learning about our glorious past enough?
No?
How can anyone not feel deeply grateful that we have come a long way from the early French Catholic tradition in education, where boys and girls were separated, and boys were given the better education? You bet your bottom dollar that makes my blood boil! Focusing on a religious and needs-based education would not be MY idea of superb schooling. Or how about those English Protestants?! They were a real fine bunch too, believing that your wealth (or lack thereof) dictated the quality of your education. (Unfortunately, this practice still exists today in many societies, including our own). At least they saw to it that everyone had some opportunity to gain knowledge, as the children of poor families were able to be educated by the church, or in 'Dame Schools'. The American loyalists who moved in weren't a whole heck of a lot better. Being British to the core, (their surrounding layers having been Americanized), they were essentially of the same mindset as the English, just more of a focus on college preparation.
Who didn't want to stand up and let out a big "WHOOP WHOOP" when we got to the section on Scottish influence?! What a progressive and brilliant band of skirt-wearing Scotties! Democratic, everyone attends, no class structure, boys and girls as one, elementary and secondary focus, science and art included...I couldn't be prouder to be able to trace my lineage back to these visionaries.
The individual provincial accounts are just as mesmerising. Quebec followed the French/Catholic model until the protestants showed up around 1760 and started forming their own schools. So there were two completely separate school systems. Sounds like the setting from a terrific turf-war movie, doesn't it?
Nova Scotia demonstrated just how gracious the British can be, when they took over the province in 1750/60 and forced the French-speakers to leave. While the Society for the Propagation of the Bible (can't you just picture these snappy stalwarts spreading the good word?) took care of the schooling, the place became re-populated with US Loyalists and those promoters of equality: The Scots! Due to their large influence, the school system in Nova Scotia became awesome (the state was responsible for the schools, and financing came from taxation based on local property assessments).
Apparently no one wanted to live in New Brunswick (reminds me of the town I grew up in), so there was plenty of space for those Union Jack-loving anti-Americans (US Loyalists) to move in and provide their upper class British education (church and state working together harmoniously) to the protestants. Then the rest of Europe decided to move in and upset the delicate balance. (BAH! Just stay in Europe why don't you?!) 1871 saw everyone come to their senses, and a free, non-religious school system funded by taxes was born.
Prince Edward Island (which will forever be my favourite province because of Anne of Green Gables and their potatoes) doesn't seem to have had anything too crazy in their path to enlightenment. Just the usual bickering between Catholics and Protestants over the role of the church in school. In 1873 they passed a Public School Act for non-denominational schools funded through taxes based on property assessment. (Gotta love those Scots!)
Now anyone who loves long-withstanding bitter feuds will adore Newfoundland! This province is terrific for so many reasons, most of all for the fact that they only joined Canada (many quite resentfully) because no one else wanted them. Who wasn't completely dumbfounded when it was brought to our attention that until as recently as 1998 there were still two entirely distinct school systems throughout the province, Protestant and Catholic? THAT takes some determination, my friend. It's nice that they were all funded though.
Labrador had some missionaries that were pretty hip for their time. While the main goal of the educators in the Church of the United Brethren (Moravian Church) was to convert the Inuit people to Christianity, they also had a strong focus on helping them to become literate in their own language. That's pretty darn noteworthy, if you ask me.
Ontario became saturated with loyalists demanding American-style grammar schools that would prepare their children for college. Everyone worked out their issues, non-denominational public schools were developed, and both public and private schools were funded. The best thing to come out of Ontario in my opinion (besides my family) was the declaration that "Whenever 20 students could be gathered together, the state will offer funding". That seems pretty reasonable to me.
The Prairies. What a fascinating expanse of farmland. They were controlled by the Hudson's Bay Company for a LONG time. They also had their typical Catholic/Protestant squabbles, and based their education around religion. 1885 saw an immigrant BOOM, and the dynamics of the prairies have never been the same. Marvelous Manitoba decided to stand out and allow some protesting Ukrainians to influence the education system (I think there was a lot of perogie-bribing going on). English would be front, right and center, but wherever ten students or more requested language accomodation, they would get it.
I totally would have been a British Columbian Gold Rusher had I been alive in the day. Must have been pretty wild in BC at the time, since 1858 saw people arrive from all over the world. These people wanted free education, thought religion should be left out, and in 1860 they got it.
Had I not been a gold rusher, I might have been a northern explorer. I dig snow. A lot. I probably wouldn't have received the greatest education though, being that the territories were too poor and sparsely populated to establish a system.
I can't imagine anyone honestly not having an interest in the history of residential schools for First Nations children. This is powerful stuff that would help anyone to have a better grasp on our society today. It all starts with the British North America Act of 1867 delegating responsibility to the individual provinces for education, but the responsibility of educating the First Nations children to the Federal government. This wasn't in their line of interest, so they passed down the responsibility to the churches, who in turn established residential schools. I'm not going to begin to get into this topic here, it could fill up a blog (or ten) by itself, but I will say that although it was tragic, wrong, and unfair, I do believe that the people involved (mostly) truly believed in what they were doing. They thought they were doing the right thing.
Our more recent history of education is full of excitement, such as advanced opportunities in education (a basic education just isn't enough anymore), women starting to fulfill the demands for more teachers (despite not being as respected as men, these working gals were real heroes), dealing with the effects of industrialization, increases in technical training, the ongoing issue of rural depopulation (again, this is a topic that needs its own blog, or ten), and students actually completing school ("Golly! They're not all farming by age nine, we need to add on another grade or two!"). Universities began offering education programs (thank goodness! Where would my life be without the Brandon University Faculty of Education?), and educational psychology and pedagogy started to be considered.
What I love about history it that it's amazing to look back and realize that these people from our past were just like us. They were doing what they felt was best for their children and their world. Someday, people will read about this piece of time in the history of education and perhaps have a laugh or two, wondering what the heck we were thinking?! We get to learn so much from the trials and tribulations of others.
Wow. That was far too much excitment for one night, all that fabulous history. I cannot wait to dream up my next post, the gloriousness of governance.
No?
How can anyone not feel deeply grateful that we have come a long way from the early French Catholic tradition in education, where boys and girls were separated, and boys were given the better education? You bet your bottom dollar that makes my blood boil! Focusing on a religious and needs-based education would not be MY idea of superb schooling. Or how about those English Protestants?! They were a real fine bunch too, believing that your wealth (or lack thereof) dictated the quality of your education. (Unfortunately, this practice still exists today in many societies, including our own). At least they saw to it that everyone had some opportunity to gain knowledge, as the children of poor families were able to be educated by the church, or in 'Dame Schools'. The American loyalists who moved in weren't a whole heck of a lot better. Being British to the core, (their surrounding layers having been Americanized), they were essentially of the same mindset as the English, just more of a focus on college preparation.
Who didn't want to stand up and let out a big "WHOOP WHOOP" when we got to the section on Scottish influence?! What a progressive and brilliant band of skirt-wearing Scotties! Democratic, everyone attends, no class structure, boys and girls as one, elementary and secondary focus, science and art included...I couldn't be prouder to be able to trace my lineage back to these visionaries.
The individual provincial accounts are just as mesmerising. Quebec followed the French/Catholic model until the protestants showed up around 1760 and started forming their own schools. So there were two completely separate school systems. Sounds like the setting from a terrific turf-war movie, doesn't it?
Nova Scotia demonstrated just how gracious the British can be, when they took over the province in 1750/60 and forced the French-speakers to leave. While the Society for the Propagation of the Bible (can't you just picture these snappy stalwarts spreading the good word?) took care of the schooling, the place became re-populated with US Loyalists and those promoters of equality: The Scots! Due to their large influence, the school system in Nova Scotia became awesome (the state was responsible for the schools, and financing came from taxation based on local property assessments).
Apparently no one wanted to live in New Brunswick (reminds me of the town I grew up in), so there was plenty of space for those Union Jack-loving anti-Americans (US Loyalists) to move in and provide their upper class British education (church and state working together harmoniously) to the protestants. Then the rest of Europe decided to move in and upset the delicate balance. (BAH! Just stay in Europe why don't you?!) 1871 saw everyone come to their senses, and a free, non-religious school system funded by taxes was born.
Prince Edward Island (which will forever be my favourite province because of Anne of Green Gables and their potatoes) doesn't seem to have had anything too crazy in their path to enlightenment. Just the usual bickering between Catholics and Protestants over the role of the church in school. In 1873 they passed a Public School Act for non-denominational schools funded through taxes based on property assessment. (Gotta love those Scots!)
Now anyone who loves long-withstanding bitter feuds will adore Newfoundland! This province is terrific for so many reasons, most of all for the fact that they only joined Canada (many quite resentfully) because no one else wanted them. Who wasn't completely dumbfounded when it was brought to our attention that until as recently as 1998 there were still two entirely distinct school systems throughout the province, Protestant and Catholic? THAT takes some determination, my friend. It's nice that they were all funded though.
Labrador had some missionaries that were pretty hip for their time. While the main goal of the educators in the Church of the United Brethren (Moravian Church) was to convert the Inuit people to Christianity, they also had a strong focus on helping them to become literate in their own language. That's pretty darn noteworthy, if you ask me.
Ontario became saturated with loyalists demanding American-style grammar schools that would prepare their children for college. Everyone worked out their issues, non-denominational public schools were developed, and both public and private schools were funded. The best thing to come out of Ontario in my opinion (besides my family) was the declaration that "Whenever 20 students could be gathered together, the state will offer funding". That seems pretty reasonable to me.
The Prairies. What a fascinating expanse of farmland. They were controlled by the Hudson's Bay Company for a LONG time. They also had their typical Catholic/Protestant squabbles, and based their education around religion. 1885 saw an immigrant BOOM, and the dynamics of the prairies have never been the same. Marvelous Manitoba decided to stand out and allow some protesting Ukrainians to influence the education system (I think there was a lot of perogie-bribing going on). English would be front, right and center, but wherever ten students or more requested language accomodation, they would get it.
I totally would have been a British Columbian Gold Rusher had I been alive in the day. Must have been pretty wild in BC at the time, since 1858 saw people arrive from all over the world. These people wanted free education, thought religion should be left out, and in 1860 they got it.
Had I not been a gold rusher, I might have been a northern explorer. I dig snow. A lot. I probably wouldn't have received the greatest education though, being that the territories were too poor and sparsely populated to establish a system.
I can't imagine anyone honestly not having an interest in the history of residential schools for First Nations children. This is powerful stuff that would help anyone to have a better grasp on our society today. It all starts with the British North America Act of 1867 delegating responsibility to the individual provinces for education, but the responsibility of educating the First Nations children to the Federal government. This wasn't in their line of interest, so they passed down the responsibility to the churches, who in turn established residential schools. I'm not going to begin to get into this topic here, it could fill up a blog (or ten) by itself, but I will say that although it was tragic, wrong, and unfair, I do believe that the people involved (mostly) truly believed in what they were doing. They thought they were doing the right thing.
Our more recent history of education is full of excitement, such as advanced opportunities in education (a basic education just isn't enough anymore), women starting to fulfill the demands for more teachers (despite not being as respected as men, these working gals were real heroes), dealing with the effects of industrialization, increases in technical training, the ongoing issue of rural depopulation (again, this is a topic that needs its own blog, or ten), and students actually completing school ("Golly! They're not all farming by age nine, we need to add on another grade or two!"). Universities began offering education programs (thank goodness! Where would my life be without the Brandon University Faculty of Education?), and educational psychology and pedagogy started to be considered.
What I love about history it that it's amazing to look back and realize that these people from our past were just like us. They were doing what they felt was best for their children and their world. Someday, people will read about this piece of time in the history of education and perhaps have a laugh or two, wondering what the heck we were thinking?! We get to learn so much from the trials and tribulations of others.
Wow. That was far too much excitment for one night, all that fabulous history. I cannot wait to dream up my next post, the gloriousness of governance.
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