ARE CANADIANS SMART?
Did you know? Canada ranked fifth in the Programme For International Assessment (PISA) in 2009, but became ninth in 2015. What was the cause for this big change?
HISTORY: NO, I DID NOT INTEND TO TEACH A LESSON
How It All Began...
Canadian schools first started in New France (1534~1763). They were operated by the Catholic church, just as the ones in France. Sadly, there were many divisions between the way Catholics and Protestants taught schools, as their moral educations and beliefs were very different. In Upper Canada, the Catholic minority rejected the Protestant practice of Bible study in schools; in Lower Canada, the Protestant minority objected to the education system the Catholics set up. So, in the beginning there were two school systems-- a Catholic and a Protestant one.
Upon Confederation, these two schools were united in the British North America Act (BNA) in 1867. Both Quebec and Ontario were required to protect the existing educational rights and privileges of the Protestants and Catholics. Because of this, there still were separate schools in these provinces. It was at this time Toronto was formally established as Ontario's provincial capital.
And They Grew...
In 1872, British Columbia established a non-sectarian school system, meaning it was not connected to either of the belief-based school systems.
Schools were mainly Protestant in the three Maritime provinces, resulting in a single Protestant oriented school system in each of them. Even though there were many divisions in the Protestant system, eventually they all merged into an integrated school system.
Meanwhile, the three Prairie provinces adopted a system based on Ontario's with a similar major Protestant system and smaller Catholic ones.
The Manitoba Schools Question
In 1891, Manitoba moved to eliminate the Catholic board, sparking the Manitoba Schools Question. It was an event that demonstrated the deep divergence of cultural, religious and language values and became an issue of national importance. At first, the Catholic Franco-Manitobans had been guaranteed a state-supported separate school system in the original constitution of Manitoba, such as that their children would be taught in French. However, a grass-roots political movement among English Protestants that occurred between 1888 to 1890 demanded the end of French schools. Consequently, the Manitoba legislature passed a law removing funding for French Catholic schools in the year of 1890. Dejected but not defeated French Catholic minority pleaded the federal government for support. Their effort did not come into effect yet, as the anti-Catholic forces mobilized nationwide to oppose them. The federal Conservatives proposed remedial legislation to override Manitoba, but they were blocked by the Liberals led by Wilfrid Laurier who opposed it based on his belief in provincial rights. This question became an issue in the Canadian federal election of 1896, where it worked against the Conservatives and helped elect the Liberals. As Prime Minister, Laurier surprised everyone by stating that Catholics in Manitoba could have their own religious instruction for 30 minutes at the end of the day if there were enough students to warrant it, accomplishing a school-by-school basis. And so, the Manitoba Schools Question came to an abrupt end.
A Change In Alberta
It was in 1892 that Alberta adopted the Ontario school model, emphasizing state-run institutions that stressed the English language, English history and English customs. Interestingly enough, the Catholic community, under the control of Irish, joined the British Protestant community in these new policies despite the complaints of the French-Canadian minority. Some people who were sympathetic to the French language and culture aided maintaining control of local schools by being elected by the francophone communities in Alberta. Another problem they faced was the constant shortage of qualified francophone teachers during 1908-35; the majority of those hired left their positions after only a few years of service. Worst still, the school consolidation largely ignored the language and cultural issues of francophones.
An Immigrant Rush
After 1870, numerous non-Anglophone immigrants arrived from Europe, including Germans, Ukranians, Scandinavians and many others, who were attracted to the free farms in the Prarie Provinces. Education was a central factor in their assimilation into Canadian culture and society. The use of English was an important indicator in this, as the vast majority of immigrant children showed a strong preference in favour of speaking English, regardless of their parents' language. From 1900 to 1930, the governments of the Prarie Provinces faced the formidable task of transforming the ethnically and linguisticly diverse immigrant population into "loyal and true" Canadians. Many officials believed language assimilation by children would be the key to Canadianization. However, there was opposition to the direct method of teaching from some immigrant spokesmen. Wondering what to do, the government finally discoverd a solution. Using the English language in playground games was very effective in learning the language. This method was used systematically. The elementary schools (esp. in rural Alberta) played a central role in the accuturation of the immigrants and their children, providing a distinctive feature of Canadian schools widely missing in the European school tradition.
Language War And School Crisis In Ontario
In Ontario in 1912, the Conservative government of Sir James P. Whitney issued Regulation 17 which severely limited the availability of French-language schooling to the province's French-speaking minority. French could only be used in the first two years of schooling, and then only English was allowed. Few of the teachers at these schools were fluent in English, so they had to shut down.
As assumed, French-Canadians -- growing rapidly in number in eastern Ontario because of migration -- reacted with outrage. "Prussians of Ontario", a journalist remarked (which was a stinging rebuke since Canada ws at war with Prussia and Germany at that time. This was one of the key reasons the Frabcopones turned away from the war effort in 1915 and refused to enlist. Ontario's Catholics were led by the Irish, who united with the Protestants in opposing French schools.
Regulation 17 was eventually repealed in 1927, and the event closed more or less peacefully.
Canadian schools first started in New France (1534~1763). They were operated by the Catholic church, just as the ones in France. Sadly, there were many divisions between the way Catholics and Protestants taught schools, as their moral educations and beliefs were very different. In Upper Canada, the Catholic minority rejected the Protestant practice of Bible study in schools; in Lower Canada, the Protestant minority objected to the education system the Catholics set up. So, in the beginning there were two school systems-- a Catholic and a Protestant one.
Upon Confederation, these two schools were united in the British North America Act (BNA) in 1867. Both Quebec and Ontario were required to protect the existing educational rights and privileges of the Protestants and Catholics. Because of this, there still were separate schools in these provinces. It was at this time Toronto was formally established as Ontario's provincial capital.
And They Grew...
In 1872, British Columbia established a non-sectarian school system, meaning it was not connected to either of the belief-based school systems.
Schools were mainly Protestant in the three Maritime provinces, resulting in a single Protestant oriented school system in each of them. Even though there were many divisions in the Protestant system, eventually they all merged into an integrated school system.
Meanwhile, the three Prairie provinces adopted a system based on Ontario's with a similar major Protestant system and smaller Catholic ones.
The Manitoba Schools Question
In 1891, Manitoba moved to eliminate the Catholic board, sparking the Manitoba Schools Question. It was an event that demonstrated the deep divergence of cultural, religious and language values and became an issue of national importance. At first, the Catholic Franco-Manitobans had been guaranteed a state-supported separate school system in the original constitution of Manitoba, such as that their children would be taught in French. However, a grass-roots political movement among English Protestants that occurred between 1888 to 1890 demanded the end of French schools. Consequently, the Manitoba legislature passed a law removing funding for French Catholic schools in the year of 1890. Dejected but not defeated French Catholic minority pleaded the federal government for support. Their effort did not come into effect yet, as the anti-Catholic forces mobilized nationwide to oppose them. The federal Conservatives proposed remedial legislation to override Manitoba, but they were blocked by the Liberals led by Wilfrid Laurier who opposed it based on his belief in provincial rights. This question became an issue in the Canadian federal election of 1896, where it worked against the Conservatives and helped elect the Liberals. As Prime Minister, Laurier surprised everyone by stating that Catholics in Manitoba could have their own religious instruction for 30 minutes at the end of the day if there were enough students to warrant it, accomplishing a school-by-school basis. And so, the Manitoba Schools Question came to an abrupt end.
A Change In Alberta
It was in 1892 that Alberta adopted the Ontario school model, emphasizing state-run institutions that stressed the English language, English history and English customs. Interestingly enough, the Catholic community, under the control of Irish, joined the British Protestant community in these new policies despite the complaints of the French-Canadian minority. Some people who were sympathetic to the French language and culture aided maintaining control of local schools by being elected by the francophone communities in Alberta. Another problem they faced was the constant shortage of qualified francophone teachers during 1908-35; the majority of those hired left their positions after only a few years of service. Worst still, the school consolidation largely ignored the language and cultural issues of francophones.
An Immigrant Rush
After 1870, numerous non-Anglophone immigrants arrived from Europe, including Germans, Ukranians, Scandinavians and many others, who were attracted to the free farms in the Prarie Provinces. Education was a central factor in their assimilation into Canadian culture and society. The use of English was an important indicator in this, as the vast majority of immigrant children showed a strong preference in favour of speaking English, regardless of their parents' language. From 1900 to 1930, the governments of the Prarie Provinces faced the formidable task of transforming the ethnically and linguisticly diverse immigrant population into "loyal and true" Canadians. Many officials believed language assimilation by children would be the key to Canadianization. However, there was opposition to the direct method of teaching from some immigrant spokesmen. Wondering what to do, the government finally discoverd a solution. Using the English language in playground games was very effective in learning the language. This method was used systematically. The elementary schools (esp. in rural Alberta) played a central role in the accuturation of the immigrants and their children, providing a distinctive feature of Canadian schools widely missing in the European school tradition.
Language War And School Crisis In Ontario
In Ontario in 1912, the Conservative government of Sir James P. Whitney issued Regulation 17 which severely limited the availability of French-language schooling to the province's French-speaking minority. French could only be used in the first two years of schooling, and then only English was allowed. Few of the teachers at these schools were fluent in English, so they had to shut down.
As assumed, French-Canadians -- growing rapidly in number in eastern Ontario because of migration -- reacted with outrage. "Prussians of Ontario", a journalist remarked (which was a stinging rebuke since Canada ws at war with Prussia and Germany at that time. This was one of the key reasons the Frabcopones turned away from the war effort in 1915 and refused to enlist. Ontario's Catholics were led by the Irish, who united with the Protestants in opposing French schools.
Regulation 17 was eventually repealed in 1927, and the event closed more or less peacefully.
SCHOOL SYSTEM: CANADA IS A MOSAIC
As seen above, Canadain education system vary according to provinces, but the basis are mostly the same. For the most part, it is provided publicly, funded and overseen by federal, provincial, and local governments. Education is compulsory up to the age of 16 in every province in Canada, except for Manitoba, Ontario, and New Brunswick, where the compulsory age is 18, or as soon as a high school diploma has been achieved. In some provinces, early leaving exemptions can be granted at 14.
Canada generally has 190 (180 in Quebec) school days in the year, officially starting from September (afteer Labor Day) to the end of June (usually the last Friday of the month, except in Quebec when it is just before June 24, the provincial holiday. In British Columbia secondary schools, there are 172 school days during a school year (from the information in 2013~14). In Alberta, high school students get an additional four weeks off to accomodate for exam break; two weeks in January, and two in June. Classes typically end on the 15th of those two months.
Canada generally has 190 (180 in Quebec) school days in the year, officially starting from September (afteer Labor Day) to the end of June (usually the last Friday of the month, except in Quebec when it is just before June 24, the provincial holiday. In British Columbia secondary schools, there are 172 school days during a school year (from the information in 2013~14). In Alberta, high school students get an additional four weeks off to accomodate for exam break; two weeks in January, and two in June. Classes typically end on the 15th of those two months.
EDUCATIONAL VALUES: SO, WHAT WAS THE BIG CHANGE ANYWAYS?
Ontario took the lead in the early 20th century in developing a theoretical approach to education that was not only taught in universities, but largely shaped government policies in Ontario and in other provinces as well. The central theme was that schooling could be approached in scientific fashion.
While education in Canada is not bad, as it still ranks in the top 10 of the PISA, there seems to be a decline in its quality. The literacity rate is high, but there seems to be a national dislike to subjects like science and math. When it comes to adult participation in education, the results are lower still. About one out of ten Canadians do not have a high school diploma, while one in seven has a university degree. To put it simply, Canada tends to underperform in the highest levels of skills attainment. This is probably what is leading to lower employment rates. In order to fix these problems, it is necessary to teach the importance of receiving education and how it affects your life at schools from a more younger age. Nonetheless, more than 51% of Canadians have a college degree, the highest rate in the world so far.
While education in Canada is not bad, as it still ranks in the top 10 of the PISA, there seems to be a decline in its quality. The literacity rate is high, but there seems to be a national dislike to subjects like science and math. When it comes to adult participation in education, the results are lower still. About one out of ten Canadians do not have a high school diploma, while one in seven has a university degree. To put it simply, Canada tends to underperform in the highest levels of skills attainment. This is probably what is leading to lower employment rates. In order to fix these problems, it is necessary to teach the importance of receiving education and how it affects your life at schools from a more younger age. Nonetheless, more than 51% of Canadians have a college degree, the highest rate in the world so far.
STATISTICS: GO FIGURE!
KEY MESSAGES
- While the percentage of the drop-outs are steadily decreasing, there also is a decline in the number of graduates.
- The percentages of graduates are constantly lower than those of the drop-outs.
- There seems to be a slight increase in the percentages of both graduates and drop-outs after 2009/2010.
KEY:
N.L.=Newfoundland and Labrador
P.E.I.=Prince Edward Island
N.S.=Nova Scotia
N.B.=New Brunswick
Que.=Quebec
Ont.=Ontario
Man.=Manitoba
Sask.=Saskatchewan
Alta.=Alberta
B.C.=British Columbia
N.L.=Newfoundland and Labrador
P.E.I.=Prince Edward Island
N.S.=Nova Scotia
N.B.=New Brunswick
Que.=Quebec
Ont.=Ontario
Man.=Manitoba
Sask.=Saskatchewan
Alta.=Alberta
B.C.=British Columbia
KEY MESSAGES
- British Columbia, Ontario, and Alberta are the top performers among all the provinces, earning “B” grades on the Education and Skills report card.
- Manitoba, Saskatchewan, New Brunswick, and Newfoundland and Labrador all earn “D’s” overall, while P.E.I. earns a “D–,” scoring worse than the lowest-ranked international peer country.
- The largest provincial differences occur on student reading, science, and math skills—with provinces earning anywhere from an “A+” to a “D–” grade.
KEY MESSAGES
- Saskatchewan spends the most education spending, but still ranks lower than British Columbia (which spends the least amount of education spending) in Education and Skills ranks. * Refer to Graph 3
- Prince Edward Island, which spends the second-most education spending, performs poorly still, ranking a "D-" in Education and Skills and overall "D"s in Education Indicators Report. * Refer to Graph 2 & 3
- The second-lowest spent education spending province, Newfoundland and Labrador, scores 24th in Education and Skills.
Numbers
Public elementary and secondary enrolment
- 5,034,378 — The total number of students enrolled in public elementary and secondary schools in Canada in 2013/2014, remaining fairly consistent in each of the school years from 2009/2010 to 2013/2014.
Learning in both official languages
- 392,430 — The number of students enrolled in French immersion programs in 2013/2014, up 5.5% from the previous academic year.
Public versus private schools
Students at private high schools tend to outperform their public school counterparts, but this appears largely due to the more favourable socioeconomic backgrounds of private school students and their peers.
8% to 9% — The percentage by which students who attended private high schools scored higher on standardized tests compared with students who attended public high schools.
35% — The proportion of private school students who had graduated from a university program by age 23.
21% — The proportion of public school students who had graduated from a university program by age 23.
8% to 9% — The percentage by which students who attended private high schools scored higher on standardized tests compared with students who attended public high schools.
35% — The proportion of private school students who had graduated from a university program by age 23.
21% — The proportion of public school students who had graduated from a university program by age 23.
Post secondary enrolments and graduates
- 2,048,019 — The total number of students enrolled in Canadian universities and colleges in 2013/2014, up 1.2% compared with 2012/2013.
- business, management and public administration
- humanities
- social and behavioural sciences and law
- 22% — The proportion of qualifications received by graduates that were in business, management and public administration.
- 15% — The proportion of qualifications received by graduates that were in social and behavioural sciences and law.
- 14% — The proportion of qualifications received by graduates that were in health and related fields.
- 64% — The proportion of adults aged 25 to 64 who had postsecondary qualifications in Canada in 2011.
Extracurricular activities and First Nations high school completion
Participation in extracurricular activities was associated with an increased probability that First Nations people would complete high school by age 18.
68% — The probability that off-reserve First Nations males aged 18 to 24 who participated in sport activities on a weekly basis would finish high school by age 18, compared with 55% among those who reported less-than-weekly participation.
77% — The probability that off-reserve First Nations females aged 18 to 24 who participated in clubs or groups on a weekly basis would complete high school by age 18, compared with 58% of those who reported less-than-weekly participation.
59% — The proportion of off-reserve First Nations people aged 18 to 24 in 2012 who had completed high school by age 18. The remaining respondents completed high school at a later age (12%) or left school before finishing (29%).
68% — The probability that off-reserve First Nations males aged 18 to 24 who participated in sport activities on a weekly basis would finish high school by age 18, compared with 55% among those who reported less-than-weekly participation.
77% — The probability that off-reserve First Nations females aged 18 to 24 who participated in clubs or groups on a weekly basis would complete high school by age 18, compared with 58% of those who reported less-than-weekly participation.
59% — The proportion of off-reserve First Nations people aged 18 to 24 in 2012 who had completed high school by age 18. The remaining respondents completed high school at a later age (12%) or left school before finishing (29%).
Tuition fees
- $6,373 — The average amount paid in tuition fees by Canadian full-time undergraduate students in the 2016/2017 academic year, compared with $6,201 the previous year.
- $6,703 — The average amount paid in tuition fees by Canadian full-time graduate students in the 2016/2017 academic year, compared with $6,537 the previous year.
Apprenticeship training programs
- 451,140 — The total number of registrations in apprenticeship training programs across Canada in 2014, down 3.9% from 2013.
Teachers and professors
- 732,800 — The total number of teachers and professors in Canada as of 2015. This is an increase of over 4.5% from the previous year.
A profession dominated by women
- 84% — The proportion of women among all elementary school and kindergarten teachers in Canada in 2011.
- 227,810 — The number of female elementary school and kindergarten teachers in Canada in 2011.
- 43,390 — The number of male elementary school and kindergarten teachers in Canada in 2011.
- 59% — The proportion of women among all secondary school teachers in Canada in 2011.
- 101,960 — The number of female secondary school teachers in Canada in 2011.
- 72,015 — The number of male secondary school teachers in Canada in 2011.
- 97% — The proportion of women among all early childhood educators and assistants in Canada in 2011.
- 181,705 — The number of female early childhood educators and assistants in Canada in 2011.
- 6,050 — The number of male early childhood educators and assistants in Canada in 2011.
An international perspective
795 — The average number of hours taught by primary school teachers in Canada in 2012/2013, compared with the average of 772 hours for the OECD countries.
742 — The average number of hours taught by lower secondary (generally grades 7 to 9) school teachers in Canada in 2012/2013, compared with the average of 694 hours for the OECD countries.
743 — The average number of hours taught by upper secondary (generally grades 10 to 12) school teachers in Canada in 2012/2013, compared with the average of 643 hours for the OECD countries.
$9,865 US — The expenditure per student at the combined primary and secondary level in Canada in 2011/2012, compared with the OECD average of $8,982 US, which also included post-secondary non-tertiary.
742 — The average number of hours taught by lower secondary (generally grades 7 to 9) school teachers in Canada in 2012/2013, compared with the average of 694 hours for the OECD countries.
743 — The average number of hours taught by upper secondary (generally grades 10 to 12) school teachers in Canada in 2012/2013, compared with the average of 643 hours for the OECD countries.
$9,865 US — The expenditure per student at the combined primary and secondary level in Canada in 2011/2012, compared with the OECD average of $8,982 US, which also included post-secondary non-tertiary.
Household spending on education
According to the Survey of Household Spending:
- $1,502 — The average expenditure on education* by all households in Canada in 2014.
- Tuition fees for kindergarten, elementary and secondary schools
- Tuition fees for university
- Tuition fees for other post secondary education (college, trade and professional courses)
- Other educational services
- Other courses and lessons (excluding driving lessons)
- Textbooks and school supplies
Clothes and supplies for "back to school"
For some kids, "back to school" may mean it is time to get outfitted with an entirely new wardrobe. For others, it may mean replacing clothes that they have outgrown or worn out during the summer months. For most of them, it means new notebooks and pencils.
Here are the total sales recorded in July, August and September (third quarter) of 2015 across Canada for these selected categories, from the Retail Commodity Survey:
Here are the total sales recorded in July, August and September (third quarter) of 2015 across Canada for these selected categories, from the Retail Commodity Survey:
- $281.6 million — The total value of third quarter sales of girls' clothing and accessories in Canada in 2015, up 3.9 % from 2014.
- $271.0 million — The total value of third quarter sales of boys' clothing and accessories in Canada in 2015, up 9.9 % from 2014.
- $764.8 million — The total value of third quarter sales of stationery, office supplies, cards, gift wrap and party supplies in Canada in 2015, up 0.6 % from 2014.
Learning limitations
- 622,300 — The approximate number of Canadians aged 15 years and older in Canada in 2012 who reported having a learning disability.
- 2.3% — The proportion of Canadians aged 15 years and older in Canada in 2012 who reported having a learning disability.
High school, interrupted
The transition from student life to earning life is a critical process in almost everyone's life. Young people who did not obtain their high-school diploma potentially face the challenge of pulling their life together.
- 6.8% — The proportion of students who did not return to high school in 2015. A decrease of 2.4 percentage points over 10 years and a decrease of 5.7 percentage points over 20 years.
AVERAGE DAY: ORDINARY CAN BE EXTRODINARY
` We conducted an interview to find out how an average school day would look like for a local Canadian secondary schooler. Here is the summary of an interview of Ms. Layla Kwanski (pseudonym) who used to attend Jon Henderson Secondary School (also a pseudonym) and now goes to Langara College in Vancouver.
Q1. How long was a normal school day for you?
A. It was usually from 8:40am to around 3:00pm. I took the public transit (bus) to get to school.
Q2. What classes did you take?
A. English, History (Social Studies), Math (ugh!), Band (I played the flute), Spanish, Cooking, Home Economics, and... sorry, that's all I can remember!
Q3. Which class was your favourite?
A. Definitely history! I love the ancient ages, and now I even take a history major at the college.
Q4. How did a normal lunch time go for you?
A. I just hung out with friends and chatted. It was nothing so special, but I now look back to those times as fond memories.
Q5. Did you have any afterschool activities?
A. Yes. I enjoyed volunteering and did a lot of things like being the vice-president of the Jon Henderson Masters (a student group of well, being masters), and volunteered at the school library for four years.
~Thank you for your cooperation!
Q1. How long was a normal school day for you?
A. It was usually from 8:40am to around 3:00pm. I took the public transit (bus) to get to school.
Q2. What classes did you take?
A. English, History (Social Studies), Math (ugh!), Band (I played the flute), Spanish, Cooking, Home Economics, and... sorry, that's all I can remember!
Q3. Which class was your favourite?
A. Definitely history! I love the ancient ages, and now I even take a history major at the college.
Q4. How did a normal lunch time go for you?
A. I just hung out with friends and chatted. It was nothing so special, but I now look back to those times as fond memories.
Q5. Did you have any afterschool activities?
A. Yes. I enjoyed volunteering and did a lot of things like being the vice-president of the Jon Henderson Masters (a student group of well, being masters), and volunteered at the school library for four years.
~Thank you for your cooperation!