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Poste - Canadian Coalition for the Rights of Children

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Nova Scotia:<br />

• As part <strong>of</strong> <strong>the</strong> citizenship areas <strong>of</strong> learning,<br />

graduates will be able to assess environmental<br />

interdependence in a local and global context. In<br />

order to graduate from high school, students<br />

must complete one credit in global studies,<br />

global geography or global history.<br />

• Studies in biology in Grades 11 and 12 educates<br />

students about <strong>the</strong> nature <strong>of</strong> science and<br />

technology so that <strong>the</strong>y know about <strong>the</strong><br />

significant impact <strong>of</strong> biology and associated<br />

technology on society but also <strong>the</strong> limitations. In<br />

addition, a course in oceanography is <strong>of</strong>fered as<br />

an integrated approach to science. 153<br />

Ontario:<br />

• The new science and technology curriculum,<br />

introduced in 1998, has a Life Systems strand <strong>for</strong><br />

Grades 1 through 7, which includes examination<br />

<strong>of</strong> <strong>the</strong> characteristics <strong>of</strong> living things, growth and<br />

change in animals and plants, habitat and<br />

communities, ecosystems, and <strong>the</strong> effects <strong>of</strong><br />

human activities and technological<br />

innovations. 154<br />

• Grades 7 and 8 geography encourages students<br />

to examine: <strong>the</strong> various ways in which resources<br />

are used, <strong>the</strong> impact technology has on natural<br />

resources, and sustainable development. 155<br />

Quebec:<br />

• The redefined 1997 educational policy includes<br />

an emphasis on environmental education. 156<br />

• Consumer studies address <strong>the</strong> repercussions <strong>of</strong><br />

individual consumption and participation in<br />

improving <strong>the</strong> environment. 157<br />

Saskatchewan:<br />

• The natural environment is addressed<br />

throughout <strong>the</strong> curriculum, from social studies to<br />

biology. 158 Science study from Grades 1 to 10<br />

includes examination <strong>of</strong> animals, plants, food<br />

chains, human impact on <strong>the</strong> environment,<br />

ecosystems, populations, essential characteristics<br />

<strong>of</strong> life, ecological regions <strong>of</strong> Saskatchewan, water<br />

quality and <strong>the</strong> greenhouse effect. 159<br />

H O W D O E S C A N A D A M E A S U R E U P ?<br />

91<br />

Parental Involvement and<br />

Alternative Forms <strong>of</strong> Education<br />

Role <strong>of</strong> Parents<br />

The role <strong>of</strong> parents in <strong>the</strong>ir children’s education is becoming<br />

increasingly important in Canada. For example, Manitoba<br />

organizes annual <strong>for</strong>ums <strong>for</strong> parents to examine how<br />

curriculum is developed160 and Alberta allows parents to<br />

choose where <strong>the</strong>ir children will be educated within <strong>the</strong><br />

Edmonton public school system. 161 Parental input has been<br />

implemented with <strong>the</strong> establishment <strong>of</strong> school councils. For<br />

example, Yukon school councils include parental and<br />

Aboriginal representation and are responsible <strong>for</strong> many<br />

personnel, programming and administrative matters. 162<br />

In Ontario, an 18-person Ontario Parent Council was<br />

introduced in 1993, mandated in part to oversee <strong>the</strong> role<br />

<strong>of</strong> parent councils at <strong>the</strong> school level. 163<br />

While <strong>the</strong>re is general agreement about <strong>the</strong> desirability <strong>of</strong><br />

greater parental involvement, <strong>the</strong>re is some concern with <strong>the</strong><br />

trend to decrease <strong>the</strong> power <strong>of</strong> school boards and increase <strong>the</strong><br />

role <strong>of</strong> parent school councils. School councils’ influence is<br />

affected by <strong>the</strong> attitudes and support <strong>of</strong> principals and board<br />

<strong>of</strong>ficials and <strong>the</strong> expertise and commitment <strong>of</strong> council<br />

members. 164 Research on school councils in Newfoundland,<br />

Alberta and Ontario identified a strong need <strong>for</strong> training and<br />

support. 165 It is unknown whe<strong>the</strong>r governments will invest in<br />

<strong>the</strong> required training and support to develop <strong>the</strong>se bodies. 166<br />

In <strong>the</strong> 1992 <strong>Canadian</strong> Education Association survey about<br />

Aboriginal education, almost two-thirds <strong>of</strong> <strong>the</strong> sample (290/<br />

458 schools or 63.3 percent) did not respond to <strong>the</strong> question<br />

about <strong>the</strong> need <strong>for</strong> parental and community involvement.<br />

This may indicate that most Aboriginal parents are not<br />

participating in <strong>the</strong> education process. However, <strong>the</strong><br />

remaining 168 schools in <strong>the</strong> survey described a variety<br />

<strong>of</strong> ways parents can become involved, such as tribal/<br />

community-school liaison, parental advisory committees,<br />

volunteer programs, local school board representation and<br />

regular parent-teacher meetings. 167<br />

Alternatives to Public Schools<br />

Education legislation allows <strong>for</strong> alternatives to public<br />

schools, such as home schooling, independent schooling<br />

or charter schooling.<br />

Home Schooling<br />

Home-based education is legal if parents provide<br />

“satisfactory” or “equivalent” instruction. The <strong>Canadian</strong>

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