The evolution of professionalism - Centre for Policy Studies in ...

various players in the system, the links between the various actors involved as well
as the goals to be attained, the means to achieve them, and the tools for following
up and evaluating progress.
On May 7, 1992, the Commission published its fi nal report, entitled L’école
à l’aube du 21 e /School for a New Century in which it underscored the need
for New Brunswick to fi nd an educational ideal. This ideal, according to the
Commission, must take into account two fundamental principles: the importance
of decentralization and the democratic control of the school; and accountability for
schools and the personnel to whom autonomy and professionalization are accorded.
The report contained 42 recommendations, grouped around the following themes:
curriculum, governance in education, and the professionalization of teaching.
The Commission proposed restructuring the teaching cycles. They suggested
the Ministry of Education adopt a cycle that would cover Kindergarten through
Grade 8 or from Kindergarten to Grade 5 with a second intermediate cycle covering
Grades 6 through 8. In this schema, the fi rst year of high school would be the
Ninth Grade. The Commission also recommended that the basic curriculum should
translate the promise made about fostering the global development of the child and
should include a common core of materials divided into four areas: social sciences
and language (mother tongue and second language); mathematics and sciences;
fi ne arts (music, visual arts); and practical training (physical education, technology,
cooperative education). The Commission also emphasized the putting in place,
from Kindergarten through Grade 8, of a common basic curriculum for all students.
For the secondary schools (after Ninth Grade), the Commission wanted to ensure
that all graduating students had a common knowledge base and the competencies
needed to pursue their studies and professional development.
We should note that the Commission judged it appropriate to modify the school
calendar to a length of 200 days, of which 190 would be spent on teaching, an
increase from 182. In terms of measuring and evaluating learning, the Commission
recommended establishing academic achievement norms and making the provincial
exams obligatory, at least in mathematics, the sciences, and mother tongue and
second languages.
The Commission suggested that efforts to bring together the various actors in
the school system must be supported in order to encourage a greater participation by
the private sector in the system. The Commission also recommended increasing the
role and responsibilities of school boards in terms of fi xing objectives, managing
resources, and evaluating school achievements and that each school establish its
own objectives and mission.
The Commission recommended that all teachers obtain a fi rst cycle diploma
(in arts or sciences) either before or at the same time as they obtain their bachelor’s
degree in education. In order to avoid having teachers teaching materials for which
they have little academic preparation, the Commission also recommended that
secondary school teaching certifi cates outline the areas for which the holder has
acquired the necessary knowledge to teach.
In terms of the teaching profession, the Commission argued that internships
should continue to be an integral part of the initial teacher training and that the
university, the two teachers associations, and the Education Ministry should
134 Section 4: The Atlantic Region