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

profession of teaching, standards, and professional responsibility. This act is most
closely related to the BC College of Teachers (BCCT) and their mandate for the
certifi cation of teachers. The University Act is important with respect to the ability
of universities to grant degrees and diplomas in education. The University Act
defi nes powers, responsibilities, and internal governing structures of universities in
the province; teacher education programs fall under its jurisdiction.
Our policy narrative is divided into four major sections. First is a description
of the policy environment through time from the 1988 Royal Commission on
Education (Sullivan Commission) to the election of the current Liberal government
in 2001. Second is a description of what the Liberal government has labelled the
“New Era in Education”. Third is the focus on two major themes that run through
the narrative: professionalization and de-professionalization, and accountability.
This section will also include a short discussion of the demography of school
agents. Finally, we draw some brief conclusions.
The Legacy of the Sullivan Commission
This recent history of educational reforms and policies begins with the Royal
Commission Report, A Legacy for Learners (1988) – Barry M. Sullivan QC,
Commissioner. The Sullivan Commission report was based on public hearings held
in locations throughout British Columbia during 1987 and 1988 and a series of
voluntary and commissioned submissions. Specifi cally, the Commission was asked
to address “educational issues to do with enhancing the quality of the system, its
mechanisms for accountability, its teaching methods and curricula, its structures for
governance and administration, as well as the means available for public, parental
and teacher input” (1988, 3-4).
The Royal Commission Report is widely referred to as the document that set
the stage for education through to the end of the 20 th Century. It used terminology
that has gained currency in education over the past 14 years – lifelong learning,
citizenship, and social capital, were concepts guiding the analysis. References were
made to a “pluralistic and diverse society”, and the school as a place where “political
and social ideals or values” may be operationalized. Notably, the report followed
the 1982 adoption of Canada’s new Constitution and the Charter of Rights and
Freedoms, which is referenced in the report, with respect to the child, the school,
and the right to education based on equality of rights.
While the Royal Commission Report did not make explicit educational policy
recommendations, a key discussion point focused on the mandate of the school.
The Commission articulated several key areas relevant to this overview: the
preparation of teachers and teachers as professionals; fi scal accountability; and,
responsible governance. The teaching profession and “teachers as professionals”
were discussed in terms of their location as individual professionals and members
of a professional organization. An emphasis was placed on standards and on
“maintaining and improving teacher quality” (1988, 125) to meet the demands of
the changing context of teaching (e.g., students with learning disabilities, increasing
computer technology, the demands of English as a Second Language programs,
federal policy on French programs, and greater subject specialization).
12 Section 1: The West