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

In 1999, the Minister of Education presented a fi ve-year strategic plan for educational
development in PEI, making a commitment to motivate students to desire lifelong
learning, make informed decisions, adapt to the realities of the global marketplace,
gain an appreciation of one’s heritage, learn a second language (for the vast majority,
French), develop a sense of self worth, respect community values, develop their
personal values, and act as responsible citizens. The Department aimed to increase
satisfaction among the public, students, and education employees by emphasizing
citizen opportunities to express opinions on educational policy during various panels
and meetings (Gov. of PEI, Dept. of Ed. 1999a). The Department of Education
has adopted, then, a rhetoric of openness, together with an educational philosophy
intended to produce balanced and competent citizens who will contribute to the
economic and civic well-being of PEI society.
The Department of Education sees the School Achievement Indicators Program
(SAIP) — a nationwide assessment mechanism that evaluates the mathematics,
reading and writing, and science knowledge of 13- and 16-year-olds — as a
measure of how well PEI schools are meeting the needs of students and of society.
The 1999 SAIP Science Assessment was administered to 1,064 students (599 13years-olds
and 465 16-years-olds), with the performance levels for both age groups
comparing favorably to results for Canada as a whole — meeting or exceeding
most standards (Gov. of PEI, Dept. of Ed. 2001a, 11-12). At the same time, as part
of a strategic planning process, the Department published results of a survey based
on a random sampling of 407 residents, showing overall public satisfaction with
education programs in the province.
At the same time, an annual survey showed increased satisfaction levels among
Department employees; the survey had a response rate of 62.1 percent (77 of 124
employees). For 2000-01, the Department’s objective was to “have 60 percent of
respondents reporting that they were satisfi ed or very satisfi ed in each of the areas”
measured (Gov. of PEI, Dept. of Ed. 2001a, 11-12). Overall, there was a general
trend toward increased employee satisfaction, with the Department meeting or
exceeding its target of 65 percent in 26 of 39 areas; in 13 areas, 75 to 90 percent
of respondents reported being satisfi ed or very satisfi ed. The emphasis placed
on the above measures is indicative of the climate of accountability determining
the direction of education policy in PEI, as the Department seeks improved
performance in national student assessment programs and increased public and
employee satisfaction with the quality of education in PEI.
The Department’s efforts to modernize the island school system are apparent
in its overall policy regarding the place of technology in the learning process. In
July 1999, the Department reviewed its technical infrastructure and its ability to
support the integration of information technology into the curriculum of PEI public
schools. A strategic plan was developed following the review, and was launched
in 2001 (Gov. of PEI, Dept. of Ed. 2001b, 3). A program to facilitate computer
acquisition by disadvantaged families was introduced (Gov. of PEI, Dept. of Ed.
2003b), with unclear results.
The Department has also attempted to address adequately the need for increased
administrative and staffi ng resources at the school board level. A new funding
model for the provision of instructional staff, to be phased in over a six-year period,
188 Section 4: The Atlantic Region