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

combat racism. The French tradition and language have dominated educational
systems in Quebec and parts of New Brunswick and Manitoba. Since the Quiet
Revolution in Quebec in the 1960s and the federal adoption of a bilingual and
multicultural policy in the 1970s, French culture has become part of all our
educational systems. The challenge has been to privilege the founding cultures
while at the same time recognize Aboriginal peoples and the vast range of other
cultures that form Canadian society.
In 1970, the Offi cial Languages in Education Program (OLEP) was established
to support minority language rights in the provinces and territories. The Promotion
of Offi cial Languages in Canada (1988) operates through the federal Department
of Canadian Heritage, providing fi nancial assistance to provincial and territorial
governments in order to enhance offi cial language services. In February 2000,
the Government of Canada and the Council of Ministers of Education, Canada
(CMEC) concluded a multilateral protocol on minority language education.
Bilateral agreements were signed in 2001 with all of the provinces and territories,
except the Yukon (which signed the agreement in 2002) and Alberta.
The two most infl uential decisions regarding francophone school governance
and French language are the agreement for the Promotion of Offi cial Languages
in Canada and the 1990 Supreme Court of Canada decision on minority language
schooling, called the Mahé decision. The Mahé decision obliged provinces to
establish structures by which linguistic minorities could govern their own schools,
and paved the way for the emergence of francophone schools and school boards.
Between 1994 and 1998, francophone school boards were created in every province
and territory except Nunavut.
Aboriginal Education
Throughout the provinces and territories Aboriginal education is a priority,
with respect to retention and completion of students, curricula, professional
development, and the professionalization of teachers. The policy agenda for
Aboriginal education is in a process of reform, designed to establish a new basis for
understanding between First Nations’, Aboriginal peoples, and the various levels
of government in education and other sectors. This development was strongly
infl uenced by the 1988 Assembly of First Nations’ review of the status of Aboriginal
education in Canada and the 1991 Royal Commission on Aboriginal People, and is
part of an increasing awareness of how past educational policy has not addressed
the needs of Aboriginal people. While education is a provincial jurisdiction,
Aboriginal governance and concerns are a federal responsibility, contributing to a
sometimes troubled relationship regarding Aboriginal education.
The provinces and territories identify policies intended to make changes in
educational systems more relevant and appropriate for Aboriginal students. For
example, locally controlled band-operated schools can play a greater part in the
education of students living on reserves. Also, there are an increasing number of
agreements between Aboriginal peoples, the federal government, and provincial
governments to affect changes in the public education provided by local school boards
and its relationship to the large number of Aboriginal students living off reserves.
230 Section 5: Conclusion