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

Policy required all students in Grades 5 to 8 to study a second language, which
could include Punjabi, Mandarin, or Japanese. Aboriginal education enhancement
agreements were developed in 1999. The francophone education regulation
formalized the entitlement to enrol in francophone educational programs.
In 1997, the Ministry of Education made specifi c suggestions for the inclusion
of multiculturalism and antiracism education in school curricula. An English as a
Second Language policy framework was developed in 1999 and Diversity in BC
Schools: A Framework was developed in 2001. Introductory Mandarin Chinese
and Introductory Punjabi are now offered from Grades 5 to 12, and teachers have
integrated resource packages for developing language skills. While suggestions
for curriculum and frameworks were developed provincially, implementing these
changes relied on individual school district priorities.
Special education was acknowledged in the Royal Commission Report (1988)
and the Commission recommended that the rights of learners with special needs
and their parents required clarifi cation. As a result, Policies into Practice initiated
a two-year guideline development process and an 18-month consultative process
that resulted in a framework for special education policy (1995), with revised
guidelines for practice. A number of recommendations was made by a review team
for implementation in 2001, including increased measures for integration and for
professional development.
Alongside these developments, we see the creation of the Francophone
Education Authority (CSF: Conseil Scolaire Francophone) by the government
in 1998. French education has been available to the francophone community in
BC since 1979, and BC now has the fourth largest student population in French
programs in Canada. A francophone school board was created in 1995 and, in
1997, the School Amendment Act (Bill 45) recognized the right to French-speaking
education. In 1998, 2,860 students were enrolled in francophone education
programs, of which 1,800 participated in 11 districts governed by the CSF. In 1999,
CSF’s jurisdiction was extended, and it was now entrusted with the management
of the French-speaking school programs throughout the province. In spring 2001,
the Canada/BC General Agreement on the Promotion of Offi cial Languages was
signed. The agreement provided a mandate for the provincial government to
coordinate activities for the benefi t of the BC francophone population. Under the
three-year agreement, the federal government provided the provincial government
with $1,500,000. A Member of the Legislative Assembly (MLA) appointment (i.e.,
MLA responsible for) was made to include and acknowledge the responsibility the
government has for francophone affairs.
Education Policy was directed toward increasing accountability. It recommended
changes to written report cards, including requirements that specifi c types of
anecdotal as well as quantitative commentary on student progress be included in
these reports. These changes were also implemented as a means to create a more
meaningful dialogue between schools and parents. The Link File (1993) was also
created. Link data provided tracking mechanisms for students in the secondary
through to the postsecondary system. The Link File claimed to support a more
effi cient use of education resources, and suggested that equitable access must be
provided to students to public postsecondary institutions.
18 Section 1: The West