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Appendix 2. Alberta Provincial Ministers Responsible for Education. 1991 - 2003 Party: Premier Minister Ministry Policy/Bill/Reform/Act Conservative: Donald Getty1985- 1992 Ralph Klein 1992-present Halvar Jonson 1992-1996 Gary Mar 1996-1999 Lyle Oberg 1999-present Deputy-Minister: Maria David- Evans Education 1991: Vision for the Nineties…A Plan of Action Education 1993: Meeting the Challenge, Three Year Plan 1994: Bill 19, Charter Schools; Catholic Boards option to be out of central funding framework 1994: Reduction in number of School Boards 1995: Government Organization Act 1995: Accountability in Education Policy Framework 1996: Meeting the Challenge, Three Year Plan – safety and security Education 1996: Teaching Profession Act revised 1996: Integrated Framework to Enhance the Quality of Teaching in Alberta/ Memoranda of Agreement to be submitted 1996: School Authority Accountability Policy 1998: Private Schools Funding 1999: Bill 20, Safety- Diversity and respect Alberta Learning (joint ministry) 2000: Apprenticeship and Industry Training Amendment Act 2000: Bill 206, Safety – Students’ Code of Conduct 2000: Special Education Review and Report 2001: Bill 16, Charter Schools process 2001: Bill 16, Teacher conduct2001: Bill 218, Class size 2002: First Nations, Metis and Inuit Education Policy Framework 2002: Accountability Framework – Students with Special Needs 2002: Bill 12, Education Services Settlement Act 2002: Bill 205, School Trustee Statutes Amendment Act 2002-2003: Commission on Education Appendices 247
Appendix 3. Saskatchewan Ministers of Education 1982-2003 Party: Premier Minister Ministry Policy/Bill/Reform/Act New Democratic Party: Allan Emrys Blakeney 1971-1982 Conservative: Donald Grant Devine 1982-1991 248 Appendices Gordon S. MacMurchy 1971-1975 Edwin Laurence Tchorzewski 1975-1977 Donald Leonard Faris 1977-1978 Edward Blain Shillington 1978-1979 Douglas Francis MacArthur 1979-1982 Gordon Gray Currie 1982-1983 Patricia Anne Smith 1983-1986 Lorne Henry Hepworth 1986-1989 Raymond Harry Meiklejohn 1989-1991 Education Education 1981:[Curriculum and Instruction Review Process Begins] 1984: Directions 1984: A fi ve year action plan for Native curriculum development 1984: Saskatchewan education: Its programs and policies 1987: Policy direction for a core curriculum 1987: Resource-based learning 1987: Core curriculum plans for implementation 1988: Understanding the common essential learnings 1991: Gender equity: Policy and guidelines for implementation Continued on next page
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The evolution of professionalism: e
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Table of Contents Preface iii Intro
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iv Introduction
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The Context The history of teaching
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work to the different forms of capi
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describes May 1968 as a “historic
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simultaneously reacts to and create
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10 Introduction
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profession of teaching, standards,
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In 1991, the New Democratic Party w
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diversify their teaching skills and
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Policy required all students in Gra
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18, 2002, reported a current defi c
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Table 1. 1990-91 to 2002-03 Operati
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accompanied by acknowledged standar
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the number of teachers new to the B
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Lyon, D.R., and K.S. Douglas. 1999.
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30 Section 1: The West
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means of a resource manual. Three a
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schools followed a model already po
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and secure environments for all Alb
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from Kindergarten to Grade 3, 25 fr
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formed to assist the government wit
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• Develop and implement comprehen
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although principals and assistant p
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Alberta Learning. 2000. Shaping the
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48 Section 1: The West
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Saskatchewan’s educational polici
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As Tymchak (2001) has noted, this c
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The Government of Saskatchewan iden
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population (Saskatchewan Learning,
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As has been stated elsewhere in thi
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tests and Saskatchewan curriculum o
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) policy ideas begin as realization
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-- 2004a. Province responds to Boug
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In 1990, Filmon and his party were
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Outcomes-based Curricula The “New
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The last major alteration of school
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• The availability of qualifi ed
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of Manitoba Education and Youth (ww
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Levin, B. and J. Wiens. 2003. There
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78 Section 3: Central Canada
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Policy Trends 1960-1990 During a 30
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Within six months of the Royal Comm
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Bill 160 mandated greater restricti
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the specifi city in curriculum expe
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ecommended a funding increase of $1
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Secretariat, and committed $160 mil
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enable this to happen. This shift i
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from Liberals, to New Democrats, to
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-- 2003a. 97 percent of teacher can
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schools. Finally, the last section
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The Commission identifi ed 10 areas
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énoncé de politique et plan d’a
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• Twelve professional competencie
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tongue. In 2001, as part of the imp
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-- 1993. La décentralisation en é
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-- 1996. Rapport du groupe de trava
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Rulings Régime pédagogique de l
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personnel enseignant. La sixième p
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Troisième partie : le curriculum d
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Quatrième partie : La gouvernance
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À l’automne 1992, le ministre Pa
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• Un Comité sur les affaires rel
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l’imputabilité et de la redditio
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-- (1992), La gestion de l’éduca
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-- (1994), L’école au cœur des
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various players in the system, the
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The document noted that such a rest
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announced started in September 2003
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• creating a committee to establi
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each district as well. These commit
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Events Year Texts/policies/statemen
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-- 1993. Ministerial Statement - Sc
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Internet Sites Association des ense
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to be funded by a formula that comb
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Cameron’s wage freeze was followe
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standardized testing regime, much o
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Shore Boards) with a centralized um
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This fi nding effectively echoed te
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a tight-loose policy framework, cou
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Beginning in 1995, however, the “
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Conference Board of Canada. 1992. E
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-- 1998a. Program policy for French
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168 Section 4: The Atlantic Region
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een falling. As of September 1995,
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all actors in the Newfoundland and
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school districts, MUN, and the NLTA
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management trends in other Canadian
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of schools”, especially given the
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References Atlantic Provinces Educa
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-- 1999. News Release (January 6):
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-- 2004. Budget speech. St. John’
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186 Section 4: The Atlantic Region
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In 1999, the Minister of Education
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Grades 1 to 12 follow the program.
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system results, the Department has
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Other improvements included the int
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Page 205 and 206: approximately 50 hours per week”
Page 207 and 208: -- 2001d. Schools in Society. Charl
Page 209 and 210: Lowther, L. 2004. Private written c
Page 211 and 212: The Territories The Yukon Territory
Page 213 and 214: to develop First Nations curriculum
Page 215 and 216: Yukon Native Teacher Education Prog
Page 217 and 218: profi t organizations are also impo
Page 219 and 220: training, a new computer-based info
Page 221 and 222: to Inuktitut, the language of the I
Page 223 and 224: -- 2002. Standing Committee on Heal
Page 225 and 226: -- 2003. Public Schools Branch Annu
Page 227 and 228: y BC in 2001. These changes, made p
Page 229 and 230: change, although in the opposite di
Page 231 and 232: and a core curriculum are intimatel
Page 233 and 234: school must decide between an advis
Page 235 and 236: thus policy was given as fait accom
Page 237 and 238: combat racism. The French tradition
Page 239 and 240: The discourse of inclusion is an at
Page 241 and 242: of the Newfoundland and Labrador Te
Page 243 and 244: (Brodie, 1995, p. 386). Similarly,
Page 245 and 246: Table 9. School Councils Province N
Page 247 and 248: References Alberta Learning. 2003.
Page 249 and 250: 242 Appendices
Page 251 and 252: 244 Appendices
Page 253: Party: Premier Minister Ministry Po
Page 257 and 258: Appendix 4. Manitoba Ministers of E
Page 259 and 260: Party: Premier Minister Ministry Po
Page 261 and 262: Premier Political Party Lucien Bouc
Page 263 and 264: Premiers ministres Partis Lucien Bo
Page 265 and 266: Appendix 7. Premiers, Political Par
Page 267 and 268: 260 Index
Page 269 and 270: accountability, 38-39, 40, 222 curr
Page 271 and 272: British Columbia, Ministry of Skill
Page 273 and 274: curriculum for Aboriginal students,
Page 275 and 276: Final Report of the Commission of C
Page 277 and 278: pan-Canadian themes, 231 population
Page 279 and 280: indicators of education, 144t langu
Page 281 and 282: governance structure changes in BC,
Page 283 and 284: languages, 230 per-student expendit
Page 285 and 286: einforcement of role, 136 religious
Page 287 and 288: Saskatchewan demographics, 55-57 Sa
Page 289 and 290: Y Year 2000: A Framework for Learni
Page 291 and 292: égalité des chances, 117, 121, 12
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