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Appendix 6. Quebec Political Parties and their Ministers; the Major Bills; the Policies and Actions Proposed from 1990 to 2003 Premier Political Party Robert Bourassa Liberal Party 1985-94 Daniel Johnson (Jr.) Liberal Party 1994 Jacques Parizeau Parti Québécois 1994-96 Ministers Bill/Policy/Committees Michel Pagé 1990-92 Lucienne Robillard 1992-94 Jacques Chagnon 01-1994 to 09-1994 Jean Garon 1994-96 1990: Bill 28: School Elections for Native People. 1991:Application of three pedagogical regimes: pre-school, elementary/secondary and adult. 1992: Action plan for education 1992: Bill 141 on private schools (removal of the moratorium on the creation of new schools and an increase in state fi nancing) 1992: Orientations and competencies expected for teaching at a general secondary school 1992: Creation of the CAPFE (Comité d’agrément des programmes de formation à l’enseignement) 1992: Action plan for valorizing the teaching profession 1992: Changes to the secondary school pedagogy in terms of professional training 1993: Instruction (1993-94) on professional training for the school boards. 1993: Orientation on the quality of success at the secondary level in “Moving the School Forward.” 1993: Reactivation of the Orientation Committee for the Training of School Personnel 1993: Creation of the Education Commission on English Language Education 1993: Creation of services for the anglophone community 1994: Modifi cation to the certifi cation rules for the teaching program (Art. 69) 1994: Bills 102 and 118 on work relations 1995: Creation of the Estates General on Education 1995: Modifi cation to the teaching program to increase access to professional training 1995: Report of the Restarting of Professional Training for Young People 1996: Experimental program on diversifying the different pathways to professional training Continued on next page Appendices 253
Premier Political Party Lucien Bouchard Parti Québécois 1996-2001 Bernard Landry Parti Québécois 2001-03 254 Appendices Ministers Bill/Policy/Committees Pauline Marois 1996-98 François Legault 1998-2002 Sylvain Simard 2002-03 1996: Development of education services for early childhood 1996: Five-year intervention plan for school computers 1996: Cuts and changes to work conditions 1997: Bill 109 assuring the creation of linguistic school boards 1997: Declaration of the educational policy “Quebec Schools On Course” 1997: Bill 180: increased powers for teaching establishments and the creation of governing boards 1997: Creation of the Support Program for Montreal Schools 1997: Agreement to reduce workforce costs, temporary measures to encourage retirements, abolition of support personnel (4.5% of ETC) and revised work conditions, evaluation of schooling for teaching personnel 1997: New rules on authorization to teach 1998: Policy on school integration and intercultural education and an action plan 1998: Creation of the Committee on Revising the Language of Instruction 1999: Policy on special education and an action plan 1999: Renewal of the collective conventions 1999: Report of the Working Group on Continuing Education 2000: Government Bill 118 on denominationalism 2000: Creation of Committee on Religious Affairs 2000: Promulgation of three pedagogical programs for pre-school, elementary and secondary schools, for professional training and for general training of adults 2000: Strategic Plan 2000-03 for the Ministry of Education 2001: Action Plan for educational success based on the obligatory results and performance reporting 2001: Creation of a Directing Committee to support the creation of the success plans 2001: Strategic Plan 2000-03 for reinvesting money in education (following the Quebec Summit and Youth Summit - reduction of ratios and the addition of new teachers and professionals) 2001: Policy on teacher training and professional competencies 2002: Government policy on adult and continuing education and an action plan 2002: Modifi cation, in accordance with Bill 118, on denominationalism, to the Basic school regulation for pre-school, elementary and secondary education
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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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participate in the early immersion
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approximately 50 hours per week”
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-- 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 and 254: Party: Premier Minister Ministry Po
Page 255 and 256: Appendix 3. Saskatchewan Ministers
Page 257 and 258: Appendix 4. Manitoba Ministers of E
Page 259: Party: Premier Minister Ministry Po
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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