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Index Chapitre 6a Les politiques d’éducation au Québec : 1990-2003 A L’Acte de l’Amérique du Nord Britannique, article 93, 122–123 Amérindiens, élèves, 125 anglais,langue d’enseignement au Québec, 124 approche par compétences, 119 article 23 de la Charte canadienne des droits et libertés, 124 article 93 de L’Acte de l’Amérique du Nord Britannique, 122–123 autochtones, langue d’enseignement, 124–125 B Ball, S.J., 115 Bowe, R., 115 Brassard, A., 121 C Canada, dépense en pourcentage du PIB, 116, 117 Chacun ses devoirs, 118 Chagnon, Jacques, 119, 123 Charte canadienne des droits et libertés, règlementation sur la langue d’enseignement, 124 Comité catholique, 123, 124 Comité protestant, 123, 124 Comité sur les affaires religieuses, 124 comités religieux, pouvoir sur le curriculum, 123 Commission de l’éducation en langue anglaise, 124 Commission des États généraux sur l’éducation, 117, 121, 123, 125–126 Commission Parent, rapport, 121 Commission scolaire Crie, 125 Commission scolaire Kativik, 125 commissions scolaires autochtones, 125 confessionalité, 123 décentralisation, 120 compétences, enseignants, 122 conseil des ministres, 119 Conseil pédagogique interdisciplinaire du Québec, 122 Conseil Supérieur de l’Éducation, 123, 124 Convention de la Baie James et du Nord du Québec, 124–125 Convention du Nord-Est québécois, 125 Cris, élèves, 125 curriculum de base, 118–119 pouvoir des comités religieux, 123 D décentralisation, 120–121 dépense de fonctionnement, 117 diplômés, plan d’action pour augmenter, 118 diversité culturelle, 124–125 Document d’orientation concernant les stages en classe, 122 E L’École, tout un programme: énoncé de politique éducative, 119 L’École québécoise, 123 L’école québécoise : énoncé de politique et plan d’action, 120 écoles confessionnelles, 123 écoles publiques non confessionnelles, 123, 124 Index 283
égalité des chances, 117, 121, 124, 125 enseignants compétences, 122 formation, 121–122 professionnalisation, 121–122 réorganisation du travail, 119 enseignement collégial, dépense globale, 116 enseignement moral et religieux, 123– 124 enseignement primaire dépense globale, 116–117 enseignement moral et religieux, 123 enseignement secondaire dépense globale, 116–117 enseignement moral et religieux, 123 enseignement universitaire, dépense globale, 116 Les États généraux sur l’éducation 1995-1996 – Rénover notre système d’éducation : dix chantiers prioritaires, 117 États-Unis, dépense en pourcentage du PIB, 116, 117 étudiants, dépense de fonctionnement au Québec, 117 F Faire avancer l’école, 118 Faire l’école aujourd’hui et demain : un défi de maître, 122 Fédération des comités de parents du Québec, 122 fi nancement de l’éducation, 116–117 fi nances, dépenses au Québec, 116–117 formation, enseignants, 121–122 La formation à l’enseignement – Les orientations – Les compétences professionnelles, 122 La formation à l’enseignement secondaire général – Orientations et compétences attendues, 122 français, enseignement au Québec, 124 français écrit et parlé, plan d’action sur la qualité, 118 G gouvernance, 120–121 284 Index gouvernance horizontale, 121 gouvernance verticale, 121 gouvernement péquiste. voir Parti Québécois gouvernment libéral, 118, 120, 125 I imputabilité, 120–121, 126 Inuit, élèves, 125 L langue française enseignement au Québec, 124 plan d’action pour la qualité, 118 langues d’enseignement, 124–125 Legault, François, 121, 122 Lessard, C., 121 Livre Vert, 125 Loi 101, 124 Loi 107, 120 Loi 109, 123 Loi 118, 123, 124 Loi 180, 120 Loi sur l’Instruction publique, 120 Lusignan, J., 121 M Marois, Pauline, 119, 120, 123, 124, 125 ministère de l’Éducation, 120, 121, 122, 123, 125, 126 Mohawk, élèves, 125 Morin, Jacques-Yvan, 120, 123 O Offi ce des professions du Québec, 122 Ordre professionnel des enseignants, 122 P Pagé, Michel, 118, 122 Parti Québécois, gouvernement, 117, 118, 120, 123, 125 Plan d’action sur la qualité du français écrit et parlé, langue maternelle et langue seconde, 118 Plan d’action sur la réussite éducative, 118, 122 Plan stratégique 2000-2003, 121
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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
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Lowther, L. 2004. Private written c
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The Territories The Yukon Territory
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to develop First Nations curriculum
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Yukon Native Teacher Education Prog
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profi t organizations are also impo
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training, a new computer-based info
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to Inuktitut, the language of the I
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-- 2002. Standing Committee on Heal
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-- 2003. Public Schools Branch Annu
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y BC in 2001. These changes, made p
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change, although in the opposite di
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and a core curriculum are intimatel
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school must decide between an advis
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thus policy was given as fait accom
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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 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: Y Year 2000: A Framework for Learni
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