Social Institutions

Education

Bain, C.M., & Colyer, J.S. (2001). The Human way. Toronto: Oxford University Press

Part 1 Purpose of Education

Schools of ThoughtPhilosophies

Purpose of Education – Today - 2 Schools of Thought

Functionalist School

The education system helps society achieve stability – has an important function

Conflict

School

The education system is a tool used by those in power to control society and maintain dominance

Verses

Purpose of Education Functionalist Approach

Schools help society achieve stability by: Teaching knowledge and skills

Facilitating cultural transmission of values

Facilitating social integration Diverse individual students molded into a cohesive unit

Replacing family functions Child care Sex education Teachers and guidance counselors as confidants/ advisors

Purpose of EducationThe Conflict Perspective

The education system is a tool used by those in power to control society and maintain dominance

Real purpose of education is to teach a hidden curriculum

Obedience to authority Conformity to cultural norms To prepare students to work for the elite

School perpetuates social inequalities

The Conflict Perspective - continued

Kindergarten as Boot Camp (1991 study by Harry Gracey)

Observed kindergarten teachers disciplining students talk only when asked to speak requesting permission to speak obey authority figures

Teachers reward obedient behaviour and punish non-conformers

The goal is to mould individuals into a compliant group who will unthinkingly follow classroom routines

The Conflict Perspective - continued

Maintaining Class Structure

Children from wealthy families are more likely to be placed on university bound tracks

Children from poor families are over-represented in vocational programs

1982 and 1996 studies (Porter & Porter; Henslin & Nelson) higher social class = 4x more likely to be in ‘academic’ higher education = higher income class structures tend to reproduce themselves

Past Challenges in EducationCompeting Philosophies

Traditional /conservative Philosophy

Schools must teach skills for finding employment

Must be in a disciplined manner

Clear curriculum, rigidly followed

Progressive Philosophy

Curriculum should be flexible and adapt to the student

Students should select what they want to learn and be involved in deciding the best way to learn it

Verses

Part 2 – Past Challenges

School Reform – 1940’s – todayBehaviourist schoolMarxist-free School

Snapshot - Education 1945

For every 100 students who entered grade 1

58 entered secondary school 21 graduated from grade 12 13 graduated from grade 13

Reform was necessary!

Past Challenges 1945-1950’s – Traditionalist Reform

Increased compulsory subjects and reduced options

Centralized provincial power reduced power of teachers

to develop local courses

No more grants for gyms and auditoriums

Technical and business subjects received little attention

Past Challenges The 1960s: Progressive Reforms

As the manufacturing sector became more important The need for trained technicians drove school reform

Baby boomers

The “Reorganized Programme” or Robarts Plan (Three streams after grade 9)

Arts and Science leading to grade 13 graduation Business and Commerce leading to grade 12 graduation Science, Trades, Technology leading to either grade 12

graduation or grade 10 diploma

Past Challenges The 1960s: Progressive Reforms cont.

Enrolment and retention increased

in 1960, 67% of 15-19 year olds were in school

in 1968 – 77% of 15-19 year olds were in school

Technical education became more important

Extremely rigid locked into your stream after

grade 10 province-wide final exams for

university entrance

1960’s School Reforms continued

Hall Dennis Report in 1968 recommended

Credit system adopted – don’t have to fail entire year Compulsory courses kept to a minimum Learning should focus on students’ interests and

strengths Thinking and creativity, not just memorizing facts Rigid streaming should end No punishment, but encouraged to reform

1969-72 School Reforms continued

Led to the adoption of High School (1969-72 introduced)

Grade 13 province-wide exams abolished Many boards abolished exams entirely Experimental courses encouraged Student consultation encouraged

Ontario Schools: Intermediate and Senior (OSIS) 1985

No distinction between grade 12 and 13 graduation Three streams – basic, general, advanced - based on ability

The 1970s and 80s: Multicultural Education

Federal policy in 1971, Charter of Rights in 1982

Three levels of multicultural education “Food and festivals”

Guest speakers, fairs, celebration of diversity Embedded in the curriculum

Examples of WWII volunteers from different backgrounds Anti-racism education

Examine roots of inequality and study injustices

Aboriginal Education Aboriginals are a federal responsibility,

education is provincial

Credit courses are available in Native Languages and Studies Grade 11 college course

Identity, Relationships, Sovereignty, Challenges, Writing

Some cities have separate Aboriginal Schools Plains Indians Cultural Survival School in

Calgary (7-12)

Aboriginal schools are less isolated because of the internet Leo Ussak school in Rankin Inlet linked to a

Hawaii school

The 1990s: The Ontario Curriculum

Reforms emphasized costs relative to student performance

1993 Canada spent 6.9% of GDP on education only Norway and Sweden spend more

Graduation standards were seen as not high enough

Over $1 billion removed from school boards 1996-99

Province wide walkout by teachers in 1997 for two weeks

Ontario Curriculum Reforms – 1999-2002 Now a 4 year program, like other provinces

30 credits for graduation compulsory credits increased from 14 to 18 40 hours of volunteer work Literacy test in grade 10

More consistent assessment and evaluation 70% term work, 30% final evaluation

Applied and academic in junior grades, and Workplace, College, University or Open in senior grades

Transfer courses allow students to change streams

Province wide testing in grades 3, 6, 9 and 10

Supporters of the new program – Your Program!

Provides a clearer, more consistent picture of student achievement

K, T, C, A and most consistent grade reflects what student has demonstrated they are

capable of

Courses more relevant to destination (U, C, O)

Province-wide testing alerts teachers and parents to problems

Guarantees quality of diploma Allows public to compare students from different areas

Opponents of the new program

Too rigid, little room for local variation (electives)

Encourages teaching to the test – facts rather than creativity

$ and resources spent on EQAO – Teacher can provide the same information at no additional cost to what they are already being paid for doing their job!

Moulds students instead of responding to their needs

School Timeline

1945-1950’s 1960’s-1972 1980s 1990s 2000

Traditionalist Reform

-Compulsory subjects-Centralized

Progressive Reforms

- Streaming- focus on trades- Grade 12, 13 grad- ridged – locked into stream after gr.10

1969-72 School Reforms

-Credit system-Limited compulsory course with elective course- Reduce exams- Basic / general / advanced

MulticulturalEducation

- Food / festivals- Embedded in curriculum- Anti-racism

Ontario Reform

-Cost of education -$1 billion cut-30 credit graduation- volunteer-EQAO-Assess/evaluation

AboriginalEducation

Other models of Education Behaviourist School

Based on the work of Pavlov and Skinner

Positive reinforcement more effective than negative

Teacher’s role is not to force students to achieve externally developed expectations, or to rank students against each other

Measure how much students learn from a starting point Pre- and post-learning assessment

Other models of Education Marxist Free School

Philosophy

Competition leads to alienation among those who fail

Each student decides what he or she would like to learn

Teacher guides and facilitates the learning process

Part 3 – Issues in Education

DisciplineDrop-outsFuture of Education

Issues in EducationSchool Discipline

Ontario Schools Code of Conduct introduced in 2000

Common discipline including mandatory suspensions for:

Threatening another student Swearing at a teacher or other authority figure

Demonstrates education’s philosophical shift to a more traditional approach

A work in progress. School boards constantly revising school Discipline policy

Issues in EducationDropping Out

1991 survey 16% of all 18-20 year olds left before graduating

32% had no more than grade 9 education

Higher for men (18%) than for women (10%)

Dropouts most likely to find work in low-paid service sector

Direct link between dropping out and poverty

Dropping-out continued Characteristics of dropouts (Barlow and Roberston 1994)

Fathers didn’t complete high school

Changed schools a number of times

Live alone or with friends, not family

Work while attending school

Friends/family don’t think completing high school important

Pregnancy or dependent children

Disabled

Dropping Out continuedPart time work and dropping out

Working a moderate number of hours reduced risk of dropping out

Working many hours increased dropout risk for males

Lack of employment increased dropout risk for females

Corporat-ization

Charter Schools

Home-Schooling

Distance Learning

Future of Education

Focus on characterrather than grades

Teach values

on the rise

Independent schools funded by public funds

Can’t be religious based

Now courses available online in most boards

Cheaper, more flexible

Corporations pay schools for access or advertising

Vending machines

YNN – Youth News Network (Audio/visual equipment in exchange for 2 min of advertising in class)