As a consequence, we need to approach educational matters in a very different way if we are to maintain quality programs and vibrant institutions within our communities.

Bean counters beware

Our schools are financed through an arbitrary and bureaucratic formula that multiples the number of students times the square footage of the school space times an adjustment factor for things like distances and socio-economic status. Controlled by the ministry of education, it puts the school boards in a straight jacket in terms of how they can spend their money and on what. The time has come to give school boards a lump-sum budget and let them get on and manage the funds in accordance with the priorities of the schools and as best suits their surrounding community. Until that funding formula is changed, school boards have no choice but to manage by closing schools when student numbers no longer warrant.

Room to breath

As part of the numbers game, the restrictions on access to English schools contained in Bill 101 are today less political and more financial. All school boards need more students to keep schools open, and French language boards are not about to give over any potential clients. Remove the bean counting formulas and you remove the financial impediment and potentially create the opportunity for a limited increase in English language enrollment. Approximately 15% of those eligible for English language instruction (holders of a blue certificate) send their children to French language schools; why not allow English schools to open their doors to a corresponding number of students who would not otherwise be eligible? Not only would it breath some life into English language schools, it would also allow a limited number of francophone parents access to English language education without opening the flood gates and upsetting the infamous “balance” in language co-existence in this province.

Small schools

The time has come to move away from the ‘polyvalent’ model created in the 1960s, and return to smaller, local schools so that kids don’t have to spend half their days on a bus. Keeping Grades 7-8-9 at the elementary level will keep those schools viable and give kids a chance to grow up a little more slowly. They can be bussed into the regional high school once or twice a week for gym and labs and all the other touted benefits of a central facility. The empty spaces at the regional high can be filled with adult education programs (which now include many teenagers who had to leave high school when they turned 18) more suited to the older age of the high school students. Again, getting rid of the numbers game is key to making this possible.

Calling all CEGEPs

Some rural students don’t go onto CEGEP

because they have to move away from home at 16 or 17 years of age – they’re too young and it’s too costly. Let’s start to offer first year core courses for CEGEP out of the high school to facilitate access to post-secondary studies for rural teenage students. In addition to the improved levels of education that would result, the high schools will have a higher population base to help off-set the junior high kids staying home at the ‘elementary’ facility. CEGEPs will get their payback when the kids who start their post-secondary studies decide to keep on truckin’ once they get past the first year or so.

Close to home

School jurisdictions in the US have been offering high school diplomas via the Internet almost since its inception – given the size of the province, Quebec’s record in utilizing the benefits of education-at-a-distance is pathetic. Distance education programs are not a substitute for current programs but you’d be hard pressed to convince me that access to specialized and quality teaching at-a-distance is no worse than cramming 35 kids into a classroom with a substitute teacher. There’s no reason why kids, under appropriate circumstances, can’t patch into class via computers from home – spend the money on education instead of buses.

Community centres

The days of a stand alone school are outmoded, especially in rural communities, an anachronistic model created hundreds of years ago. We have to look at community centres that offer education, health and other community services in order to a) maintain the critical mass for programs and services, and b) start taking a holistic approach to life-long learning and self-development. Schools should become centres of community life that also offers libraries, health, fitness and cultural programs, as well as community development services - from cradle to grave, local, open and accessible 24/7 (well, 16/7 at a minimum!)

None of these suggestions are entirely novel but too often flounder in the bottomless pit of “It can’t be done.” Maybe they can’t all be done for all people, but before you dismiss them outright you had better have ready some viable alternatives because your kids and the long-term future of your community are counting on hearing something that will make a difference.

Hugh Maynard was a commissioner for the former Chateauguay Valley School Board, a former board member for the provincial association of school boards, and a former chairperson of the Chateauguay Valley Career Education Centre. He is a community consultant for his company Quanglo Communications.

hugh@quanglo.ca