Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 1of 107 Français Contact Us Help Search Canada Site Home FAQ Key Rural A-Z Index Rural & Initiatives Remote Canadian Rural Partnership Research and Analysis About Us Browse by A Study of Education, Out-migration of Young Adults, and Subject the Impact of Information and Communications News Releases Technologies on the Economies of Rural Communities in Newfoundland and Labrador [Avalon West School District] Programs Rural Dialogue January 2002 Rural Youth Prepared by: Jean Brown, Rachel Handrigan, Gordon Stone, Sherman Downey Rural Teams Prepared for: Canadian Rural Partnership, Government of Canada Research . Profiles This project is the result of a partnership initiative between the Centre for TeleLearning and . Research Rural Education, Faculty of Education, Memorial University of Newfoundland; the Avalon West Notes School District; and the Avalon Alliance. The Avalon Alliance is an alliance created between four Regional Economic Boards: Mariner Resource Opportunities Network (Zone 17) Avalon . RST Analysis Gateway Regional Economic Development Corporation (Zone 18) Capital Coast Development Bulletins Alliance (Zone 19) Irish Loop Regional Economic Development Corporation (Zone 20) . RST Working Papers The researchers wish to thank the teachers, administrators, community members, and educational officials who participated in this study. . Models Program This information is provided free of charge to the public. It may be reused provided that it is . Reports/ accurately reproduced and the source is credited. Persons using this information agree to save Studies harmless Her Majesty in right of Canadaand all her representatives against any claim resulting from its use. . Links . Contact Info Any policy views, whether explicitly stated, inferred or interpreted from the contents of this publication have been developed from the research by the Consultant, and should not be represented as reflecting the views of the Canadian Rural Partnership or those of member Rural Lens agencies or the Government of Canada. Canadian Rural © Her Majesty the Queen in Right of Canada, 2003 Information To obtain additional copies, please contact: Service Rural Research and Analysis Unit Rural Secretariat, Agriculture and Agri-Food Canada 1341 Baseline Road, Tower 7, floor 6, Ottawa, Ontario K1A 0C5 Information Fax: (613) 759-7105 Pathfinders E-mail: [email protected] ISBN 0-662-35125-8 Publications Agriculture and Agri-Food Canada Publication Number 2186E Events This publication is available on the Internet at: www.rural.gc.ca Également offert en français sous le titre : Étude sur l'éducation, l'exode des jeunes adultes et Community l'incidence des technologies de l'information et des communications sur les économies des Decision-Making collectivités rurales de Terre-Neuve-et-Labrador [arrondissement scolaire d'Avalon Ouest], Toolkit Agriculture et Agroalimentaire Canada No de publication 2186F Proactive Disclosure TABLE OF CONTENTS Acknowledgements 1 INTRODUCTION http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 2of 107  1.1 Background to the Study  1.11 Provincial Issues and Directions  1.2 The Provincial Government  1.21 Legislation - The Schools Act, 1997  1.3 Department of Education - Bureaucratic Structure  1.4 Department of Education - Mandate and Vision  1.5 School Districts  1.6 Regional Economic Development Boards  1.7 Methodology  1.71 Research Questions  1.8 Organization of the Report 2 THE NATURE OF TEACHING AND LEARNING IN SMALL RURAL SCHOOLS IN NEWFOUNDLAND AND LABRADOR  2.1 General Overview  2.2 Curriculum Levels/Programs  2.21 Kindergarten Program  2.22 Primary Program  2.23 Elementary Program  2.24 Intermediate Program  2.25 Senior High Program  2.26 Distance Education and TeleLearning  2.27 Multi-age Classrooms  2.3 Partnership Co-ordinator  2.4 Conclusion 3. INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) AND SCHOOLS  3.1 Prescribed Science Curriculum  3.2 Prescribed Technology Curriculum  3.21 Proposed Primary Program  3.22 Proposed Elementary Program  3.23 Proposed Intermediate Program  3.24 Current Senior High Curriculum  3.241 Computer Education  3.242 Technology and Industrial Training  3.3 Using ICT in Schools  3.4 Information and Technology Partnership Programs  3.41 STEM~Net  3.42 GrassRoots  3.43 SchoolNet News Network (SNN)  3.44 Bridges Project  3.45 Computer KIOSK Program  3.46 SchoolNet Support Parent Program (SSP)  3.47 Action Research Project  3.48 MUN/Ascension Collegiate Partnership  3.49 Learning Village  3.5 The Impact of ICT on Teaching and http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 3of 107 Learning  3.6 Bandwidth and Schools  3.61 National Broadband Task Force and Schools  3.611 A Clear and Inclusive Definition of "Community"  3.612 A Clear Definition of "High-Speed Internet Access"  3.613 Optical Fibre as the End Goal  3.7 A New Model for Infrastructure Development and Service Delivery  3.8 Ensure Equitable and Affordable Access to All Communities  3.9 Conclusion 4. COMMUNITY ECONOMIC DEVELOPMENT AND SCHOOLS  4.1 Youth Unemployment in Newfoundland and Labrador  4.2 The Economic/Enterprise Provincial Curriculum  4.21 Primary Curriculum  4.22 Elementary Curriculum  4.23 Intermediate Curriculum  4.231 Enterprise Education  4.232 Entrepreneurship Education  4.24 Senior High Economic/Enterprise Prescribed Provincial Curriculum  4.3 Externally Funded Provincial Curriculum Resources  4.31 St. John's YMCA-YWCA Enterprise Centre  4.311 Market Your Thoughts (MYT)  4.312 Enterprise Olympics  4.313 Youth Ventures  4.314 Creating Businesses - A Business Plan Resource Book  4.32 Regional Economic Development And Schools (REDAS)  4.33 Role of the Project Directors  4.34 Junior Achievement  4.4 District Locally Developed Courses and Partnerships  4.5 Career/Co-operative Education  4.51 The Prescribed Curriculum  4.52 Co-curricular Activities in Career Education  4.53 Challenges in Career Education  4.54 Suggestions for Career Education  4.6 What is Happening in the Schools  4.7 Perceptions of Success 5. TEACHER EDUCATION (PRE-SERVICE AND CONTINUING EDUCATION) http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 4of 107  5.1 Pre-service Education - Faculty of Education, Memorial University  5.11 Mandate and Mission  5.12 Degree Programs  5.121 Bachelor of Education (Primary/Elementary)  5.122 Bachelor of Education (Intermediate/Secondary)  5.123 Bachelor of Education (Intermediate/Secondary) conjoint with the Diploma in Technology Education  5.124 Bachelor of Music Conjoint with Bachelor of Music Education/Bachelor of Music Education as a Second Degree  5.125 Bachelor of Education (Native and Northern)  5.126 Bachelor of Special Education  5.13 Diploma Programs  5.131 Diploma in Technology Education  5.132 Diploma in Native and Northern Education/ T.E.P.L.  5.14 Centre for TeleLearning and Rural Education  5.15 Diploma in TeleLearning and Rural School Teaching  5.16 Internships and Rural Schools  5.2 Continuing Education/Professional Development  5.21 School of Continuing Education  5.22 Faculty of Education  5.221 Master of Education (InformationTechnology)  5.222 Distance Delivery of Courses  5.223 Faculty and School/District Research  5.23 School Districts and Schools  5.24 Newfoundland and Labrador Teachers' Association  5.241 Special Interest Councils  5.242 Newfoundland and Labrador Teachers' Association Centennial Funds and Awards  5.243 The T-4 Program  5.244 Standing Committees  5.245 Awards and Bursaries  5.246 Conferences, Institutes, Workshops, and Seminars  5.247 Teacher Induction Program  5.248 Virtual Teacher Centre (VTC)  5.3 Conclusion 6. LESSONS LEARNED http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 5of 107 References APPENDICES APPENDIX A: REPORTS AND RECOMMENDATIONS CONCERNING THE NEWFOUNDLAND AND LABRADOR EDUCATION SYSTEM APPENDIX B: REGIONAL ECONOMIC DEVELOPMENT BOARDS AND THEIR REGIONS APPENDIX C: PARTNERSHIP DETAILS APPENDIX D: NEEDS OF STEM~NET STAKEHOLDER GROUPS APPENDIX E: GRASSROOTS PROJECTS APPENDIX F: COURSE DESCRIPTIONS FOR SENIOR HIGH ECONOMIC/ENTERPRISE EDUCATION APPENDIX G: EDUCATION COURSES AVAILABLE BY DISTANCE MEMORIAL UNIVERSITY OF NEWFOUNDLAND LIST OF TABLES TABLE 1. Senior High School Minimum Credit Requirements TABLE 2: Internship Enrolments for Years 1992-2001 Divided by Inside and Outside School District #10 (Avalon East) ACKNOWLEDGEMENTS AND THANKS This project has been funded by the Canadian Rural Partnership. The Partnership's objective is to investigate how Information and Communications Technologies are being applied in rural and remote schools in Newfoundland and Labrador. Their hope is that lessons learned from this Newfoundland and Labrador study can be used as examples for other rural and remote communities across Canada. The focus of this report is directed at the Primary, Elementary, and Secondary (K-12) rural schools under the jurisdiction of the Avalon West School District. It is a partnership initiative between the Centre for TeleLearning and Rural Education, Faculty of Education, Memorial University of Newfoundland; the Avalon West School District; and the Avalon Alliance. The Avalon Alliance is an alliance created between four Regional Economic Boards: the Mariner Resource Opportunities Network (Zone 17), the Avalon Gateway Regional Economic Development Corporation (Zone 18), the Capital Coast Development Alliance (Zone 19), and the Irish Loop Regional Economic Development Corporation (Zone 20). In the spirit of true partnerships, this project had two "homes" - The Centre for TeleLearning and Rural Education, Faculty of Education, Memorial University of Newfoundland, and the Avalon West School District Office, Spaniard's Bay, Newfoundland. Both sites offered considerable support in http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 6of 107 the completion of this study. The former Managing Director of the Centre for TeleLearning and Rural Education, Mr. Wilbert Boone, was instrumental in the early work of proposal writing and research design, as submitted to Canadian Rural Partnership. Dr. Ken Stevens, Chair of TeleLearning and Rural Education, was most co-operative and made available all the resources of the Centre during data collection and analysis, aswell as the use of the facilities for the writing of this report. The partnership with the Avalon West School District office hasindeed been a positive one. Dr. Bruce Sheppard, Director, and Mrs. Mary Tucker, Assistant Director of Programs, provided all support requested. Partnership Co-ordinator, Mr. Gordon Stone, was theproject facilitator and main contact within the school board and the four Regional Economic Development Boards (REDBs) in his school district. He was involved with the writing of the proposal and the early design of the project. He arranged school visits and interviews in schools, all meetings in the district, as well as engaged actively in the research through providing information or arranging contacts with those who could. In addition, he read drafts of the report and responded with valuable feedback, and was responsible for the printing of the final report. The businessoffice of the School Board handled all financial arrangements. Co-operation from the Board's program specialists also provided answers to the many questions pursued. In addition, Beverley Percy provided valued secretarial support. Four schools offering high school programs (one from each of the four Regional Economic Development Boards within the school district) participated as sites for interviews and research. Their principals, vice- principals, and guidance counsellors contributed through interviews, focus meetings, and answering of follow-up questions. These schools are: Carbonear Collegiate, Carbonear (Economic Zone #17); Fatima Academy, St. Bride's (Economic Zone #18); Roncolli Central High School, Avondale (Economic Zone #19); and Dunne Memorial Academy, St. Mary's (Economic Zone #20). Rachel Handrigan was project co-ordinator and research assistant. She visited the schools, interviewed principals and teachers, wrote drafts of the report, assisted in editing, and helped in the formulation of conclusions and lessons. Her considerable experience as teacher and assistant director contributed immensely to the findings. Sherman Downey joined the team through Memorial University's Summer Career Placement (SCP) program and added his talents to the project in the role of research assistant and editor. The list of those interviewed or contacted for information or assistance in this project has been quite extensive. With the fearof omitting some, I thank them all. Hoping that this list iscomplete (and asking for forgiveness if some name is omitted), I acknowledge and thank the following: from the Department of Education, Dr. Smita Joshi, Norah Woodman, Calvin Belbin, Maurice Barry, and Leon Cooper; from the School Board's Association, Phyllis Reardon (REDAS Program Co-ordinator); from the Y-Enterprise Centre, Paul Dwyer (Enterprise Olympics Co-ordinator); from the Faculty of Education, Judy Mellor (Undergraduate Programs Co-ordinator) and Dr. Mildred Cahill; from STEM~Net, Nancy Parsons-Heath (Director), Frank Shapleigh (Training Officer); and from Memorial University, Vice-President (Academic Office), Harvey Weir (Special Projects). I am grateful to all those named above. A project of this magnitude is possible only when there is assistance from many. I sincerely hope that I have faithfully captured the thoughts of so many, and that the lessons learned may in some small way contribute to the improvement of schools in rural and remote communities across Canada. http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 7of 107 CHAPTER ONE INTRODUCTION This research project is a study of education, out-migration of young adults, and the impact of Information and Communications Technologies (ICT) on the education and economies of rural communities in Newfoundland and Labrador. Education is often described as a key to economic prosperity, and Newfoundlanders and Labradorians, through various studies and reports, have been advised to train (or re-train) in order to better prepare for participation in the New Economy. Young people, as well as older individuals displaced by the moratorium on the fishing of northern cod, are encouraged to look at non-traditional occupations and to seek new ways to diversify their local economies. It is a major challenge for leaders in rural communities to respond to the needs of youth in the context of a knowledge-based, global economy and at the same time adjust to a radically changing way of life. The rural communities in Newfoundland and Labrador are facing unprecedented numbers of young people and families leaving their communities and often the Province. Those who remain, especially youth ages 15-29, are often unable to find employment. Community leaders involved with regional and local economic development are seeing their skilled labour force migrate from their communities and regions, thereby making community economic development plans more difficult to implement. The communities in the Avalon West School District reflect this reality. The District is losing approximately 600 students per year - a situation that impacts directly on the ability to offer quality programs in its rural schools. This research project explores the issue of out-migration of young adults. It provides valuable information on education changes due to Information Technology in rural areas as well as its effect on student migration and community development. The information gathered through this study addresses several key priority areas identified by the Canadian Rural Partnership's Rural Dialogue in the Federal Framework for Action for Rural Canada, specifically, Connecting Rural Canadians, Community Capacity Building, Youth, and Access to Education. More information concerning this Rural Dialogue Report and others can be found at http://www.rural.gc.ca/dialogue_e.phtml This introductory chapter will provide the background to the study, with a discussion of provincial directions in education, the provincial system of education, and the Regional Economic Development Boards (REDBs), as well as the methodology used. 1.1 Background to the Study 1.11 Provincial Issues and Directions Over the past couple of decades there have been major concerns and issues raised regarding the equality of services provided to rural Newfoundland and Labrador, and the future of these areas. In response to these concerns and issues, there have been a considerable number of reports and recommendations related to the provincial economy and education. Within education, there have been numerous debates and discussions on improvement while at the same time ensuring the equality of educational opportunity and intellectual access to information for all K-12 students. Because of out-migration and the subsequent decline of rural economies, particular attention has been paid to small schools located in rural and remote communities in Newfoundland and Labrador. Many reports reference the need for improved educational opportunities, greater reliance on distance learning, and providing opportunities that will http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 8of 107 maximize students' preparation for a knowledge-based economy. Some of the reports originate within education while others are generated in the search for solutions for community or regional economic and social development. All reports see education as central to the future well being of the Province. Since the mid-1980's, the following studies, reports, and related documents have been completed:  Report of the Small Schools Study Project, January 1987  Towards an Achieving Society, May 1989  Distance Education: Towards Equality of Educational Opportunities, February 1990  Our Children, Our Future, Report of the Royal Commission of Inquiry into the Delivery of Programs and Services in Primary, Elementary, Secondary Education. March 1992  Change & Challenge: A Strategic Economic Plan for Newfoundland and Labrador, June 1992  The Senior High School Curriculum: A Decade Later (1981-82 to 1991-92), October 1992  Technology in Learning Environments: Enabling Tomorrow's Learners, Today, October 1994  The Senior High School Program: New Directions for the 21st Century, December 1996  A Partnership Model for Distance Education in Newfoundland and Labrador, March 1997  Science Literacy for the World of Work, May 1997  The Summative Evaluation of STEM~Net: Educational Networking in Newfoundland and Labrador, March 1998  People, Partners and Prosperity: A Strategic Social Plan for Newfoundland and Labrador, August 1998  A Case Study of SchoolNet in Newfoundland and Labrador, March 1999  Supporting Learning, Report of the Ministerial Panel on Educational Delivery in the Classroom, March 2000  Interim Report on the Renewed Strategy for Jobs and Growth, March 2000  Navigating the North Atlantic Rim: A Strategic Plan for the Centre for TeleLearning and Rural Education, April 2000 See Appendix A for a brief description of each report and specific recommendations pertinent to this study. Drawing on recommendations from these reports, the Provincial Government's Strategic Social Plan (SSP), People, Partners, and Prosperity: A Strategic Social Plan for Newfoundland and Labrador (August 1998), calls for "Place Based Development" which integrates economic and social development. It attempts to bring together people, community and region, and the economy. At the provincial level, there is a Social Policy Committee of Cabinet (SPCC) which includes the ministers from the Departments of Education, Health and Community Services, Human Resources and Employment, Justice, Municipal and Provincial Affairs, Environment and Labour, Government Services and Lands, and Tourism, Culture, and Recreation1 . One minister is assigned the lead role. Strategic partnerships with the Federal Government are seen as essential. At the regional level, four Regional Boards are identified as key partners: Health Institutions Boards, Health and Community Services Boards, School Boards, and Economic Development Boards. These four boards are seen as forming a strategic link between government and the community. For example, Goal I of the Social Plan is "Vibrant communities where people are actively involved." Recommended actions require the four Regional Boards to work with the Province's government in order to identify gaps in available resources, including the community leadership capacity and the need of additional resources. Goal II requires the partners to focus on ways to prepare people to participate in long-term development strategies for each region and to "identify the range and extent of employment creation http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the Imp..P.age 9of 107 opportunities" as well as "how long-term employment … can be created." 1 With Cabinet changes, names and roles of Departments may change but Ministers responsible for these areas will remain in the SPCC Education and training is a key component within the Strategic Social Plan. The Provincial Government, in partnership with the Federal Government, is committed to the creation of a well-trained work force. This includes the training of young people, especially those living in rural areas where unemployment is the highest. The actions stated in the Plan identify emphasis on and support for school-to-work and work-to-school transition programs, as well as youth-at-risk programs. The reports in education focus on education and pedagogy rather than the links between schools and community or regional economic development. There are no recommendations that deal with the Placed Based Development concept from the Strategic Social Plan in the latest Ministerial Panel Report (2000), Supporting Learning. Instead, recommendations call for increased use of multi-level classes and TeleLearning. The creation of the Centre of Distance Learning and Innovation, recommended by the Panel Report and established in 2001, is a clear indication of the future being planned for small rural schools. Changes in the use of terminology reflect the changes being planned. Within the Province, the older model used for distance learning is generally referred to as "distance education." The newer model explores newer technologies, including Web-based, multi- media as well as incorporating older technologies if applicable. This is discussed more fully in later chapters. In this report, "TeleLearning" will be used to indicate the latest approach and the use of existing and emerging technologies. 1.2 The Provincial Government 1.21 Legislation - The Schools Act, 1997 The legislative power and financial responsibility for education within Newfoundland and Labrador is held by its Provincial Government. Inclusive with these responsibilities is the power to determine the framework, goals, curriculum development, evaluation of outcomes, and accountability involved with education. The operation regulations for the ten regional school boards and a Province-wide Francophone school board are all clearly stated in the Schools Act, 1997. The education system in the Province of Newfoundland and Labrador is often referred to as a "centralized" system since the ProvincialGovernment, through its Department of Education, has been given considerable power². The Schools Act, 1997, Section 52 (1) and (2) gives the Province (the "Lieutenant-Governor in Council" or Cabinet) the power to set the boundaries for school districts and to change the names of these districts. If there are disputes about the boundaries, the Minister of Education has the power to determine them and the act stipulates, "that determination shall be final." Section 53 sets out the process for the elections of school boards. It states that the time and manner of school board elections is"directed by the Minister subject to the approval of the Lieutenant-Governor in Council" and the Minister (in Cabinet) also has the power to set the number of trustees to be elected in each district. ² The degree of centralization of power varies within Canada. For example, school boards in some provinces assume roles and responsibilities assigned by the Department of Education in Newfoundland and Labrador. The Provincial Government, through its Department of Education, is responsible for the development of the provincial curriculum. The Act, Section 75 (1)(a), requires the board to "Organize and administer Primary, Elementary, and Secondary education within the district." Sections 75-77 further require school boards to be accountable to the Minister for http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008 Canadian Rural Partnership - A Study of Education, Out-migration of Young Adults, and the I... Page 10of 107 implementing the provincial educational programs, spending the public money for education, and maintaining provincial standards: 75. (3) A board shall be responsible to the minister for the expenditure of public funds, the conduct of programs for instruction, and evaluation required by the minister and for the maintenance of adequate programs and performance standards in schools in the district. 77. (1) A board may establish, maintain, and operate a school where the school provides programs or course of study that satisfy the minimum requirements as approved by the minister. The Schools Act, 1997, makes special provisions for small rural schools. The power rests with the Minister to determine specifics: 77. (2) The minister shall determine and, by order, specify a school that is a small school. And the grades, which may be taught in that school, in which the requirements of subsection (1) cannot be met, but the school must be maintainedand operated because of isolation or because the students cannot reasonably be accommodated in another school. Schools that are designated as small schools are entitled, by the Schools Act, to additional resources from the Province's Department of Education: 77. (3) A school specified in an order under subsection (2) shall receive an allocation of resources, as approved by the minister, additional to the allocation of resources provided for schools not specified in the order under subsection (2). 77. (4) The board shall ensure that an additional allocation received under subsection (3) for a school is used in that school. Such small schools are referred to as "small necessarily existent" schools. The Schools Act gives school boards the power to establish attendance zones for each school within its district (Section 78). However, it is the Minister who, as stated in Section 89, is given the power to "provide for the construction, renovation, extension, and equipment of schools and school board offices out of money voted by the Legislature." Although elected School Boards are given the authority to carry out specific duties and to make decisions on specific programs, the Provincial Department of Education is ultimately responsible. It is the Provincial Government that carries the authority for any changes that may be necessary for the governance of education within the Province of Newfoundland and Labrador. School Board trustees come from various parts of the school district, but not all communities are represented on the School Board. In Newfoundland and Labrador,there is no formal role for the local municipal government in education. There are no formal links between labour, local or regional economic development, municipal government, and K-12 education, other than partnership agreements developed between school districts and such groups. 1.3 Department of Education - Bureaucratic Structure The Office of the Minister heads the Provincial Department ofEducation and its five branches. More information regarding the Department of Education and its structure, policies, and goals can be found on their WebPage http://www.gov.nf.ca/edu. The five branches of the Education Department and their sub-divisions are http://www.rural.gc.ca/researchreports/ed/education_e.phtml 11/25/2008