QUALITY OF LIFE: WE CAN AFFORD TO CARE
EDUCATION:
PUBLIC AND DIVERSE
The United Nations has concluded that Ontario is in violation of human rights by funding religion-based education for one group and not for others. The Green Party believes that the Ontario government has a moral responsibility to resolve this issue. We believe that most (but certainly not all) of the various alternative and religious schools provide excellent education to many Ontario students. Just as in eco systems, diversity is valued and rewarded for its resilience and intelligence, so, too, we believe that these same qualities would manifest under a fairer and more accountable "public and diverse" educational model.
Some people contend this idea would fragment our society. They say alternative and religious schools increase prejudice in our society. They could not be more wrong. Their analysis fails to recognize that many parents don't find the public school a good fit for their children, their culture, or their way of life. In increasing numbers parents are voting with their feet and transferring their children to private schools. This is weakening the public system and reducing public accountability. At the end of the day it is respect for diversity and choice, sharing of buildings and resources, enhancement of identity and parental involvement that will be the best antidote for ignorance and discrimination.
The Green Party advocates shifting power from the Ministry of Education to the individual schools. The schools themselves would have greater authority over decisions regarding curriculum, teaching methods, textbooks,programming, staffing, and development of individual school cultures. This policy gives schools the ability to be responsive to the communities and families they serve.
Over time, each school would become distinctive from others, adapted to its particular community. Imagine students, teachers, parents, administrators, and citizens working together for a change. Greens believe that the real problem with the school system is not falling standards, teacher inefficiency, or insufficient provincial control, but rather lack of funding, flexibility, motivation, truancy, substance abuse, loneliness, malnutrition, and physical unfitness.
- Some of the reforms we would encourage schools to adopt include:
- facilitation of the development of individual school cultures, including enhanced guidance and mentor programs, spirituality programming, and individual curriculum and methods;
- achievement of high educational results and re-building teacher morale by involving them in the process and management of change as full and vital stakeholders.
- development of student-directed anti-drug, anti-weapons, and anti-bullying programs.
- expansion of health and fitness programs, including school food programs, and daily fitness classes;
- enhancement of arts programs to develop personal expression, creative learning, and math skills;
- removal of corporate advertising and sponsorships from classrooms and schools.
- supporting and funding of innovative learning programs that are not necessarily classroom or school-building based.