A recent article in the BBC referred to Canada as "an education superpower." This was in reference to the fact that in recent years the results for Canadian students in the areas of literacy, mathematics and science are among the best in the world. We are in the same echelon as countries like Finland and Singapore.
The article drew primarily from results of the Programme for International Student Assessment (PISA), a study performed by the Organization for Economic Co-operation and Development (OECD).
The results are surprising, given that the federal government only plays a small role in educational policy.
Education is a primarily a provincial jurisdiction, with each individual province and territory establishing its own policies and practices.
As an educator, I was intrigued by the analysis of our schools done by a foreign journalist. Several positive aspects of our schools were pointed out, including the fact that we not only have a large number of immigrant children in our schools, but that these students tend to do very well. Our public schools do an amazing job welcoming and integrating new Canadians into our society.
Tying in with this is what the BBC article refers to as "a common commitment to an equal chance in school." As an educator, I had never given this much thought, but upon reflection I realized that it is ingrained in the culture of our schools. Much effort is put into tapping into and drawing out the gifts of each and every child, and the socio-economic background of the people who sit in front of us every day is really not a factor. This is not to say that resources will not be found to support a child in need, a great deal of effort is actually put into finding ways to aid them but the focus is on helping each child succeed.
There is therefore a system in place in our schools to improve literacy and to help students who are struggling. The result is that there is a relatively small gap between "advantaged" and "disadvantaged" students in our school system, especially when compared to other countries.
What drives our schools to be so good? Though I don't have statistical evidence to prove these points, I can attest to what I experience as a public school educator in Canada.
First of all, there is a high level of professionalism among our teachers. We are held to a very high standard by the public and we embrace that standard ourselves. We also know that we are valued and that we will be paid the same regardless of the economic means of our students' families. Our wages are much better than those in many other countries, but they have to be. Economic forces would draw the best from our areas of expertise if they were not.
It should also be noted that our unions provide a strong and unified voice in promoting our values. The Mission Statement of the British Columbia Teachers' Federation cites "standards of professional practice which incorporate principles of pedagogy, social responsibility, ethical practice, and collaborative relationships."
While there is not a federal department of education, there is a Canadian Teachers' Federation and the vast majority of Canadian teachers are associated with this institution.
As Canadians, we can be proud of our schools and proud of the investment that we make in our children. We have developed a system that not only works but is constantly improving to meet the needs of the whole child, and adapting to an ever changing world.
Though we may have always known that we do excellent work, it is affirming to see our efforts recognized globally.
Gerry Chidiac is a champion for social enlightenment, inspiring others to find their greatness in making the world a better place. www.gerrychidiac.com
