What do we want from our education system?: Should
it emphasize reading and writing or self-actualization?
The Vancouver Sun
Tue 06 Sep 2005
Page: E3
Section:
BusinessBC
Byline: Michael Campbell
Column: Michael Campbell
Source:
Vancouver Sun

Taxpayers in British Columbia are about to make a record
$5.06-billion investment in our future, as just over 567,000 students return to
public school classes. You would think with that much money on the line we'd
have a clearer idea of what we want from the system.

Or maybe not, if you consider the diverse opinions of parents, teachers, the
BCTF, and politicians. Just about everyone has an opinion about what's best for
our children.

Do they thrive in a more- or less-structured environment? Should we be
concentrating on the fundamentals like reading, writing, math and computer
literacy? Or is self-esteem and self-actualization the primary goal? Is
citizenship or preparation for the work world a high priority?

I suspect we would get as many answers as there are questions, which is one
reason why the one-size-fits-all approach to public education will always be
open to criticism. It's even open to question whether we want the best system,
given that the dominant groups in public education reject the idea of having the
best teachers in the classroom.

"Merit" is one five-letter word you will never see brought up by the BCTF,
the Liberal government, or the NDP opposition.

As you read this, dozens, perhaps hundreds of excellent, enthusiastic
teachers are without jobs because they don't have seniority. That's not to say
that there aren't great teachers with years of experience. I'm simply pointing
out that the criteria for employment and remuneration is not related to teaching
excellence, but rather years on the job and extra educational credits.

This is why I have trouble with so much of the education debate focusing on
class size. The C.D. Howe Institute recently released a study that concluded
that class size was not the determining factor in educational outcomes.
Certainly, class size has an impact on teachers' workload, but the overwhelming
focus on it as THE pivotal issue in education is a reflection of the poor
quality of a highly politicized debate.

Both sides can point to studies that seem to support their point of view. But
lets be clear, there are no studies available that can prove that changing class
sizes incrementally by one, two, three or even 10 students is the determining
variable in educational outcomes. The reason is straightforward: It is
impossible to control other variables in such studies -- like teaching quality,
parental support, and class composition.

Any teacher will tell you that class make-up in terms of the number of
special-needs students, problem parents or ESL students will have a greater
impact on the classroom and their workload than the addition of two or three
students. Will a class of 30 with supportive parents and an excellent teacher
have better educational outcomes than a class of 20 students with a
less-than-enthusiastic teacher and parents who offer little support?

You can decide whether the total politicization of the education debate has
been to the detriment of students, but one of the outcomes has been to limit the
scope of discussion. Debate over class size, teachers' salaries, declining
enrolment and accompanying school closures overrides any broader discussion of
achieving educational excellence. And you can bet with yet another strike vote
looming, this situation won't change.

Michael Campbell's Money Talks radio show can be heard on CKNW 980 on
Saturdays from 8:30 a.m. to 10 a.m.

Edition: Final
Story Type: Business; Column

Length: 553 words