Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne. Résumé de l'article Cette étude est une analyse critique qui examine l'origine de la section 6.1 des modifications apportées à la loi scolaire en 2002 (School Amendment Act, 2002) et ses répercussions sur la culture organisationnelle de deux conseils scolaires en Colombie Britannique. La section 6.1 permet aux conseils scolaires de créer des organismes à but lucratif dans le but de générer une partie du financement de leurs opérations. L'analyse démontre plusieurs conséquences de cette politique : la faiblesse de l'imputabilité de ces organismes à but lucratif; la diminution de l'équité entre les conseils scolaires en matière de financement; et la propension des conseils scolaires à s'intéresser davantage aux besoins de diverses clientèles internationales au détriment des clientèles locales. Act, 2002) and its impacts on the institutional behaviour of two public school districts in British Columbia. Part 6.1 permits school districts to raise funds through for-profit school district business companies (SDBC). The analysis found several consequences of the policy: lack of accountability of SDBCs, increased fiscal inequity among school districts, and greater responsiveness of school districts to the needs of a globally rather than locally situated community of students.
This is a critical policy study of language planning and policy in Quebec regarding the new policy direction requiring the compulsory teaching of English at the early primary level (grades 1-2, Cycle 1) in francophone public schools. Based on the analysis of policy documents, archives, and narratives from interviews, the goal of this policy study is to determine how and why language-policy decisions about the compulsory teaching of ESL at the early primary level were made by policymakers in Quebec.
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