Public Attitudes Towards Education in Ontario 1998

Abstract

Participation in Adult and Continuing Education 9.2 Credit for Adult and Continuing Education Courses 9.3 Reasons for Taking Adult Education Courses 9.4 Arrangements for Courses 9.5 Hours of Informal Learning 9.6 Interest in Taking Courses 9.7 Internet Access and Usage for Educational Purposes 10.0 Background Differences ..

Tensions and fissures: the politics of standardised testing and accountability in Ontario, 1995–2015

“…Two years later, in 1998, public perception of the Harris government's education reforms varied depending upon political affiliation À more than half of those who supported the Progressive-Conservative Party thought that the changes improved education quality in Ontario, while one-third of Liberal (the politically centrist party at the time) supporters held this view, and even fewer NDP supporters (Livingstone, Hart, & Davie, 1998). This is particularly interesting in the light of Livingstone, Hart, and Davie's (1996) finding that public satisfaction with Ontario schools had been steadily increasing to over 50% in 1996 since 1988 when satisfaction was only 30%. The political direction of travel since 1995 À regardless of political party À has been the most centralised and prescriptive in Ontario's history (Pinto, 2012).…”

“…During that period of reform, polling suggested that public satisfaction with Ontario schooling was just over 50% (Livingstone, Hart, & Davie, 1996). Two years later, in 1998, public perception of the Harris government's education reforms varied depending upon political affiliation À more than half of those who supported the Progressive-Conservative Party thought that the changes improved education quality in Ontario, while one-third of Liberal (the politically centrist party at the time) supporters held this view, and even fewer NDP supporters (Livingstone, Hart, & Davie, 1998).…”

Sustainable, large-scale education renewal

“…-The tests have very substantial public support as shown in repeated opinion polling (Livingstone and Hart 2005). Ontario citizens and taxpayers believe some form of provincial testing is important.…”

“…The two most important goals were the commitment to improve elementary school literacy and numeracy outcomes-including a significant reduction in class sizes in the primary grades-and the commitment to increase high school graduation rates. These priorities were chosen because of public concern about student performance in the province (Livingstone and Hart 2005). Elementary literacy and numeracy skills as measured by curriculum-linked provincial tests had been roughly static over the previous several years (EQAO 2006), while high school graduation rates were actually decreasing following major changes to the high school program and curriculum in the late 1990s (King et al 2005).…”

Workers’ Knowledge: Untapped Resource in the Labour Movement

“…There is a massive, more egalitarian informal learning society hidden beneath the pyramidal class structured forms of schooling and further education courses (see Livingstone, 1999aLivingstone, , 1999b. Livingstone, Hart and Davie, (1999).…”