compare NB provincial party policies on education
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Overview: the state of affairs in the New Brunswick education system
Our public education system is organized to serve the needs of the institutions and the adults that work in them; they are failing to meet students' needs. It is virtually incapable of problem solving because it is oriented in the wrong direction.
Addressing the profound achievement gaps between New Brunswick students and those in the rest of Canada, particularly those affecting our impoverished and minority students, means that students, not the system, must become the primary organizing principle for educational policies -- and, more importantly, for schools themselves.
Today's workers need skills that were not even considered important 30 years ago. There is every reason to prepare our students for a similar eventuality 30 years from now. Certainly, all students will need to read, write, and reason mathematically, but what else will they need? What will young people need in order to meet the demands of the fast-changing world?
New realities demand new educational approaches that allow for schools that have the freedom to innovate to meet students' unique needs.
Students, especially disadvantaged students, need schools that can provide them with the skills they will need and that are flexible enough to offer a variety of teaching methods until they succeed in reaching these goals.
for consideration by provincial parties
- Ensure that all students and parents can provide meaningful consultation in the development, implementation and evaluation of educational policy and programs
- Include youth participation in school governance decisions
- Ensure that all students and parents have open access to arms-length ombudsman and intervention services where conflict with school personnel or policy exists
- Require school personnel to respect and understand students' language, personal and cultural diversity
- Work placement, business, professional, leadership, apprenticeship and trades training at high school level must be integrated with provincial post secondary, labour and training institutions.
- Student workers salaries, working conditions, health and safety and training must be protected under laws and agreements e.g. the Canadian Charter of Rights and Freedoms, labour relations Acts.
- A cohesive, enforceable anti-bullying policy in harmony with the Canadian Human Rights Act and the UN Conventions on the Rights of the Child must be implemented to keep our students safe
- Prevent children with behavioral problems from being misdirected into special education programs
- Ensure that all students are prepared for success in the knowledge economy.
- Increase incentives, opportunity and accessibility for students to pursue post secondary education i.e. improved student guidance programs
- Remove barriers to full participation in school activities, including financial, racial or social status.
students with special needs
- Recognize that schools that are struggling with special education challenges are the same schools that are constrained by other educational program deficiencies e.g. inevitable collisions between complex procedures, legislation, changes in the educational landscape and advances in research
- Ensure that parents are aware of available services for children with special needs
- Three points that leaders must consider with regard to special education
- over-identification of students and minority students in particular for special education
- inadequate student outcomes
- fiscal issues
Different than other policy areas in education where the bulk of policy is largely determined at the local district level, it is important to remember that most, but not all, special education policy is derived at the provincial level. A policy of interdepartmental collaboration is required.
Studies reveal that minority students are disproportionately poor and thus more likely to be exposed to a range of effects of poverty such as, "higher rates of exposure to harmful toxins, including lead, alcohol, and tobacco. Social factors such as these must be given equal attention in the development of special needs programs.
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