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IDEA slams Education Act omissions

Draft legislation lacks clear goals, special needs programs and much more, submission says

SARA MINOGUE

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Three quarters of Nunavut’s elementary school students will not graduate Grade 12. The Iqaluit District Education Authority says that children who are “at risk” of dropping out must have programs to support them, and that this right must be enshrined in law. (FILE PHOTO)

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Clear goals, IQ policies, special programs for special needs kids and more funding for English and Inuktitut second-language training are all absent from the current draft of the Education Act, says the Iqaluit District Education Authority in a 20-page submission to the Government of Nunavut’s education department.

The IDEA limited their comments on the Education Act to topics they have discussed with parents, principals and teachers. The IDEA plans to submit further comments on other areas after further investigation.

Here is a summary of their comments so far:

IQ in schools
Inuit Qaujimajatuqangit is one of the most important parts of the new Education Act, says the IDEA, yet the first draft of the bill has only “limited and vague references” to IQ.

“We believe that learning Inuit Qaujimaningit and Inuit Qaujimajatuqangit principles and values requires shifting the focus in our schools from teaching and learning about IQ, to teaching and learning through Inuit Qaujimaningit and Inuit Qaujimajatuqangit values.”

The IDEA identifies three key values that the education system “must incorporate:”

• Pijitsirniq (to serve) — the education system should serve the communities, and not the other way around;
• Aajiiqatigiingniq (decision through discussion and consensus) — this should affect how schools are governed; district education authorities should have clear roles and power;
• Pilimmaksarniq/pijariuqsarniq (development of skills through practice, effort and action) — the traditional method of learning by observing and doing should be allowed and encouraged in schools.

The current draft of the act leaves IQ mainly in the hands of local education authorities. That’s not good enough for the IDEA. Instead, they say that the minister must ultimately be responsible for building IQ into the school curriculum and teaching practices.

Teachers should get “advanced training” in IQ principles of teaching, learning and discipline, the IDEA says. Teachers who do not meet training requirements should be transferred, while those who do should be rewarded with promotions and contract renewal.

Local principals, the IDEA says, should produce annual “school improvement plans” that outline how IQ can be incorporated into the school. The local DEA should approve the plan, and help determine how it is implemented. Principals should face consequences for not achieving the plan.

Help for students with special needs
The IDEA refers to the Canadian Charter of Rights and Freedoms to make its point that everybody has a right to education — including kids with troubled home lives or special needs.

The IDEA says that children who are “at risk” of dropping out must have programs to support them, and that this right must be enshrined in law. The IDEA also wants to see the rights of special needs children to remain in school, whether they are deaf or blind or suffer from emotional, physical or mental problems.

The Education Act, says the IDEA, must view these children as minorities with special needs rather than charity cases. In other words, the Act must provide for more education assistants and counselors in schools, support for students with fetal alcohol spectrum disorder and emotional behavior disorders, literacy and math remedial programs, smaller class sizes, and more.

The minister, the IDEA says, must be responsible for making sure all students get the care they need to take part in the education system. That care may include other departments, such as health and social services.

In order to do this, the minister must broaden the definition of “at risk” and “special needs” students, clarify their needs, and work with other departments to help teachers help these kids in the classroom.

Minority language rights
Many students in Nunavut need both English and Inuktitut second language instruction, says the IDEA.

English should be recognized as a minority language in Nunavut, so that it is eligible for federal funding to teach English as a second language, like in Quebec.

Last summer, the IDEA wrote to Canada’s commissioner of official languages to press for the recognition of English as a minority language in Nunavut. The IDEA has asked the GN to continue to make this case. They would also like to see minority English language rights recognized in the Education Act.

The purpose of education
The IDEA’s submission to the GN is especially critical of the current draft bill’s lack of direction on the goals for education in Nunavut.

“Absent from Bill 1 is any reference to: a) the purpose of education, b) what constitutes ‘a basic education,’ or, c) how knowledge should be taught (which is of particularly relevant when considering the principles of IQ).”

The draft bill also lacks any mention of accountability, the IDEA says. In other words, who is responsible for making sure these goals are achieved.

The IDEA makes a suggestion for a statement on the goal or purpose of education: “assist students to realize their full potential, contribute to society, and shape their future.”

The IDEA also suggests the Education Act include this statement: “all students shall be provided with a program consistent with the students’ educational needs and abilities.”

Furthermore, the IDEA defines three objectives for

K-12 education:

• Educate students — this means teaching them hard skills, in both languages; giving them respect for continuing their education; and respect for the environment around them;
• Qualify students — or, provide them with diplomas that recognize their abilities;
• Socialize students — help children develop self-esteem, learn to take responsibility for their actions and respect others, and to understand social justice, human rights, their own cultural heritage and the values of Canada;
• Career development — to prepare students for careers and help them understand the link between education and future well-being.

Student conduct
Currently, education authorities are responsible for developing policies on student conduct and discipline. However, the IDEA is beginning to see a need to move away from suspensions and expulsions as punishment. Several Iqaluit schools now promote restorative models to resolve disclipline problems at school.

While the IDEA is allowed to promote restorative discipline, they get no resources from the education department to do this.

The IDEA would like to see restorative practices encouraged in the new Education Act, as well as more information and funding made available for DEAs who are looking for alternatives to suspensions and expulsions.

The IDEA also wants the minister to create a “stay in school” campaign to address attendance, and give the IDEA responsibility for implementing the program.

Governing schools
Finally, the IDEA wants to see clearer roles for district education authorities, which the IDEA believes have weakened as a result of uncertainty over their power and responsibilities.

“DEAs won’t always make the right decision but when we don’t, we are available in the community to hear people’s concerns,” the submission says.

The DEA also wants the new Education Act to outline the responsibilities of teachers, including their responsibility to teach through the principles of IQ.

The IDEA suggests that the Education Act include, as a principle: “Parents have a critical role in the success of their children’s education,” as well as a section definining parents’ rights and responsibilities.

The IDEA’s submission includes a long list of proposed responsibilities for DEAs, parents, teachers, students and the minister.

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