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ERIC Number: EJ1135778
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Ontario Education Governance 1995 to the Present: More Accountability, More Regulation, and More Centralization?
Journal of International Education and Leadership, v5 n1 Spr 2015
The purpose of this study was to examine the general trend of education governance in the Canadian province of Ontario since 1995 when the Progressive Conservatives led by Michael Harris formed a new majority government. The article is divided into three sections. The first section provides the context and a historical background of Ontario education from its beginning to 1995 when the Conservatives started significantly transforming the governance of education. The second section describes the changes the Conservative government and the following Liberal government made between 1995 and the present, paying attention to the important shifts and tensions in the relationship between school boards and the government and how these shifts and tensions affected the overall education governance. The third section presents the tension between the government and two teachers' unions in the last round of collective bargaining when school boards did not play a significant role. The paper concludes with an attempt to draw lessons from the shifts in education governance since 1995 in terms of how it is likely to evolve in the future.
Descriptors: Foreign Countries, Educational Administration, Governance, Educational History, Accountability, Federal Regulation, Educational Legislation, Centralization, Educational Trends, Neoliberalism, Politics of Education, Educational Policy, Educational Change, Governing Boards, Collective Bargaining, Unions
Journal of International Education and Leadership. 432 Rittiman Road, San Antonio, Texas 78209. Tel: 210-519-9870; e-mail: firstname.lastname@example.org; Web site: http://www.jielusa.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A