Separate school

In Canada, separate school refers to a particular type of school that has constitutional status in three provinces and one territory. Separate school education exists in the Canadian provinces of Alberta, Ontario, and Saskatchewan and in the Northwest Territories. In these Canadian jurisdictions, a separate school is one operated by a civil authority -- a separate school board -- with a mandate enshrined in the Constitution. In these four jurisdictions a civil electorate, composed of the members of the minority faith, elects school trustees according to the jurisdiction's local authorities election legislation. These trustees are legally accountable to their electorate and to the provincial or territorial government. No church has a constitutional, legal, or proprietary interest in a separate school. The constitutionally provided mandate of a separate school board and of a separate school is to provide education in a school setting that reflects Roman Catholic (or, rarely, Protestant) theology, doctrine, and practices. This mandate can manifest itself in the Program of Studies and the curriculum, exercises and practices, and staffing. The limits of this mandate are determined by the application of the Canadian Charter of Rights and Freedoms, and judicial decisions.

In Ontario, Roman Catholic separate school jurisdictions coexist with non-denominational public school jurisdictions throughout most of the province. There is only one Protestant separate school jurisdiction in Ontario. In Alberta and Saskatchewan, the extent of separate school education is more limited, and Protestant separate schools are slightly more present. For example, in Alberta, about 40% of the land area of the province is included in separate school jurisdictions. In Alberta there are two Protestant Separate School Districts, in the City of St. Albert (St. Albert Protestant Separate School District) and in the Town of St. Paul (Glen Avon Protestant Separate School District).

The different experience in Ontario as compared to Alberta and Saskatchewan is principally the result of the same constitutional provisions having effect on settlement at different stages in Canadian history.

The Constitution of Canada does not establish separate school education as a natural right, or an unconditional right.

Only Protestants or Roman Catholics, whichever is the minority compared to the other in a community, can consider the establishment of separate school education. The separate school establishment right is not available to citizens of any other faith (such as Jews, or Mormons, or Hindus, or Muslims). In addition, the minority faith must establish that they wish to leave the public school system and create a separate school system. In Ontario, this determination was largely made throughout the province by the time of Confederation. In Alberta and Saskatchewan, there continue to be large areas of the province where separate school education has never been established. Consequently, there is a clear and well-known process for determining the wishes of the members of the minority faith. In Alberta, for example,the geographic basis for separate school establishment is the underlying public school district. At any time, three or more residents, either Protestant or Roman Catholic, who believe that they are members of the minority faith locally, can initiate the process. A census must be conducted to confirm that they are, in fact, the minority faith locally. When the census confirms minority status a meeting must be widely advertised. The purpose of meeting is to provide a venue at which all of the local members can debate the pros and cons of leaving the public school jurisdiction and creating a separate school district. At the end of the meeting, a vote may be held on the question of establishment. If the majority of the minority vote in favour of establishment, the establishment becomes a fact. If the majority of the minority vote against establishment, it does not proceed. The process is civil, and democratic, and binding on the minority of the minority. A vote against establishment precludes a number of the minority faith who may have favoured establishment from continuing for themselves. (At the same time, any vote against establishment has no term. In the event the vote is against establishment, proponents can begin almost immediately, to organize a subsequent effort.)

In Alberta, wherever a separate school system exists, individuals who are of the minority faith that established the separate school system must be residents, electors, and ratepayers of the separate school system. There is no way by which they could opt to be supporters of the public school system. In Saskatchewan and Ontario members of the minority faith may choose to be supporters of the public school system, notwithstanding their faith.

This system of government for education, characterized by public school jurisdictions with (more or less) corresponding separate school jurisdictions, can be traced to the Battle of the Plains of Abraham and the Treaty of Paris.

Retention of Separate School boards with public funding was a major issue of contention in the negotiations that led to Canadian confederation, chiefly as a result of ethnic and religious tension between the (largely French-speaking) Roman Catholic population in Canada and the Protestant majority. The issue was a subject of debate at the 1864 Quebec Conference and was finally resolved at the London Conference of 1866 with a proposal to preserve the separate school systems in Quebec and Ontario. The way in which this agreement was written into the British North America Act, 1867 was to the effect that the condition of education in each colony (or territory) at the time it entered Confederation, would be continued thereafter.

Consequently, there is not now, and there has never been, separate school education in British Columbia, New Brunswick, Nova Scotia, or Prince Edward Island.

In the Quebec education system there were separate Protestant and Catholic school boards until 1998 when they were replaced with linguistically based secular school systems, except on the Island of Montreal and in the Eastern Townships.

Newfoundland and Labrador, both historically and currently, provide another interesting variant. At the time that colony entered Confederation (1949), there were no public schools as the term is usually understood. The schools of that colony were all organized on a confessional basis with separate denominational schools for Roman Catholics, Seventh-day Adventists, Salvationists, Pentecostals, and an integrated stream, schooling the children of many members of so-called "mainstream" Protestant denominations. All these schools received grants from the provincial government, but locally, the government ranged from parochial (owned and operated directly by a Church) to ownership and operation by a not-for-profit society. This system of confessional schools was abolished by constitutional amendment following a referendum in 1997 and a single secular system was introduced to replace the previous streams. The constitutional amendment that created the current public school system also provided assurance that certain expressions of faith could continue to be manfifested at the public school itself, depending upon the sentiment of the local community.

The question of separate schools has been most controversial in Ontario and Manitoba. The ending of public support for separate schools in the latter province in the 1890s prompted a national crisis known as the Manitoba Schools Question, and led to Pope Leo XIII's papal encyclical Affari Vos.

In Ontario, the historically Protestant public schools gradually transformed into a secular public system. School prayer in public schools was discontinued in the early 1980s. Since the 19th century, funding for the Roman Catholic separate school system was provided up to Grade 10 under the British North America (BNA) Act. In 1984 the government of Premier William Davis extended full funding to include the last three (Grades 11- 13 (OAC)) years of Roman Catholic secondary schools after having rejected that proposal fifteen years earlier. The first year of funded grade 11 was 1985-86, with one grade added each of the next two years.

A province-wide newspaper survey conducted between 1997 and 1999 in 45 dailies indicated that 79% of 7551 respondents in Ontario favoured a single public school system. But rumours that the Catholic Church had instructed its parishioners not to respond to the survey suggest that it may have produced inaccurate results. Regardless of whether the results were accurate or not, no widely supported movement to amend the Constitution Act, 1867 has developed.

In Ontario the only separate schools are Roman Catholic (except for one elementary school in Penetanguishene, the Burkevale Protestant Separate School, under the Penetanguishene Protestant Separate School Board, which has no other schools); other faith groups do not receive public funding. This restriction has often been criticized as contrary to the spirit of official multiculturalism: for instance, a Roman Catholic teacher can be employed by either the public board or by the separate Roman Catholic board, while a non-Catholic can work only in the secular system. On November 5, 1999 the United Nations Human Rights Committee condemned Canada and Ontario for having violated the equality provisions (Article 26) of the International Covenant on Civil and Political Rights. The Committee restated its concerns on November 2, 2005, when it published its Concluding Observations regarding Canada's fifth periodic report under the Covenant. The Committee observed that Canada had failed to "adopt steps in order to eliminate discrimination on the basis of religion in the funding of schools in Ontario."

See also

• Education in Canada
• Education in Quebec

External links

• International Covenant on Civil and Political Rights
• Education Equality in Ontario
• Significant Events in the History of Catholic Education