Education in Acadian New Brunswick: A path to cultural and …leg-horizon.gnb.ca/e-repository/monographs/30000000047580/... · A path to cultural and linguisitic self-sufficiency

Education in Acadian New Brunswick: A path to cultural and linguisitic

self-sufficiency

Chair’s Report

1 Report of the Commission on Francophone Schools

"Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token save it from the ruin which, except for renewal, except for the coming of the new and young, would be inevitable. And education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their chance of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world."

Hannah Arendt, The Crisis in Education, 1954.

"Thinking of Acadie as a civil society is therefore affirming that the Acadian issue is not merely one of language, and even less one of ethnicity, but that it is also a political issue: how can politics be used to facilitate the multifaceted interaction that Acadians create among themselves? [. . .] It is affirming, moreover, that some political entities are not seats of government but seats of governance." [Translation]

Joseph Yvon Thériault, Faire société: société civile et espaces francophones

(making society: Francophone civil society and space) Sudbury, Prise de Parole, 2007, p. 20.

"Acadian New Brunswick society has come a long way from the itinerant teachers of the late eighteenth century. Adversities notwithstanding, it developed educational infrastructures that provided continuity down through successive generations. From the little rural schoolhouses of olden times to today's high school institutions, those infrastructures have turned out thousands of women and men who have garnered top positions of leadership." [Translation]

Maurice Basque, De Marc Lescarbot à l’AEFNB: histoire de la profession enseignante acadienne au Nouveau-Brunswick

(history of the Acadian teaching profession in New Brunswick)

Edmundston, Éditions Marévie, 1994, p. 25.


May 22, 2009 The Honourable Kelly Lamrock Department of Education Place 2000 250 King Street Fredericton, New Brunswick E3B 9M9 Dear Minister: I am pleased to submit herewith my final report as Chair of the Commission on Francophone Schools. This report contains a series of recommendations and potential courses of action that I like to think will prove useful in advancing French-language education in New Brunswick. Pursuant to the public consultations of fall 2008 and the Summit on Francophone Schools held this past winter, my report suggests a series of possible solutions, all of them important and necessary for development of the Francophone school system and the ultimate mission you assigned to me, namely, to build the best possible Acadian and Francophone schools for the children of New Brunswick.

After eight months of work and public consultations, I conclude this mandate optimistic that the Francophone education community is prepared to join with the Government of New Brunswick to improve one of the most powerful development tools in Acadian New Brunswick. Through this Commission, which was requested by the Acadian and Francophone education community, the specific issues involved in developing the school system and the community at large were clearly identified. I was often moved by the testimonies of parents, teachers, and students, who unfortunately are sometimes faced with serious obstacles to achievement, whereas others travel enriching, rewarding paths to become committed members of New Brunswick society. The magnitude of the changes in the system was driven home to me when, during my time as Commissioner, I happened across the teacher who taught my father at the little school in Notre-Dame-de-Kent. She eagerly recollected how "in those days" she was alone in teaching eight different grades in one room, with few educational materials and, even worse, almost none of them in French. That was the reality of school for the generation before mine, the cohort that, owing to the Robichaud reforms, was also the first to have access to postsecondary education in French. The education picture has changed considerably, and giant strides have definitely been made, but we must continue targeting excellence and exceeding expectations. I wish to thank each and every person who took time to communicate with us. The community treated me most graciously. Without it, my efforts would have been less focused and less representative of the global challenges of the education system that we must address. There is much good will, and both Department of Education administrators and community leaders are prepared


to join forces to ensure the success of our children. I discovered many initiatives that I regard as "gems," what public administrators call "best practices." However, there are still serious shortcomings that require leadership, fresh initiatives, or else additional resources, as the case may be. I wish to thank the Francophone school districts and their elected officials for their collaboration in agreeing to co-host the Commission's public hearings that took place in their communities. Without them, the small team comprising the Commission could not have chosen its meetings as efficiently or strategically as it did. The advisory committee named to guide and advise the Commission proved most helpful and often provided vital direction for our activities. Department of Education staff supported us with professionalism, always respecting the arm's-length nature of the Commission. Special thanks go to Nicole Barrieau, general secretary of the Commission, who worked with me daily to see this mandate to completion. She provided vital moral support and was a superlative colleague for discussing the ideas that informed this final report. Thank you for trusting in our ability to perform this mandate. Yours sincerely, Gino LeBlanc, Chair Commission on Francophone Schools


Table of Contents

Key issues: important starting points ……………………………………..... 5 Acknowledgments…………………………………………………………….. ......... 11 Introduction………………………………………………………………................... 13 Systemic challenges: the missing links……………………..……………..... 20 Thematic challenges: links to strengthen………………………………….. 27 Conclusion…………………………………………………………………................... 73 Appendices………………………………………………………..……….................... 76


Key issues: important starting points As Commission Chair, I draw your attention to actions that emerge as key issues upon looking at education in French in New Brunswick and development of the Acadian and Francophone community from a holistic perspective. Each possible solution suggested in this report deserves the attention of the decision makers, whether civil servants, elected school officials, or leaders of community organizations. But it would be remiss of me not to underline a few of these potential solutions that have broader implications and require immediate attention. They are areas of intervention demanding rapid action because of their overall impact on education and even on development of the community as a whole.

I realize that a government has to prioritize its actions and phase them in so as to maximize the use of limited resources. While I was tasked chiefly with listening to the wishes of the Acadian and Francophone population regarding the challenges of the education system and then conveying those wishes to you, may I humbly suggest that certain matters require your immediate attention and should produce results having systemic and lasting effects on our common objective, namely, to build the best schools for Acadian and Francophone young people in New Brunswick. 1. Duality in structures, policies, and management and accelerated implementation of

early childhood services in French for the Acadian and Francophone community

I laud the efforts of your government through its action plan and ten-year early childhood strategy. I further laud the efforts that led to a curriculum developed for and by the Acadian and Francophone community. There are still large gaps in French services and resources, nevertheless. The importance of this sector for community sustainability must be acknowledged. For Acadians and Francophones, it is not only urgent to press ahead in terms of pedagogy and education; it is a matter of survival of a language and retention of a culture. Early childhood intervention entails addressing the assimilation issue upstream and providing for early intervention with young people and their parents in the areas of learning, developmental issues, and identity building. The briefs received and our own research convince me that vigorous intervention in these areas will have multiple effects favouring growth in the enrolment of Charter rights-holders' children in community schools, francization, and cultural awareness-raising of parents and children, among other things. Implementation of the A 10-Year Early Childhood Strategy for New Brunswick should be accelerated, and the resources assigned to it should be increased. This early childhood intervention focus was emphasized in every area of the province and definitely constitutes an urgent priority for all regions.


I suggest developing this sector along with the rest of the Francophone education system by asking the government to either place it under the purview of the Department of Education or set up a Francophone division within the Department of Social Development. Administrative duality within the Department of Education or a newly established Francophone division within the Department of Social Development which would include Early Childhood and School-Based Services, among others, will also ensure ongoing development of the early childhood sector together with all stages of educational life in French in New Brunswick. A cultural and linguistic minority must be able to plan and control the learning continuum in order to develop. 2. Two missing links for improving the school system: a government plan for the

development of the Acadian and Francophone community and a language and cultural

development policy

Our report suggests a number of measures to reinforce governance mechanisms and steer government intervention so as to provide a much clearer framework for action. It is obvious to me that these measures must precede the other systemic measures proposed here. It is troubling that forty years after adoption of the Official Languages Act, the New Brunswick government still has not worked with the community to develop a roadmap for measuring advancements in all facets of living in French in New Brunswick. It is unusual to relegate the burden of a vision for developing the Acadian and Francophone community solely to the Department of Education and, to a lesser degree, the Department of Intergovernmental Affairs. The top government official responsible for language matters, the Commissioner of Official Languages, has long requested this intervention and planning tool, and his annual request must be answered. Again in his most recent report (2007-2008), he states that "[provincial institutions] … are not proactively working to fulfil their obligation to comply with the OLA and live up to their responsibility to take positive action to promote the cultural, economic, educational, and social development of our linguistic communities as required by the Act Recognizing the Equality of the Two Official Linguistic Communities in New Brunswick." We may well want to plan a strategy for education in French in New Brunswick, but a minimum vision of overall development for the Acadian and Francophone community is needed first. I propose therefore the government's adoption of a language and cultural development policy that would implement, through a planning and accountability tool, the commitments and objectives of a government plan for development of the Acadian and Francophone community. Many stakeholders from an impressive range of sectors told the Commission that they wanted to see the New Brunswick government adopt an overall development plan and a policy for implementing that plan. Ideally, such a policy would be an interdepartmental initiative managed jointly by the community and the government. That policy could set out the long-term objectives and identify the initiatives that would emerge from an overall development plan for the community, including the education system.


3. Urgency of helping our young people overcome academic difficulties: continuing to

measure and improve unsatisfactory academic performance

Early in this mandate, I was greatly surprised by the poor results that New Brunswick students are scoring on standardized tests, especially in the Francophone sector. I realize the frustrations, especially among teachers, over the demoralizing effect of newspaper headlines publicizing those poor results. What is more, socioeconomic variables in certain regions of the province weigh heavily on efforts to achieve academic success. A number of contextual variables specific to the Acadian and Francophone school system may also affect a student's performance: the training received by the student's teacher, the level of proficiency in the language of instruction, and access to specialized services in French, to mention but a few. Other individuals warned that the learning environment could be contaminated when school principals and the Department overemphasize standardized test results. Indeed, banking on test outcomes could hamper teachers' creativity and vitality. These apprehensions are no doubt factors to weigh and avoid, but underachievement has reached a point where serious changes and much stricter accountability are needed. Outcomes are often below what is acceptable as a starting point, and I believe that urgent measures must be taken to turn the situation around in order to arrive at more comprehensive evaluation bolstered by corrective measures for schools that need help and support.

I applaud the inclusion of indicators in the When kids come first strategy developed by the Department of Education. The Department has established concrete measures and specific targets to make New Brunswick's public education system the best in Canada by 2013. The evaluation must continue and extend to other subjects to measure a wide diversity of learnings. In addition, I urge the Department to collaborate with the school districts on developing intervention teams to support the schools in establishing corrective measures and setting these schools on the road to success. The AEFNB makes this clear: "the underachievement of Francophone students in Canadian and international evaluations is a big stumbling block along their path and adversely affects the motivation of students and teachers alike, as well as their pride as Francophones."1 [Translation]

Let us bear in mind the informational aim of evaluation. The provincial exams measure students' basic skills, of course, but they are also intended to keep parents better informed of their child's performance and to reinforce the school system by holding it accountable. 4. A committee of experts to review the funding of Acadian and Francophone schools by

the federal and provincial governments

1 AEFNB, Mémoire présenté à la Commission sur l'école francophone du Nouveau-Brunswick, October 2008, p. 12.


During our consultations, I insisted that the solutions for improving our schools must go beyond financial considerations alone. However, in examining funding for the Francophone system as a whole, we realize that because of the specific cultural and identity mandate of Francophone schools, and the province's constitutional responsibility for its French-language minority, we look at funding solely in light of student numbers. This funding formula, anchored in the government culture and a priori based on the concept of "formal" or quantitative equality, is inconsistent with the lawmaker's intention, i.e. equitable funding, as clarified by the highest court in the land. What financial measures has the province taken to ensure equitable funding? How are federal government resources being routed to the identity-building mandate? A number of key stakeholders suggested courses of action to remedy this situation. Many briefs filed with the Commission set out the challenges specific to education in a minority setting and clearly showed that current funding, based on a formula that ignores the actual, particular, and supplementary costs of the minority-setting education mandate, does not cover the educational, cultural, and community obligations of Acadian and Francophone schools. Those obligations are clearly expressed in the case law of the Supreme Court of Canada in its reading and interpretation of the rights conferred on official language minorities under section 23 of the Charter. The Commission has neither the expertise nor the resources to analyze this complex issue of such critical importance. I suggest that the government set up a three-member panel of experts comprising an expert in minority-setting education, an expert in linguistic minority rights, and an expert in public administration. That panel should report to you, Minister, and to the Fédération des conseils d’éducation du Nouveau-Brunswick. It should table its recommendations in fall 2009 to allow for inclusion in the 2010-2011 budget process. 5. Four pillars for a vision for education: flexibility, diversity of paths, a culture of

excellence, and community schools

Lastly, Minister, unlike the areas of intervention to which I have drawn your attention thus far, the last one does not necessarily call for a committee, a structure, or even new funds. The final priority requires instead the adoption of a vision of what constitutes the Francophone education system in New Brunswick. I am adding, as it were, to some equally important values that you expressed in your highly relevant platform When kids come first, especially in sharing your own vision and your eight commitments to the people of New Brunswick. These four pillars should be integrated into your vision and all implementation strategies you undertake. They came up time and again in my conversations with members of the education community. Not only do they appear in many of the briefs and testimonies; their importance is further confirmed by the state of knowledge about education.


a) Flexibility of management School districts and principals want more flexibility for implementing initiatives and achieving provincial objectives. They want to have a hand in policy making and program development from the start. They want to adapt and prioritize certain measures in light of their own particular regional characteristics. In short, they are asking for more flexibility and autonomy in management matters. b) Wider diversity of paths Many students, teachers, and parents asked New Brunswick's school system for more streams of study to choose from. Pursuant to your Department's efforts to offer more choice in trade programs, for example, these stakeholders want the system to cater to a broader range of aptitudes and interests. Curricula must expand opportunities for both gifted students and those with learning difficulties. Schools must awaken the desire to learn by offering more choices and a wider diversity of paths. c) Culture of excellence Although this is not something new, I should mention that participants were very clear and unequivocal about the need to continue raising the bar regarding our expectations of students and to aim for a culture of excellence. We must stop excessive accommodation of students capable of succeeding within normal parameters. It is necessary to set stricter standards to help students develop to their full potential and to stop bending so readily to demands to lower our expectations. d) Schools de facto constitute a learning environment and a place to experience

community life The community school theme runs through all the issues raised in our report. While Acadian and Francophone schools are places that deal mainly in delivering curricula, they must also become places for community life and education. Indeed, this is their reason for being, for the end goal and significance of sustaining and developing community life in French in New Brunswick require that schools be spearheaded by their French-language community. From this point on, any school construction, renovation, or development must take place in consideration of the community's participation in and contribution to school life. All programs, curricula, projects, or services must be developed from the standpoint that schools are a tool for the development of a linguistic and cultural community. The implementation of my recommendations will require leadership and sustained collaboration between your Department and the education community. It will also require fresh investment. For the first year of implementing the recommendations in this report, assuming that you wish to continue the partnership begun between the Commission and the Acadian and


Francophone education community, I propose that the government allocate $250,000 to a committee appointed to follow up the Commission's report. This model met with success when the Government of New Brunswick and the arts community set up a secretariat to follow up the recommendations adopted at the Summit on Acadian Arts and Culture. Naturally, I leave it to community leaders and the Department of Education to schedule follow-ups of the systemic recommendations that I propose. I do, however, point out that a government plan for development of the Acadian and Francophone community and a language and cultural development policy should be developed at the start of the process you wish to initiate together. In the second and subsequent years of implementing this report, I recommend that the Government of New Brunswick make a minimum investment in new funding equivalent to one per cent of the total annual budget for the Department of Education's Francophone division for follow-ups ensuing from this report. I trust that you and the Cabinet will consider this report an opportunity to further the government efforts initiated with the plans When kids come first and Our Action Plan To Be Self-Sufficient in New Brunswick. Now that the Acadian and Francophone community has spoken, it is up to you to listen and provide the needed support.


Acknowledgments The Commission wishes to thank its key partners, without whom our efforts in the areas of research, dialogue, and implementation would have been less fruitful. The Commission was assisted throughout by an advisory committee of individuals from the major representative organizations in matters of Francophone education:

Carmen Gibbs, Association acadienne des artistes professionnel.le.s du Nouveau-Brunswick

Richard Lemay, Association des directions d’écoles francophones du Nouveau-Brunswick

Marcel Larocque, Association des enseignantes et enseignants francophones du Nouveau-Brunswick

Jean-Guy Levesque, Association francophone des directions générales et directions de l’éducation du Nouveau-Brunswick

Josée Nadeau and Denyse LeBouthillier, Association francophone des parents du Nouveau-Brunswick

Ernest Thibodeau, District Education Councils Jean-François Richard, Université de Moncton Faculty of Education Anne-Marie Gammon, Fédération des conseils d’éducation du Nouveau-

Brunswick Éric-Mathieu Doucet, Fédération des jeunes francophones du Nouveau-

Brunswick James Thériault, Department of Education Roger Martin, Réseau d’appui { l’intégration des enfants des ayants droit

It goes without saying that the Commission on Francophone Schools could hardly have succeeded in carrying out its mandate without the support of key stakeholders in the Department of Education. From the very start, our collaboration adhered to the necessary arm's-length relationship between a commission's activities and the machinery of government. Minister Kelly Lamrock; Deputy Minister Roger Doucet; and our regular liaison at the Department, James Thériault, Director of Strategic Relations and Initiatives, assisted and supported us through all stages of our mandate. We are also grateful to all Department employees who agreed to meet with us and guide us through the workings of public education in French in New Brunswick. The public consultations would not have met with such success without the unfailing support of New Brunswick's five Francophone school districts. They co-hosted the Commission's town hall meetings, an approach that earned us immediate recognition and respect from local education stakeholders and from Acadian and Francophone communities across New Brunswick. We wish to thank them publicly:


School District 01, Superintendent: Anne-Marie LeBlanc, Chair: Ernest Thibodeau

School District 03, Superintendent: Bertrand Beaulieu, Chair: Jeanne Da Gauthier

School District 05, Superintendent: Jean-Guy Levesque, Chair: Mario Pelletier

School District 09, Superintendent: Claude Giroux, Chair: Odette Robichaud

School District 11, Superintendent: Gérald Richard, Chair: Roger Martin Special thanks to Sylvain Lavoie, Strategic Relations and Initiatives Division advisor, who ensured that the Commission's public activities went smoothly. In conclusion, I wish to thank the Université de Moncton's Canadian Institute for Research on Public Policy and Public Administration, which housed the Commission and provided a haven for reading, writing, and meetings for the duration of our work.


Introduction In July 2008, the New Brunswick Education Minister announced the establishment of the Commission on Francophone Schools, whose mandate was to initiate a dialogue with the province's Acadian and Francophone community in order to find solutions to the challenges of Francophone schools and to work together to build the best schools for our children. The Commission fulfils one of the commitments of the provincial education plan, When kids come first. On September 10, 2008, Commission Chair Gino LeBlanc, along with the Minister of Education, the Honourable Kelly Lamrock, launched the Commission's work and announced that consultation activities would take place in all Acadian and Francophone regions of New Brunswick.2 Since 1974, the education system in New Brunswick has had a dual structure for accommodating each of the official languages. According to figures for the 2007-2008 school year, the Francophone sector of the province's school system has five school districts comprising 31,725 students and 2,376 educators in 98 schools. Francophone students accounted for 29% of provincial school enrolment.

The Commission's activities The Commission travelled the province in fall 2008 to meet with individuals and organizations wishing to be involved in the educational, identity-building, and cultural mission incumbent upon the schools in order to ensure the academic success of New Brunswick's Acadian and Francophone students. Using a discussion paper written specifically for this mission,3 the Commission called on the leaders and players of the province's Acadian and Francophone education sector to initiate dialogue between each link in society seeking to help improve Acadian and Francophone schools. The discussion paper set out ten main challenges that Acadian and Francophone schools must take up. Those challenges are listed below in no particular order:

1. Strengthen the attachment to language and culture 2. Improve the performance of Acadian and Francophone students 3. Better prepare students to start school 4. Deal with variations in school enrolment 5. Place a higher value on education and academic success in our

communities 6. Improve recruitment, training, and professional development of teachers 7. Provide francization services to students who have not mastered the

language 8. Improve student services 9. Provide a better welcome for children of immigrants

2 See Appendix A for the public consultation schedule. 3 See Appendix C for the discussion paper.


10. Increase participation of parents and the community in the life of their school

Since it was established in July 2008, the Commission met with more than 1,200 individuals through private meetings, school visits, and eleven public consultations staged in partnership with the province's five Francophone school districts. The individuals with whom we met represented a broad cross-section of stakeholders: parents, students, teachers and school personnel, teacher educators, school counsellors, researchers, school districts, associations and cultural organizations, local and provincial elected officials and civil servants, business people, concerned citizens, and so on. The conversations were productive on the whole, and the tone was very positive throughout. We were amazed to discover that many people work in the school system not only as a career, but much more because of a calling and passion for education and the academic success of Acadian and Francophone youth. The Commission also received more than 70 briefs and testimonies from individuals and institutions. To ensure effective dialogue of high quality, the Commission was backed by an advisory committee comprising individuals from the main representative organizations involved in Francophone education:

Association acadienne des artistes professionnel.le.s du Nouveau-Brunswick

Association des directions d’écoles francophones du Nouveau-Brunswick Association des enseignantes et enseignants francophones du Nouveau-

Brunswick Association francophone des directions générales et directions de

l’éducation du Nouveau-Brunswick Association francophone des parents du Nouveau-Brunswick District education councils Université de Moncton Faculty of Education Fédération des conseils d’éducation du Nouveau-Brunswick Fédération des jeunes francophones du Nouveau-Brunswick Department of Education Réseau d’appui { l’intégration des enfants des ayants droit

The advisory committee skillfully helped the Commission with many basic matters, including parameters for public dialogue and communication strategies. It is the Commission's considered opinion that academic success is predicated on a collective commitment and is the backdrop for overall development of Acadian and Francophone society in New Brunswick. We decided very early on to avoid the commonly used formal, passive type of public consultation in which a commissioner merely receives briefs and testimonies from interested parties. One of our major successes is reflected in the public's commitment to our activities. Though a temporary body, the Commission was able to mobilize players from many sectors and fields of endeavour in all Acadian and Francophone regions of New Brunswick. As regards the public consultations, we


opted for active participation, an approach through which people would have the opportunity to delve deeper into certain themes in workshop discussions. Practically speaking, the 11 public consultations unfolded in three parts. First, the Chair presented the Commission's objectives and an overview of the ten main challenges for Acadian and Francophone schools. Second, the participants were asked to discuss possible solutions to the challenges. The 10 challenges were divided into three subthemes, each of which was discussed in a workshop. Those subthemes were (1) children and their parents, (2) the school, and (3) the community. Participants were divided among the three workshops. The objective of those moderated discussion groups was to reach consensus on areas of intervention, priority actions, and the roles of all stakeholders. The third and final part of the evening was spent partly in plenary session, during which a spokesperson from each workshop summarized the group's discussion, and partly in listening to briefs and testimonies. After the public consultations, the Commission held the Summit on Francophone Schools in Fredericton from December 5 to 7, 2008, which was a meeting of the main stakeholders of New Brunswick's Francophone school system. It drew 123 participants and was a high point during which stakeholders were asked to validate and refine the possible courses of action that the Commission was suggesting in an ad hoc discussion paper. These possible courses of action, grouped according to the ten thematic challenges, reflected the main issues mentioned during the public consultations and in the briefs and testimonies submitted to the Commission. The Summit participants were divided among five workshops, and moderators directed them though the validation process. The Summit was a big success. The participants' comments and suggestions further validated and refined the action that the Commission had proposed for improving Acadian and Francophone schools. The participants also had an opportunity to share in prioritizing the identified actions. Each action was displayed on the walls of the room, and the participants were asked to put a sticker next to the 10 actions to which they attached priority importance. This identified the priority actions from the perspective of the main stakeholders in the Acadian and Francophone school system. The priorities identified by the Summit participants concerned welcome and support for parents of preschool age children, equity within the Francophone school system, the provision of specialized services to meet student needs, the availability of different tracks suited to student needs, highlighting of the special mission of Acadian and Francophone schools, the incorporation of Acadian arts and culture in the schools, and the inclusion of early childhood in the collective education plan. This report culminates those public consultations and targeted meetings held in fall 2008 in the five Francophone school districts of New Brunswick, as well as more than 70 briefs and testimonies submitted to the Commission. It also includes input from the discussions arising out of the Summit on Francophone Schools. It does not contain all of the recommendations made to the Commission, but we trust that it addresses the main concerns expressed by the stakeholders with whom we held discussions.


Education in a minority-language situation

The title of this report, Education in Acadian New Brunswick: a path to cultural and linguistic self-sufficiency, obviously refers to the broader government objective of making New Brunswick a self-sufficient province. The current provincial government is banking on a long-range vision that advocates sustainable development and a culture of self-sufficiency. We chose this title because it reflects the prevailing economic discourse holding that economic or material wealth alone cannot make our province a prosperous, flourishing society. The Acadian and Francophone presence definitely enhances the reputation of New Brunswick, but the vitality of this community is not assured. Every minority society is fragile and confronted by forces that constantly threaten subtle erosion of the gains it has made. The majority of New Brunswickers, Francophones and Anglophones alike, desire the vitality and development of the Acadian and Francophone community. The reasons for such support differ considerably. Whether one subscribes to the discourse on the importance of a creative workforce or the added value of a bilingual workforce or, more basically, the importance of perpetuating and handing down a language and culture rooted in the land for more than four centuries, the cultural autonomy of the Acadian community must be a fundamental objective for both Acadian civil society and the Government of New Brunswick. The cultural autonomy concept is clearly defined by Université de Moncton researcher Rodrigue Landry4 and is fully consistent with the objective of economic, cultural, and linguistic self-sufficiency for the province. Working to improve Acadian and Francophone schools is engaging in the pursuit of cultural autonomy and contributing toward cultural and linguistic autonomy for the province of New Brunswick. Education does not have the same status as the other development thrusts for New Brunswick's Acadian and Francophone community. True, education is the first sector to which Acadian leaders looked in initiating institutionalization back in the late nineteenth century. But education in French is still evolving. The education system requires ongoing investment and review to ensure that it leads to academic success, but also that it reflects Acadian society and, together with Acadian and Francophone families, helps transmit a social blueprint and a minority culture throughout the land. The community has long viewed education as the most effective tool for protecting and developing Acadian cultural identity in New Brunswick. Schools are not just teaching institutions, but also places for community life and vitality. Schools educate, but are also places for the community to live and congregate. Researchers Annie Pilote and Marie-Odile Magnan express this duality very well: "Education is the most powerful means of reproducing the cultural identity of Francophones in a minority situation, mainly

4 R. Landry, "Autonomie culturelle et vitalité des communautés francophones et acadiennes," paper presented at the symposium Réflexions sur la Loi sur les langues officielles du Canada, la Loi sur les langues officielles du Nouveau-Brunswick et la protection des droits linguistiques, November 2008.


through socialization of the upcoming generations, but also through its contribution to the sociocultural development of the community."5 [Translation] Basically, any review of teaching in a minority setting is founded on section 23 of the Canadian Charter of Rights and Freedoms (1982). The Commission's work is no exception. We conducted our analyses through the lens of section 23 and the case law stemming from it. Several of our findings draw extensively on that jurisprudence. Access to teaching in the minority official language is a right granted to Canadian parents under section 23 of the Canadian Charter of Rights and Freedoms. The objective of section 23 is to "preserve and promote minority language and culture throughout Canada."6 In sum, section 23 "places the provinces under the obligation, where numbers warrant, to instruct minority children in their language at the primary and secondary levels, while also granting them the right, where the numbers of those children warrant, to be instructed in publicly funded minority-language educational institutions."7 [Translation] What is more, section 16.1 of the Charter reprises certain elements of the Act Recognizing the Equality of the Two Official Linguistic Communities in New Brunswick, and grants New Brunswick Francophones and Anglophones "the right to distinct educational institutions and such distinct cultural institutions as are necessary for the preservation and promotion of those communities." 8 This legal framework must form the backdrop against which all political action stemming from this report will play out.

5 A. Pilote and M.-O. Magnan, "L’école de la minorité francophone: l’institution { l’épreuve des acteurs," in J. Y. Thériault, A. Gilbert and L. Cardinal (Ed.), L’espace francophone en milieu minoritaire au Canada, Montreal, Fides, 2008, p.275-276. 6 Mahé v. Alberta, [1990] 1 S.C.R., 342, p. 371. 7 R. Landry and S. Rousselle, Éducation et droits collectifs: au delà de l'article 23 de la Charte,

Moncton, Les Éditions de la Francophonie, 2003, p. 145. 8 New Brunswick, Act Recognizing the Equality of the Two Official Linguistic Communities in New Brunswick, Chapter O-1.1, 1981, revised in 1998.


Acadian and Francophone differentiation made for a second discussion thread for the Commission. Besides the overall educational, financial, and structural challenges of the education system, what are the factors specific to the life of the Acadian and Francophone minority? How can the education system play a constructive role in this regard? The measures taken in response to this report will have to take this asymmetrical approach. The Commission was established in follow-up to the commitments made in the education plan for New Brunswick, When kids come first, in which the Government of New Brunswick commits to: "Appoint a commissioner to review the challenges faced by the Francophone sector with a mandate to consult widely and report by January 2008 with recommendations regarding a) the additional mission regarding identity building and education in a minority setting; b) recruiting and retaining children of 'ayant droit' parents; c) access to support services in French; d) enrolment decline and its effect on the school system."9 Establishment of the Commission answers a request from the Acadian and Francophone education community, which wanted to initiate social

9 Government of New Brunswick, When kids come first: a challenge to all New Brunswickers to build Canada's best education system, Fredericton, Department of Education, 2007, p. 26.

Canadian Charter of Rights and Freedoms (1982) Section 23

(23.(1) Citizens of Canada

a) whose first language learned and still understood is that of the English or French linguistic minority

population of the province in which they reside, or

b) who have received their primary school instruction in Canada in English or French and reside in a

province where the language in which they received that instruction is the language of the English

or French linguistic minority population of the province, have the right to have their children

receive primary and secondary school instruction in that language in that province.

(2) Citizens of Canada of whom any child has received or is receiving primary or secondary school instruction in

English or French in Canada, have the right to have all their children receive primary and secondary school

instruction in the same language.

(3) The right of citizens of Canada under subsections (1) and (2) to have their children receive primary and

secondary school instruction in the language of the English or French linguistic minority population of a

province

a) applies wherever in the province the number of children of citizens who have such a right is

sufficient to warrant the provision to them out of public funds of minority language instruction;

and

b) includes, where the number of those children so warrants, the right to have them receive that

instruction in minority language educational facilities provided out of public funds.


dialogue about education and its role in the development of Acadian New Brunswick. Expectations are high, and it would be a serious failing to abandon the work begun by the Commission. Fortunately, there is every indication that a feeling of cooperation prevails, and all stakeholders are impatient to get started on work stemming from our report. When kids come first is a provincial education plan intended to renew New Brunswick's education system in the context of globalization and ensure that the skills taught to children are compatible with the skills of the society of tomorrow. The plan also points out the importance of instilling in our children a feeling of belonging, an appreciation of cultural and linguistic diversity, and knowledge of the history and culture of our communities. The Commission’s mandate was not directly related to these overall commitments of the Department of Education, but our recommendations certainly dovetail with a willingness to build the best Acadian and Francophone schools that will ultimately bring the Francophone school system closer to the Department’s noble objectives.

Parameters of the Commission's work The Minister of Education gave the Commission a specific mandate that was established in consultation with the key players of New Brunswick's Francophone education sector. So it was that the Department and its partners worked together to identify the ten themes (or thematic challenges) contained in this report. The Commission agreed to focus its work on these considerations. The themes do not all have the same breadth or impact for the public education system of New Brunswick. Taking, for instance, the matter of student services centred around the issue of school inclusion, an exhaustive study prepared by professor A. Wayne Mackay was tabled a few years ago. It would not be helpful for us to probe this issue again after such a short time. Our mandate was challenging and far-reaching, need I mention. Some recent commissions have broached specific aspects of New Brunswick's education system. Our own terms of reference were more holistic and comprehensive. The fundamental task of the Commission on Francophone Schools was to consult the Acadian and Francophone community of New Brunswick, especially members of the education community, in order to identify the most pressing issues and potential solutions most likely to improve the province's Francophone education system. Readers should see this report as a reflection of the opinion of a broad sampling of New Brunswick's Acadian and Francophone community. The Commission had to make choices and set limits on work that might otherwise have required several years and ended in a report containing hundreds of recommendations. This report is not an academic research effort, nor is it the author's personal opinion. It does not claim to identify all the challenges of education in French or to expedite the many problems of a highly complex system. We do believe, however, that we have taken on the key vital issues and have hammered out useful and achievable recommendations. Above all, we hope that this report will be the basis for a new education pact between the Acadian and Francophone community and the Government of New Brunswick.


Systemic challenges: the missing links A new education pact for the Acadians and Francophones of New Brunswick When a commission sets about analyzing the information, grievances, and suggestions it has received in order to produce its report, some obvious tracks stand out for charting the course of future actions. Governments, for their part, have various means of addressing expressed needs, e.g. the introduction of new structures and new processes, fresh investment of funds, or else a new, more proactive leadership style for an issue that was shelved or simply ignored owing to lack of resources or will. The public consultation process pointed up more basic challenges that are disrupting operation of the Francophone education system as a whole. The Commission believes it necessary to start with those "systemic" challenges. We are far from thinking that recommendations of a more systemic nature are magic solutions to the many challenges expressed during our public consultations. We think even less that merely creating a structure can make good the shortcomings identified during those consultations. Still, the foundations of New Brunswick's Francophone education system must be further developed and solidified as soon as possible. We believe it necessary to establish a new education pact for the Acadians and Francophones of New Brunswick. The New Brunswick Education Act, section 23 of the Canadian Charter of Rights and Freedoms, and other policies and guidelines, such as Roles and Responsibilities of District Education Councils and the Minister of Education (June 2004), establish and elucidate the parameters for action for many key education system stakeholders. Still, many individuals encountered during our consultations spoke of the need to anchor the Francophone education system in a much better defined social and cultural vision and mission. Put plainly, what is the ultimate purpose or end goal of Acadian and Francophone schools? The Commission itself set the stage for reflecting on the dual mission of academic success and identity building. This section contains seven possible solutions that emerge from our public meetings and discussions regarding issues of a more systemic nature. These measures are essential for drawing up a new education pact for the Acadians and Francophones of New Brunswick.


Objective 1: A clearly stated vision of the education system

The actions of the New Brunswick government in terms of education in French must be guided by a strategic vision stating its commitment to the Acadian and Francophone community and its education plan. The form of the vision statement may vary – from an Acadian and Francophone education charter adopted by the legislature to a policy adopted jointly by the Department of Education and the community – for the purpose of establishing the vision and mission of Acadian and Francophone schools. What is important, we believe, is to confirm procedures for the Acadian and Francophone school system in an explicit, sustainable statement. If the schools develop a vision, mission and education plans, it would be equally important for the entire system to follow suit. It would also be important for the community, in partnership with the Department of Education, to develop a global vision stating the desired objectives and outcomes and for that document to be validated by the appropriate representative bodies. The Acadian and Francophone community, especially its legal community, enjoys an international reputation for language rights and minority rights. Case law relating to section 23 and school management evolved significantly between the Mahé decision (1990) and the Arseneault-Cameron ruling (2000). In fact, the Court specified the scope and meaning of several provisions. It seems entirely natural for the province and the community to collaborate on developing a global vision of education for the Acadians and Francophones of New Brunswick. Objective 2: A clear government policy on the development of the Acadian and

Francophone community of New Brunswick

Governments generally develop policies covering priority areas of intervention, such as the environment, economic development, and health, so as to coordinate the work of all their departments. Those policies, which are called interdepartmental or horizontal visions, motivate all government sectors to share in a collective effort focused on priority issues that exceed the responsibility of any one department. The Commission was surprised at the start of its mandate not to find any definite place where the Government of New Brunswick "thinks out" development of the Acadian and Francophone community. Francophone spaces do exist in the departments of Intergovernmental Affairs, Education, and others. But within the central agencies or even within the policies and planning sector of the Department of Education – a department built on the principle of duality – no one has the formal mandate of planning the overall action targeting the development and growth of the Acadian and Francophone community of New Brunswick. The government's overarching concern at present is to serve the two official language communities equally. While this principle is important, it is not sufficient for thinking and planning development of the French-speaking minority. What is more, the rights ensuing from section 23 and sections 16.1(1)


and (2) of the Charter, where the principle of equal status and equal rights of the two official language communities is affirmed, are collective rights. Naturally, homogeneous institutions are vital for the minority community in order to ensure that it continues to develop and flourish. With this in mind, development must not be thought of solely in terms of services delivered in French, but also in terms of collective development and institutional completeness. The project that mobilized the Commission – building the best schools for Acadian and Francophone youth – must fit into a broad government effort originating in a development plan for the Acadian and Francophone community. The objectives of this government policy for the development of the Acadian and Francophone community must come under the purview of a deputy minister. If there is no department officially sponsoring this initiative, the policy should come under the Clerk of the Executive Council in the beginning. Objective 3: Planning and accountability tools for Acadian and Francophone education in a

language and cultural development policy

The third challenge involves drafting a planning and accountability document to operationalize the elements of government policy aimed at developing the Acadian and Francophone community as described in the preceding challenge. Several stakeholders expressed the desire to see the Government of New Brunswick adopt a language and cultural development policy for the Acadian and Francophone community. Ideally, that policy would be an interdepartmental initiative co-managed by the community and the government. As in other jurisdictions, it would set out the long-term objectives, as well as initiatives arising out of a global development plan for the community, including the education system. We emphasize that the school performance measurement tools now used by the Department of Education would be an integral part of the accountability process essential for serious, credible planning resulting from a language and cultural development policy. One of the desired outcomes of adopting a language and cultural development policy is a more stable education system sheltered from excessive political incursion. There is unanimous agreement in this regard: whatever it takes, there must be a stop to the constant restructuring of programs and the chaotic addition of measures, initiatives, and projects not anchored in any long-range planning of the Francophone education system. It is necessary to plan over a longer term and give the "system" time to implement properly and measure results. Several possible solutions mentioned under this heading of "systemic challenges" would create that more stable environment. This consensus emerged during our consultations: administrators, elected school officials, principals, teachers, and students all asked for a more stable, more cohesive education system and an end to approaches that go nowhere and fail to deliver the anticipated outcomes. Our colleagues in French Ontario already have a well planned model. Their language development policy, introduced in October 2004, prescribes common guidelines for the institutions responsible for elementary and secondary


education in French. The idea is to provide for the protection, improvement, and transmission of French language and culture in a minority setting. That policy mandates all French-language school councils and administrations to work jointly with parents and community organizations to establish local policy for developing the French language. It also includes in the implementation process a results-oriented accountability framework, as well as a framework for performance evaluation. The Ontario Ministry of Education and the Francophone school districts are already in phase 2 of implementation, during which the Francophone school councils and administrations will introduce local plans focused on student aptitudes for oral communication, cultural identity, and student recruitment and retention. This is a good start. It remains for the Acadian and Francophone community to adapt this model to its own educational and sociolinguistic reality. Objective 4: A mechanism for dialogue and collaboration to move duality into the

community

Community members frequently stressed the importance of administrative duality in New Brunswick's education sector. Government players within the Department of Education are vital partners in achieving better Acadian and Francophone schools. However, we also note a desire to refine – and even at times to rethink – the collaborative working relationship between the Francophone sector of the Department of Education and school administrators in the community. For example, some school councillors reminded us that section 23 of the Charter is crystal clear about their right to manage the school system. On the other hand, many government stakeholders have convincingly shown that implementing a complex system of education for about 32,000 students requires a structure including expertise in consulting mechanisms, pedagogy, and management. There are no miracle or hard and fast solutions regarding power and management relationships or, even less, human relations. Having said this, it is always good to spell out respective roles and responsibilities. Some of the possible solutions mentioned earlier10 clarify those individual roles and responsibilities. Existing sporadic or biannual meetings between the government and the community do not meet the need to formalize the collaborative relationship. We think that a new collaborative management structure, such as a provincial commission on Acadian and Francophone education within which elected school officials, the Department's Francophone management team, and other key stakeholders, such as the Université de Moncton Faculty of Education, could constitute a vital new deliberative body. That commission would get the community more involved in developing and implementing new measures and initiatives. The partnership initiative would also better define the role of the Acadian education community in governance of the school system and would sharpen responsiveness to community members'

10 Education charter, language and cultural development policy, accountability tools, etc.


input for developing the vision, parameters, and management structures of the education system. We refer to this as "moving duality into the community." Furthermore, that collaborative structure could head up implementation of the final recommendations of the Commission on Francophone Schools. Objective 5: A community architecture for all Acadian and Francophone schools in New

Brunswick

A simple but essential idea came back time and again during our consultations: Acadian and Francophone schools must reflect their community. In concrete terms, the community must support the schools to make learning meaningful and be a key partner in the education plan. This in no way factors out the school's obligation to form citizens aware of the bigger picture – the national and international Francophone community (la Francophonie) in particular – or the socioeconomic and environmental issues of the early twenty-first century. But schools must also avoid being isolated and disconnected from the local community development plan. In this regard, the Department of Education has embarked on an outreach effort known as the "community school." This model is working well in several of the communities that we visited, for it systematizes the school-community relationship. The verdict is not as positive in other instances where the plan was designed elsewhere and developed within the Department, initially in any case, without sufficient community involvement. The community school concept must be more flexible in catering to the needs of each district and school. The Commission wishes to underline the widespread grass-roots support of all regions of Acadian New Brunswick for the benefits of the school-community partnership. The players must continue in this direction and contemplate the future in these terms. Objective 6: Equitable funding and respect of constitutional obligations: the need for a

panel of experts

During its consultations, the Commission stressed that the solutions for improving Acadian and Francophone schools must go beyond financial considerations alone. Our final report mentions a series of critical inputs, such as political leadership, collaboration, structural renewal, and awareness-raising in civil society. However, in examining funding for the Francophone system as a whole, we realize that because of the specific cultural and identity mandate of Francophone schools, and the province's constitutional responsibility for its French-language minority, we look at funding solely in light of student numbers. This prorated funding formula, anchored in the government culture and a priori based on the concept of "formal" or quantitative equality, is inconsistent with the lawmaker's intention, i.e. equitable funding, as clarified by the highest court in the land. Determining the right of the Francophone school system to funding based chiefly on student numbers works to the detriment of minority-community linguistic and cultural rights. In fact, this restricts the collective rights of New Brunswick's Acadian and Francophone community.


A number of key stakeholders suggested courses of action to remedy this situation. In particular, the brief by District Education Council 01 proposed some very interesting funding possibilities. It was not the only one addressing this matter, for many briefs submitted to the Commission brought out the challenges specific to education in a minority setting and clearly showed that current funding, based on a formula that ignores the actual, particular, and supplementary costs of the minority-setting education mandate, does not cover the educational, cultural, and community obligations of Acadian and Francophone schools. All higher courts in the land, including the Supreme Court of Canada, cite those obligations in their reading and interpretation of the rights conferred on Francophone minorities under section 23 of the Charter, for one. The intention of the lawmakers is to usher in equitable measures for official-language minorities. But that intention seems to be greatly thwarted when we see that new programs or initiatives in the province are funded using a prorated formula based on the demographic breakdown of individual official-language communities: 28.7% for Francophones and 71.3% for Anglophones. The Commission has trouble understanding how this allocation of funds takes account of the real needs of minority official-language communities or the principle of equitable funding. We believe, furthermore, that community authorities should engage in talks with the federal government for developing and implementing the education agreement of the Official Languages in Education Program (OLEP). This funding of several million dollars, mentioned specifically in the agreements for the Francophone system, must be earmarked for supplementary activities relating to the cultural and identity mandate of Francophone schools, a special challenge not faced by Anglophone schools, which are in a majority situation. These amounts must be traceable and identifiable at all stages of the provincial government's budget year and related to supplementary activities. The Commission has neither the expertise nor the resources to analyze the highly complex funding formulas specific to the New Brunswick situation. Consequently, we see a pressing need to further examine this matter through a panel of experts comprising an expert in minority-setting education, an expert in linguistic-minority rights, and an expert in public administration. Objective 7: True equality requires asymmetrical measures

This final challenge calls for a significant change in culture within the provincial public administration, particularly in its approach to New Brunswick's Acadian and Francophone "issue." True, official bilingualism connotes the ability to access public services in the official language of one's choice, participate in public debates in one's mother tongue, or work in French. But the tools and mechanisms suggested in this section on systemic challenges cannot simply replicate the measures taken for New Brunswickers on the whole. Setting electricity rates or building roads obviously has no linguistic or cultural


implications per se. But in the field of education, among others, all government actions must take account of social, cultural, and linguistic realities specific to the Acadian and Francophone community.

We are surprised at an inordinate natural tendency to opt for symmetry and formal equality in developing public policy within the New Brunswick government. Yet, the Acadian and Francophone community has demanded special measures and treatment in recent years because sociolinguistic reality is not the same here as elsewhere. Once it is recognized that the rights of the Acadian and Francophone community are collective rights, it is necessary to go beyond the logic of delivering the same service and programs in the official language of choice. It is necessary to think instead in terms of different needs and different treatment suited to the linguistic and cultural challenges specific to the minority situation. The highest court in the land has confirmed these foundational principles, and the deployment of provincial public policy must draw on these principles, which demand asymmetrical measures. In the Mahé ruling, the Supreme Court of Canada stated the issue as follows: "Furthermore, as the historical context in which s. 23 was enacted suggests, minority language groups cannot always rely upon the majority to take account of all of their linguistic and cultural concerns. Such neglect is not necessarily intentional: the majority cannot be expected to understand and appreciate all of the diverse ways in which educational practices may influence the language and culture of the minority."11 Chief Justice Dickson went on to say: "The specific form of educational system provided to the minority need not be identical to that provided to the majority. The different circumstances under which various schools find themselves, as well as the demands of a minority language education itself, make such a requirement impractical and undesirable."12

11 Mahé v. Alberta, [1990] 1 S.C.R. 342, p. 372. 12 Mahé v. Alberta, [1990] 1 S.C.R. 342, p. 378.


Thematic challenges: links to be strengthened A general background paper on the Commission was used to structure the discussions on the future of Acadian and Francophone schools (see Appendix C). In addition to painting a picture of the New Brunswick school system, that document indicated the main challenges facing the province's Acadian and Francophone schools and identified ten thematic challenges. Although the list is not exhaustive, these issues do encompass the main aspects of Acadian and Francophone schools which could be improved or adjusted. A number of them are prevalent in certain regions of the province or take varying forms according to the region. Needless to say, many of them cross over into others. To take an example, preparation for beginning school, level of proficiency in French, and limited access to specialized services may all influence a student's academic success. The next section contains some potentially viable and achievable solutions proposed to improve the Acadian and Francophone education system in New Brunswick. These recommendations are based on presentations made to the Commission during a province-wide public consultation between July and December 2008 and on an exhaustive literature search focused on the issues identified. These possible solutions are grouped, in no special order, under the ten thematic challenges presented in the general background paper on the Commission. The inset that introduces each theme is taken from the general background paper. These extracts were used to initiate discussions on improving Acadian and Francophone schools. The possible solutions mentioned in this section meet the main needs expressed during the Commission's consultation process and were validated at the Summit on Francophone Schools, held in Fredericton in December 2008. That Summit was a forum for meeting and discussion for a hundred or so representatives of the main stakeholders of the Francophone education system. The Commission decided not to establish any schedules, preferring to allow those responsible for implementing the recommendations to prioritize actions and set timetables.


Challenge 1: Strengthen the attachment to language and culture

The Acadian and Francophone community derives its vitality chiefly from

the attachment of its members to their language and culture. That

attachment is rooted in the home and the community, but also in the

school, which provides an important environment for living and identity

building. Giving students an interest in learning and living in French is

therefore part of the mission of Francophone schools. This mission is more

difficult to pursue in a minority setting, meaning one in which

Francophones make up a minority.

• How can we better support the efforts of schools in the areas of

language and culture?

• What challenges relate specifically to teaching in a minority setting, and

how should we prepare teachers to work in that setting?

• How can we better incorporate culture and the arts in our schools?

• How can we encourage parents entitled to education in French to choose

Francophone schools for their children?

• How can we encourage Francophone students to pursue postsecondary

studies in French?

Language and culture are indissociable in that language is the vehicle of culture. Research confirms that schools in a minority setting are the cornerstone of cultural and identify development. The family unit is usually the primary means of passing on language and culture; the school is the second. In New Brunswick and other parts of Canada that have minority Francophone communities, Acadian and Francophone schools have a mandate over and above their teaching mandate. "Minority language schools have an additional objective: the retention and in some cases the improvement of French language skills, as well as development of the heritage and culture of this community."13 Entrenchment of section 23 in the Charter does not suffice to guarantee identity building and attachment to Acadian and Francophone language and culture. In a perfect world, Francophone pride and identity would be automatically acquired at birth. In actual fact, however, whether they form Francophone or exogamous couples, parents are not always able to pass on the language and culture. Just like the family unit, the school therefore has a basic role in building identity and a feeling of belonging to the community. It is the apt institution for safeguarding language and culture. In the sections that follow, we deal with some possible solutions to help New Brunswick's Acadian and Francophone schools take up the challenge of strengthening the attachment to language and culture. The unique mission of Acadian and Francophone schools

The Acadian and Francophone community derives its vitality chiefly from the attachment of its members to their language and culture. Chief Justice Dickson

13 Canadian Heritage, "French Language Education in Canada – A Community Focus," Ottawa, Official Languages Support Programs Branch, 2000, p. 1.


explains the implicit link between language and culture as follows: "Language is more than a mere means of communication; it is part and parcel of the identity and culture of the people speaking it. It is the means by which individuals understand themselves and the world around them."14 Identity building is defined as "a highly dynamic process during which individuals define and recognize themselves by their way of thinking, acting, and wanting in the social context and natural environment in which they live their lives."15 [Translation] Acadian identity building is rooted in the home and the community, but also in the school. It is an integral part of the mandate of French-language schools and an addition to the general mandate of all schools to provide instruction. Schools in a minority setting thus become agents for reproducing language and culture. The identity-building mission of New Brunswick's Acadian and Francophone schools was a highly significant issue throughout our consultations. Yet the meaning and scope of this mission are not adequately understood by parents, principals, teaching and non-teaching staff, students, or the community at large. Many testimonies and briefs insisted on the need to clearly articulate the unique mandate of Acadian and Francophone schools and integrate it into all facets of school and extracurricular activities.

Possible solution

In developing its mission and programs, each school should highlight the French language and Acadian and Francophone identity. This mission transcends all educational instruction and all activities conducted by the principal, school team, and teachers, extracurricular activities, etc. Key players: DECs, principals Acadian arts and culture in the schools

Further integration of arts and culture New Brunswick's Acadian and Francophone artists are known for their vitality. Their works and creative activity reflect the society in which they pursue their craft. The Commission heard that students in the province are not sufficiently exposed to the arts and culture at school. In May 2007, the Association acadienne des artistes professionnelle.s du Nouveau-Brunswick (AAAPNB) held the Summit on Arts and Culture in New Brunswick's Acadian Society. One strategic intervention focus emerging from that Summit centres on integration of the arts and culture in the school setting. The Commission believes that culture must be experienced in the schools as often as possible, not just during one specific activity, e.g. a show. Such initiatives as ArtsSmarts, Art sur roues, Accrocs de la chanson, the Cerf-Volant network, Festival de théâtre jeunesse, and artists in residence are a resounding success in the province's Acadian and Francophone schools owing to partnerships between the Government of New Brunswick, community organizations (AAAPNB, FJFNB, RADART, etc.), school

14 Mahé v. Alberta, [1990] 1 S.C.R., 342, p. 362. 15 Association canadienne d’éducation de langue française (ACELF), "Cadre d’orientation en construction identitaire," Québec, ACELF, 2006, p. 12.


districts, and the community. In its brief to the Commission, the AAAPNB recommended consolidating initiatives such as these and developing "fresh initiatives for integrating professional artists and their work into the school setting." 16 [Translation] The Commission supports those efforts and encourages further integration of the arts and culture into school life and teaching activities. Possible solution

Incorporate Acadian arts and culture into the Acadian and Francophone schools of New Brunswick, and further integrate Acadian arts, culture, artists, and their work, as well as community cultural activities, into learning. Key players: NBDE, DECs, AAAPNB, other community partners Resources that reflect the community In its brief to the Commission, School District 05, L’Étoile du Nord, stated that "access to the arts and culture has a significant role in the process of identity building."17 [Translation] Actually, many of the individuals taking part in the Commission's proceedings spoke of the need for mechanisms to promote pride, identity, and community attachment in the schools through the arts and culture. At present, there are not enough instructional materials, facilitators, or infrastructures for full cultural curricula that reflect the Acadian and Francophone community of New Brunswick. The Commission deems it important for each Acadian and Francophone school to have these resources in order to fulfil its cultural and identity mandate. Possible solution

Allocate adequate instructional resources (books, music, etc.), human resources (cultural facilitation), and material resources (infrastructure, technologies) to Acadian and Francophone schools for full artistic and cultural curricula that reinforce identity building and attachment to the community. Key players: NBDE, DECs, Faculty of Education Distinctive aspects of teaching in a minority setting

Widespread availability of workshops on teaching in a minority setting Teaching in a minority setting has a number of distinguishing aspects. For one thing, New Brunswick’s Acadian and Francophone schools have a dual mandate focused on student achievement and identity building. For another, the needs of minority-language students differ significantly from those of students in a majority setting. In many cases, French is not even the mother tongue of these students. The course titled EDUC 4323 – Éducation en milieu minoritaire offered in the Faculty of Education, Université de Moncton, deals with the issues involved in teaching in a minority setting. This course will not be compulsory

16 AAAPNB, L’art de faire de nos écoles de véritables foyers d’épanouissement culture, brief submitted to the Commission on Francophone Schools, 2008, p. 19. 17 School District 05, L’Étoile du Nord, brief submitted to the Commission on Francophone Schools, November 2008, p. 12.


until 2009. But as the AEFNB points out, "most Faculty graduates have yet to receive any training on teaching in a minority context."18 The same can be said of teachers trained in other universities. The Commission therefore believes it essential to develop workshops focused on teaching in a minority setting in order to assist teachers and further their professional development. Possible solution

Acadian and Francophone schools must provide teaching workshops focused on the distinctive aspects of the minority setting by reinforcing concepts specific to teaching in that setting, e.g. identity building, linguistic insecurity, positive relationship with language, awareness-raising, etc. Key players: NBDE, DECs, Faculty of Education, AEFNB Instructional resources reflecting regional realities Access to instructional resources and teaching materials in French is more limited than in English, and available resources in French are usually ill-suited to the realities and needs of Acadian New Brunswick. Consequently, students do not easily identify with the examples or vocabulary used. The AEFNB added that Francophone teachers in New Brunswick "find it hard to locate resources reflecting the special nature of their environment; they must either translate from English or adapt Quebec materials. This adds to an already heavy workload." District Education Council 01 adds to this: "By using outside materials, we miss another opportunity to promote identity building for Acadian and Francophone students."19 The Commission feels that instructional and teaching materials must reflect the special nature of New Brunswick's Acadian and Francophone community and instill a sense of pride and belonging in students. Possible solution

The instructional resources used in Francophone classrooms in both elementary school and high school must reflect the special nature of the Acadian and Francophone communities of New Brunswick. Key players: NBDE, DECs The right to education in French

Maximum recruitment of targeted students Studies bring to light a disturbing demolinguistic reality of Francophone communities outside Quebec: there is a downward trend in the percentage of individuals whose mother tongue is French. New Brunswick is faring better than other Canadian provinces, but nevertheless posted a slight drop in the number of Francophones (mother tongue) during the period from 2001-2006. Language transfers of Francophones to English rose during that time.

18 AEFNB, brief submitted to the Commission on Francophone Schools, October 2008, p. 17. 19 District Education Council 01, Comment bâtir la meilleure école pour nos enfants?, brief submitted to the Commission on Francophone Schools, October 2008, p. 31.


School attendance by children is a good indicator of the future of the Acadian and Francophone community. Between 1997 and 2007, the Francophone education system in New Brunswick lost 10,000 students. That drop in enrolment is explained not only by the declining birth rate and interprovincial mobility, but also by linguistic assimilation. There are growing numbers of exogamous (Francophone-Anglophone) couples. This has a strong impact on the number of children of Charter rights-holders and prompts parents to make a decision about the language in which their children will be educated. Many Charter rights parents choose not to send their child to a French-language school. In 2006, 19% of New Brunswick children with one Charter rights parent were attending Anglophone elementary schools and 22% Anglophone high schools,20 whether in regular or immersion programs. The children of Charter rights-holders are "hidden potential," to quote Rodrigue Landry. 21 The Commission believes that the interests of New Brunswick's Francophone education sector would be best served by recruiting as many targeted students as possible, both to ward off assimilation and to sustain the ethnolinguistic vitality of the Acadian and Francophone community. Failure to act soon could mean that parents will be choosing Anglophone schools over Francophone schools.

Possible solution

Launch a recruitment campaign aimed at children of Charter rights-holders to ensure maximum recruitment of students targeted by the Francophone education sector. All recruitment strategies will be based on the current profile of the school choices made by parents: the number of children with one parent having Charter rights in the Francophone system, an immersion program, or the Anglophone system. Those strategies must require parental involvement in the school's cultural and linguistic plan. Key players: NBDE, DECs Greater awareness of the right to education in French On the whole, the right to instruction in French is not clearly understood. The rights granted under section 23 of the Charter apply solely to parents who learned French as their first language and still understand it, received their elementary school education in French, or have one child who received primary school instruction in French. These are known as "Charter rights parents." As exogamy increases, many mixed couples are faced with having to choose the language of instruction for their children. Many of them choose Anglophone schools, not realizing the advantages of Acadian and Francophone schools by comparison with French immersion programs. In many regions of the province – especially predominantly English-speaking or mixed regions, such as Moncton,

20J.-P. Corbeil, C. Grenier and S. Lafrenière, Minorities Speak Up: Results of a Survey on the Vitality of Official-Language Minorities, Ottawa, Statistics Canada, 2006, p. 154-155. 21 Cf. R. Landry, Libérer le potentiel caché de l’exogamie: profil démolinguistique des enfants des ayants droit Francophones selon la structure familiale, Moncton, Canadian Institute for Research on Linguistic Minorities, 2003.


Saint John, Fredericton, Bathurst, Campbellton, and Grand Falls – the Anglophone and Francophone school systems are in competition. As the brief from DEC 01 mentioned, parents should be informed "that Francophone schools represent genuine added value and are basic tools for growth of the Francophone and Acadian community."22 [Translation] This awareness-raising must start soon after a child is born in order to better prepare the child for beginning school. Possible solution

There is a need to undertake a province-wide awareness campaign about the constitutional right to education in French, aimed especially at Charter rights parents who have preschool age children. An integral part of the campaign message would be to value education in French, describe the advantages of that education, and explain how it differs from immersion programs. It is also important to drive home the long-term consequences of not exercising this right, namely, losing it for their children's children, leading to greater assimilation and weakening of the Francophone community in general. Key players: NBDE, DECs

Getting students to live in French

One of the three fundamental goals of the provincial education strategy, When kids come first, is expressed as follows: "Every child will graduate from high school having had the opportunity to discover his or her personal strengths and to find something he or she loves doing."23 Naturally, students enhance their abilities, develop their potential, and discover their greatest interests throughout their years in the school system. Although school is not just a place where students prepare for entering the workforce, high school graduates are nevertheless faced with important decisions about their life/career plan. The concept of l'école orientante (self-directed learning school) banks on the collaboration of all school staff, including the principal, teachers, and guidance counsellors, to make guidance a core element of the school's education plan. Guidance professionals are key resource people who support the social and professional integration of students, with career development in mind. At this point in time, graduates of New Brunswick's Acadian and Francophone schools have more options than ever before. Guidance counsellors can influence student choices by how strongly they promote Francophone culture, as well as postsecondary education and career opportunities in Francophone spaces. In their brief to the Commission, the team of professors teaching the master's degree programs in guidance counselling in the Université de Moncton Faculty of Education, wrote that guidance counsellors "must also instruct students in

22 Ibid., p. 44. 23 Government of New Brunswick, When kids come first: A challenge to all New Brunswickers to build Canada's best education system, Fredericton, Department of Education, 2007, p. 9.


strategies for asserting their identity in the workplace and, by the same token, helping to safeguard the French language."24 Possible solution Guidance professionals must encourage students to pursue postsecondary studies in French by informing them of the programs available in French in the Atlantic region and the rest of Canada. In drawing up life/career plans at school, guidance professionals and educators must heighten young people's awareness of the possibilities for pursuing a profession in French in New Brunswick.

Key players: NBDE, DECs, Faculty of Education

Challenge 2: Improve the performance of Acadian and Francophone

students

National and international evaluations in recent years show that the

academic performance of Francophone students in a minority setting in

Canada is generally lower than that of Anglophone students. Indeed, such

is the case for Francophone students in New Brunswick.

• What are the underlying factors in this situation?

• What strategies could be used to improve the performance of our

students?

• What about the programs?

The challenge of student success is not confined to Francophone schools. Still, student performance may be affected by many contextual variables specific to the Acadian and Francophone school system. These variables are the training received by teachers, the level of proficiency in the language of instruction, and access to specialized services in French, to name but a few. In its plan When kids come first, the Department of Education has prescribed concrete measures and specific targets to make New Brunswick's public education system the best in Canada by 2013. Some of those targets are focused on improving student performance in the areas of literacy, numeracy, and science. National (PCAP) and international evaluations (PISA) show that the academic performance of Francophone students in a minority setting in Canada is generally lower than that of Anglophones. Such is the case for Acadian and Francophone students in New Brunswick. The AEFNB points out that "the underachievement of Francophone students in Canadian and international evaluations is a big stumbling block along their path and adversely affects the

24 Brief submitted to the Commission on Francophone Schools by the team of professors teaching the master's level guidance counselling programs at the Université de Moncton Faculty of Education, November 14, 2008, p. 2.


motivation of students and teachers alike, as well as their pride as Francophones."25 [Translation] Besides implementing Canadian and international learning evaluation programs in the province's Acadian and Francophone schools, the Measurement and Evaluation Branch of the Department of Education handles the development, administration, and correction of provincial exams for the elementary schools and high schools. The provincial exams measure students' basic skills, it goes without saying. They are also intended to keep parents better informed of their children's performance and to reinforce the school system by holding it accountable. The Commission heard conflicting views on provincial testing and its role in improving Acadian and Francophone schools. While the vast majority of stakeholders supported the idea of province-wide student tests, some mentioned the importance of keeping the results in context and, even more, of using them as one means of improving our schools. Some consider that the schools have become too result-oriented and do not sufficiently value effort. From what the Commission heard, the pressure to do well in school bears down on principals, teachers, parents, and students. The Commission sees testing as a vital measuring tool. Having said this, it is urgent for all players directly or indirectly involved in the school system to establish the right conditions for achieving and supporting academic success. Those players include the Department of Education, administrative staff in the school districts, principals, teachers, parents, and specialists having a stake in the system. Continuity of the education plan

When a new government takes the reins, a new provincial education plan setting out its objectives is not long in coming. Many teachers and managers in all regions of the province said that they are drained by education reforms coming one on top of the other. Implementation of a new provincial plan often requires reworking the curriculum and the teaching strategies, and that may ultimately affect student results. The Commission heard repeatedly that education must be distanced from politics and that the players in the Acadian and Francophone education system must strive for a stable education plan. In the final analysis, modifying programs too often penalizes students and jeopardizes learning. Possible solution

Develop a long-term education plan that the provincial government and district education councils agree to abide by for the sake of program continuity. That education plan will have to include precise, measurable objectives. It will be reviewed annually and will be shielded from political changes at the provincial level. Key players: GNB, NBDE, DECs

25 AEFNB, brief submitted to the Commission on Francophone Schools, October 2008, p. 12.


A strategy of homework assistance for parents The homework issue has given rise to lively debate in society at large. Some experts question the relevance of homework; others see great benefit in it. The Commission is not sufficiently conversant with the issue to be pro or con. Still, many Acadian and Francophone students in New Brunswick go home with assignments to do. The parents are often stymied by the growing complexity of schoolwork, either because they lack the necessary skills or have little time given their busy work schedule. If homework is used as a means to achieve in school, it is important to provide a structure to assist and support parents.

Possible solution

Many schools are counting on a homework assistance (tutoring) strategy to promote student success and yield positive outcomes in terms of student performance. Acadian and Francophone parents in New Brunswick would benefit from such a provincial homework assistance initiative. Key players: NBDE, DECs, AFPNB Strategies for supporting and motivating students

Continue and broaden the literacy strategy Literacy is the ability to comprehend, use, and process the written information needed to get along well in society. Children's lifelong academic achievement depends largely upon how well they can read. The literacy movement, a program set up by the Department of Education for pupils from kindergarten to Grade 2, is very successful. Acquiring literacy skills at an early age provides a significant boost to learning and makes it less likely that children will fail or drop out of school. According to the teachers and experts whom we encountered, literacy efforts for young children give very good results, to the point where it has been proposed that the initiative be broadened to meet the needs of students of all ages in all grades. Literacy resources beyond Grade 2 are suggested as a strategy promoting success for all students, regardless of grade. Possible solution

In addition to implementing programs designed to increase francization experiences for young children, it is important to maintain existing literacy programs in elementary school (K-2) and to make provisions for expanding them to meet the needs of students in all grades. In determining how to allocate literacy resources, decision makers should weigh the fact that helping a child learn how to read, write, and communicate effectively demands more effort, time, and resources when that child does not yet speak the language. Key players: NBDE, DECs


Offer a broader range of paths suited to student needs Many of New Brunswick's Acadian and Francophone students are not motivated in school at this time to develop a passion for learning. Ever since trade programs vanished from the province's high schools back in the 1980s, all students have been steered onto an "academic" track. As a result, students who do not fit the academic profile have lost contact with the trades. Like the other Francophone school districts in the province, School District 11 is having "a very hard time meeting the needs of students who are interested in the trades."26 The Commission observed the need to boost opportunities for technical and vocational training in occupations such as mechanics and joinery. Today's growing demand for specialized and skilled labour makes it essential to offer students a wider choice of career opportunities. When students who successfully complete a program of study in the trades and technology are offered career opportunities in these fields, they will have the information to make enlightened choices regarding postsecondary studies. It is obvious that New Brunswick's Acadian and Francophone schools must become better at programming areas of study that interest all students, awaken their passion for learning, and motivate them in their daily learning experiences. Possible solution

The schools must offer a broader range of paths for students in order to continue stimulating their interest and desire to succeed. The example expressed most often is the need to offer young people technical or manual tracks. The school system must offer more specialized programs suited to students' specific needs and meet as many individual needs as possible. More generally, schools must recognize the diversity of learning methods and update their pedagogical strategies for both gifted students and those with learning difficulties. Key players: NBDE, DECs

The school, educational staff, and student achievement

Plan for improving the schools and performance reporting Just as students are accountable to their school, schools are accountable to students and their parents. Acadian and Francophone schools must function properly in order to fulfil their mandate to provide for academic success and identity building. Some schools may have to deal with special situations that could jeopardize student achievement, although the Commission did not find this to be a widespread problem. If such conditions should arise, there must be measures in place to rectify them. A recovery program for the schools should provide a series of actions that will bring about the improvements needed for stable, properly functioning schools.

26 District Education Council 11, Exerçons notre pouvoir d’agir, brief submitted to the Commission on Francophone Schools, December 2008, p. 7.


Possible solution

Schools with special challenges must continue to invest in improvement strategies and adjustment measures, with support from the school districts. Key players: NBDE, DECs, schools Establishment of success teams in each school Not all children start school with the same background. However good classroom teaching may be, some children need additional help or motivation. Screening and the earliest possible intervention would be advisable for students in need. Early intervention can prove instrumental in alleviating difficulties and improving the chances for academic success. The AEFNB's brief to the Commission mentioned a highly interesting course of action that the Ontario Ministry of Education has introduced to deal with this type of situation. That initiative consists in having teams responsible for student success in each school. This approach is predicated on team work and shared responsibility. The teams, comprising various school staff members (e.g. principal, teacher, and guidance counsellor), work together to identify and support students experiencing difficulties, provide supplementary learning opportunities, and monitor progress. They could complement the work of the strategic teams in place by helping students acquire more self-confidence and skills. The Commission believes that this approach would be appropriate for Acadian and Francophone schools in New Brunswick. Possible solution

Implementation of a success team in each school (comprising, for example, the principal, a teacher, a resource teacher, guidance staff, and stakeholders from the health and family services sector) would provide for prompt, accurate screening for impediments to achievement and for sustained intervention and monitoring through shared responsibility. Key players: NBDE, DECs, education community Continue the initiative of professional learning communities Although the organization and operating procedures of professional learning communities (PLCs) vary from one school district to another, the vast majority of school principals and teachers whom the Commission encountered see the introduction of these communities since fall 2008 as a very welcome initiative. PLCs are collaborative teams comprising teachers and other educational professionals who hold regularly scheduled meetings to examine student learning. Based on a cooperative process, this initiative has opened the door for increased cooperation among teachers (according to grade and subject matter) and even between schools in some cases. PLCs provide a forum for exchanging new ideas and developing strategies to improve both the quality of learning and student performance. Ensuring that a child succeeds is a very complex undertaking. The Commission welcomes this kind of collaborative approach as a means of meeting students' individual needs.


Possible solution

The professional learning community initiative should continue since it enables teams of teachers to improve and further develop their teaching and evaluation strategies, and this helps improve student achievement. Key players: NBDE, DECs, education community

Measuring student performance

Annual public accounting for school performance The New Brunswick Department of Education is strongly committed to evaluation and accountability processes. In fall 2008, it began publicly releasing provincial evaluation outcomes in the form of school and district "report cards." Each fall, these reports will present success rates indicating how well Francophone and Anglophone students do in the annual provincial evaluations. Those evaluations will provide benchmarks and guidelines for the school districts and the schools. They will also keep the community well informed about the comparative performance of the schools over time. The Commission applauds the introduction of this culture of accountability within the Department of Education and hopes that it will be maintained. These measures reinforce transparency, improve accountability, and make for a more rigorous system. Possible solution

The Department of Education must continue to gather data, analyze outcomes, and systematically organize academic performance. These "report cards" must be formatted for annual comparisons and longitudinal analyses and must provide an overall picture of the state of Acadian and Francophone education in New Brunswick. Key player: NBDE

Initiate dialogue on provincial testing methods The Measurement and Evaluation Branch of the Department of Education administers provincial tests annually. On the whole, the relevance and end goal of testing are not questioned. But there is apparently some misunderstanding and misconception regarding the methodology used to calculate provincial test averages. The matter of provincial testing methods sparked lively discussion in all Francophone districts in the province. Negative attitudes about those tests are fairly widespread at this point. Recognizing the importance of testing for measuring student progress, the Commission recommends that Department of Education evaluators and teachers hold talks in order to still controversy over this testing. Possible solution Although most stakeholders recognize the value and relevance of provincial testing, some expressed concern about the method used to calculate test


averages. Stakeholders in the school sector must initiate dialogue with the Measurement and Evaluation Branch of the Department of Education for in-depth discussion of the methodological aspects of provincial testing. Key players: NBDE, DECs, education community

A culture of excellence and excelling

Some participants in the Commission's work attributed underachievement of Acadian and Francophone students in New Brunswick to widespread slackening-off where student performance and success are concerned. As it toured the province, the Commission heard testimonies that the province's Francophone education system lacks rigor: some students are promoted without meeting the requirements, the law of least action often dictates conduct in the schools, young people care little about their studies, and so on. Developing a culture of excellence and excelling definitely requires a change in mindset, but it also calls for long-term collective commitment. The Acadian and Francophone education system must redouble its efforts to encourage student retention and development of all students to their full potential. Possible solution

Several stakeholders – teachers, principals, and parents – expressed a feeling of powerlessness against a certain culture of accommodation inherent in the education system. There are many possible causes, including the desire of parents to see their children promoted and the desire of school districts to avoid failing students. There must be greater rigor in the system. The culture of excellence needs to be valued. Key players: NBDE, DECs, education community, society at large

Challenge 3: Better prepare students to start school

Preparing children for school is one of the key elements of academic

success. Ensuring a good start in school requires close collaboration with

parents and the support of effective early childhood services.

• How can we best support parents?

• What role can the community play?

• What improvements can be made to early childhood services?

Of the ten thematic challenges identified by the Commission, the one that pertains to early childhood was indisputably shown to be a priority. Several participants in the Commission’s work, from every part of New Brunswick, were very articulate in verbalizing the scope of the needs for Acadian and Francophone preschool children and the need to act in this regard as quickly as


possible. We must accept that there are fundamental shortcomings in early childhood services in New Brunswick, and that living as a linguistic minority only accentuates the urgent need for action. Studies show that early childhood services in a minority setting are determining factors for the development of a cultural identity and the mastery of language. Early childhood services have definite repercussions on a child’s academic life and the development of his or her identity. In fact, “there is growing consensus among Francophone Canadians around the idea that the future of French-language schools takes root at the preschool level.”27 [Translation] If the target number of students can be successfully recruited from a preschool age and immersed in the Acadian language and culture, the probability that these students will remain in the Francophone school system and do well academically increases tremendously. A study in fact concluded that “French-language services to young children are one of the best ways to ensure the community’s survival. Preschool education seems to be one of the leading factors for the preservation and growth of Francophone communities, and every necessary measure should be implemented to develop it.”28 [Translation] The educational and identity-building process of a child begins long before the child enters the school system. Early childhood studies show that the age of 0 to 5 years is extremely important. Though parents are the child’s first educators, they do not necessarily have the knowledge or tools to fully assume this role. Preparing for school is, however, one of the key factors of academic success. Ensuring a good start in school requires close collaboration with parents and the support of early childhood services. The Commission advocates early intervention with preschool children to give them the best possible chances of success. In light of the worrisome demolinguistic context of the Acadian and Francophone community of New Brunswick, the Commission also recommends that all early childhood services be grouped together in a homogeneous Francophone environment to curb the assimilation of our young people. Integrating early childhood into the collective education project

The growing number of provincial early childhood initiatives over the last few years shows the government’s commitment in this area. Despite these promising initiatives, including A 10-year early childhood strategy for New Brunswick and pilot projects for early childhood and family centres (both Francophone and Anglophone), the Commission noted major gaps in French-language services. At present, preschool services are not part of the Department of Education but rather the Department of Social Development, where there is no linguistic duality. Several parents that were met during the Commission’s work reported that early childhood services in French (from birth to kindergarten) were often not available. Numerous briefs presented to the Commission mention these same concerns. Given the linguistic and cultural precariousness of the Acadian

27 A. Gilbert and J. Y. Thériault, “Vers l’institutionnalisation des services { la petite enfance francophone: entre juridiciarisation et compromis politique,” Revue de l’Université de Moncton, Vol. 35, No. 2, 2004, p. 157. 28 Ibid., p. 165.


and Francophone community of New Brunswick, especially in Anglo-dominant areas, all of the services must be available in the minority group’s language. It is high time that early childhood support and education services become an integral part of the overall vision of Acadian and Francophone public education in New Brunswick. Preschool services are crucial to the survival and continuity of the Acadian and Francophone community. Therefore, they must be grouped together in a homogeneous Francophone environment. Possible solution The entire Francophone and early childhood sector, including future Francophone early childhood and family centres currently integrated into the Department of Social Development, must be attached to the school setting and given public funding. Universal early childhood services must target the overall development of Francophone children, support of parents, enhancement of language and identity, and the development of links between the fields of education, health and family services, justice, the economy, and culture. This kind of integration will favour the continuity of specialized early childhood services. Developing such a homogeneous Francophone environment is undoubtedly one of the most urgent priorities. Key players: NBDE, Social Development, DECs Mandatory early screening of preschool children

Before their children enter the public school system, parents of three-and-a-half-year-old children are strongly urged to have their children assessed. Though most parents do attend, the evaluation is not mandatory. Teachers and specialists who have taken part in the Commission’s work confirm that children who did not take part in the evaluation are at a major disadvantage once they begin school. The early detection of a developmental problem can facilitate the child’s integration into the school system and contribute to his or her academic success. Possible solution Clinics for three-and-a-half-year-old children and pre-kindergarten evaluations must become mandatory to make it possible to detect developmental problems at an early age (e.g. speech and language delay, cognitive skills, learning and behavioural problems, auditory and visual problems). These evaluations aim at providing the best possible transition into the school system for the child and reduce the need for remedial work later. Key players: NBDE, Department of Social Development, Department of Health, DECs


Orientation and support for parents

The Commission is pleased that hundreds of parents attended the public consultation sessions that were organized in the province’s five Francophone districts. Parents, who play a key role in their children’s education, must work closely with the school system. However, at times they feel overwhelmed by all the information available to them, or they feel powerless because they do not know where to look for help or information. Not only do children need to be supported throughout their learning years but parents do as well. Children’s needs will change between kindergarten and high school, and parents must adjust accordingly. Given that parents are the child’s first educator, it is crucial to develop and disseminate resources that will both educate and support parents, in particular resources that are specifically tailored to non-Francophone or immigrant parents. Such resources must not only increase the parent’s awareness but also encourage the parent to become involved in the child’s academic life. Possible solution In conjunction with the community, use existing French resources and design new tools and workshops for endogamous and exogamous parents at different phases of early childhood, especially maternity clinics, at birth, vaccination clinics, and the screening at age three and a half and pre-kindergarten screening. In addition to educating them about their roles and responsibilities as parents, these tools and workshops will also be designed to make them aware of their culture, their right to education in French, and the advantages of Francophone schools. Specialists must be involved in designing these resources. Key players: NBDE, Social Development Department, Department of Health, DECs Special training of early childhood educators and child care workers

Francophone early childhood services deal with an increasing number of children whose mother tongue is not French. These children have special needs in terms of language and identity development. The educators and staff working in this sector must be aware of the challenges facing young children living in a minority setting. Their initial and ongoing training must take the special needs of these children into account. Possible solution In the context of training and upgrading programs for educators in day care services and early childhood interveners, the authorities (e.g. Collège communautaire du Nouveau-Brunswick (CCNB), Université de Moncton, other New Brunswick universities, non-profit organizations) must increase courses and content related to the issues and challenges of the minority setting, including challenges related to francization.


Key players: NBDE, CCNB, Université de Moncton, other New Brunswick universities

Challenge 4: Dealing with variations in school enrolment

In 1997, there were about 42,000 students in New Brunswick’s 109

Francophone schools. In 2007, this total decreased to some 32,000

students in 98 Francophone schools. In addition to a decrease in the birth

rate, special economic conditions had an impact on school enrolment, with

the number of students decreasing in the northern part of the province

and increasing in the southern part. In both cases, the situation created

special challenges. In addition, small rural schools were especially

affected by the decrease in school enrolment.

• What strategy should we use to deal with this situation?

• How can we provide all students with the best possible education,

regardless of where they live?

Most provinces in Canada are experiencing a decrease in the number of school-age children, but school enrolment is decreasing at an even faster rate in Francophone minority schools. In 2007, the number of Acadian and Francophone students in New Brunswick totalled about 31,725, which is 9,150 less than in 1998 (see Table 1). Over the same period, the number of Francophone schools dropped from 109 to 98. Acadian and Francophone students accounted for about 29% of the provincial student population in 2007. Acadian and Francophone student enrolment decreased by 22.4% from 1998 to 2007, twice as much as the enrolment in the Anglophone school districts, which dropped by 11.0% over the same period. Table 1. Enrolment by Francophone school district (September 30, 1998 to September 30, 2007)

District 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Var.

July 98

01 6,917 6,845 6,913 6,914 6,915 6,891 6,936 7,055 7,123 7,297 5.5%

03 9,080 8,727 8,365 8,024 7,716 7,448 7,235 6,966 6,576 6,402 -29.5%

05 7,536 7,289 7,069 6,722 6,476 6,255 6,087 5,934 5,724 5,500 -27.0%

09 9,714 9,272 8,827 8,442 8,126 7,903 7,675 7,411 7,102 6,911 -28.9%

11 7,628 7,377 7,213 7,001 6,792 6,573 6,393 6,093 5,828 5,615 -26.4%

Francophone 40,875 39,510 38,387 37,103 36,025 35,070 34,326 33,459 32,353 31,725 -22.4%

Anglophone 88,256 87,493 85,555 85,689 84,575 83,799 82,819 81,360 79,660 78,563 -11.0%

Province 129,131 127,003 124,942 122,792 120,600 118,869 117,145 114,820 112,013 110,288 -14.6%

Source: New Brunswick Government, Summary Statistics: School Year 2007-2008, Fredericton, Department of

Education, p. 42.

Not only does the decrease in the birth rate have a major impact on the variation in school enrolment, but interprovincial and intraprovincial mobility does as


well. Attracted by economic growth and job prospects, numerous Acadian and Francophone families leave northern New Brunswick for other provinces, or relocate to one of the urban centres in southern New Brunswick. These demographic movements result in a decrease in the number of students in the north and an increase in the south. Table 1 shows the increase in school enrolment in the south in comparison with that in the north fairly conclusively. All Francophone school districts with the exception of District 01 have seen their student population decrease on average by about 3% annually from 1998 to 2007, which represents an overall decrease of 26.4% in District 11, 27.0% in District 05, 28.9% in District 09, and 29.5% in District 03. District 01, which is located in the southern part of the province and includes New Brunswick’s three main urban centres, showed an increase of 5.5% of its student population over the same period. In addition to the decrease in the birth rate and the exodus of the population, the exogamy and assimilation exacerbate the situation and will most likely have major repercussions on the number of students in Acadian and Francophone schools in New Brunswick over the coming decades. Variations in school enrolment present particular challenges in school districts experiencing losses as well as in the sole school district where the school population has increased. These challenges put a strain on human and financial resources as well as on school infrastructures. A decrease in school enrolment also generally results in a proportional decrease in resources. Small rural schools, more numerous in northern school districts, are especially affected by the decrease in enrolment. The situation is altogether different in the southern part of the province, where there is a call for new schools to be built and existing schools expanded to meet growing demand. The Commission recognizes the different realities in the north and south of the province and differences between urban and rural settings. These persisting divisions mean that provincial approaches cannot always meet regional needs. To ensure that all students receive a high-quality education wherever they are, the Acadian and Francophone education system will need to show more flexibility. Equity and autonomy as fundamental values of the Francophone school system

A Francophone school system based on the principle of equity Receiving a first-rate education is the prerogative of every Acadian and Francophone young person in New Brunswick. The Commission had the opportunity to visit more than 30 rural and urban schools in the north and south of the province in the fall of 2008 and observed the contrasting settings. The entire Acadian and Francophone community in New Brunswick will benefit from a French-language education system that is dynamic, enduring, cost-effective and fair. All Acadian and Francophone students must have access to educational instruction and services that are of equal quality, regardless of where they live. The Commission firmly believes that this principle of equity, namely the willingness to recognize each student’s right to a first-rate education, is essential.


Possible solution The principle of equity should guide all actions and interventions relating to New Brunswick’s Acadian and Francophone school system. Each of the five school districts deals with a very specific context, and the Acadian and Francophone community expects its education system to be fair, regardless of the school population and location, from three standpoints, i.e. the quality of the education services offered, accessibility to these services (e.g. specialized, cultural, vocational training), regardless of their location in the province, and the distribution of available resources. Key players: NBDE, DECs Greater flexibility and autonomy Each of the province’s five Francophone school districts has its own specific characteristics and challenges. Given that the school districts already have a good grasp of the regional realities, priorities, and needs of their youth and communities, the Commission believes that they are in the best position to make certain decisions regarding the distribution of resources (both human and material) and educational improvements while remaining accountable to the Department of Education. The Commission believes that the school districts should be given greater resources to act and respond to local and regional needs. In its brief presented to the Commission, L’Étoile du Nord, School District 05

explains that “A change in the style of management would result in a greater operating margin at a local level to allow room for innovation. […] There is an urgent need to change the organizational mode of operation given that the changes that have been decided collectively have a greater impact than those

imposed by a law, regulation or higher authority.” 29 [Translation] The Commission believes that the increased accountability of these players will have positive repercussions on the quality of learning and academic performance. In addition, it will allow communities to more easily take charge of their schools. The initiatives most likely to succeed are those that not only stem from the local community but are also part of a comprehensive vision of the Acadian and Francophone education system. Possible solution The principles of flexibility and autonomy must apply to both school districts that are growing and those that are decreasing. It is important to find solutions tailored to the various regional demographic characteristics, especially the implementation of a funding scheme that determines actual needs (as opposed to the number of students), educational services that reflect the specific characteristics of the regions, and the support for professional autonomy (empowerment). A tangible example of the application of such a solution would be to give school districts multi-year funding associated with a medium-term plan.

29 L’Étoile du Nord School, District 05, Mémoire présenté à la Commission sur l’école francophone, November 2008, p. 17.


Key players: NBDE, DECs Schools and spaces where justified by need Section 23 of the Charter grants the right to minority Francophones to have their children receive primary and secondary school instruction in the language of the

linguistic minority population, “wherever in the province the number of

children […] is sufficient.” The growth of the student population in southern New Brunswick cities presents School District 01 with special problems, namely the overpopulation of its schools in some cases and no school to meet growing

demand in others. DEC 01 explains that “the lack of physical space has become so glaring that there is the possibility of losing – in fact, we are losing – students

to school districts in shared territorial jurisdictions.”30 This is particularly the

case in Kennebecasis-Saint John, Fredericton and Moncton-Dieppe, where some young students must travel for more than one hour by bus to get to school. The provincial and federal governments must support the construction of new schools where justified by need as quickly as possible, otherwise Acadian and Francophone parents and those with Charter rights status may choose the Anglophone school system. If they are patient enough, these parents may appeal to the courts. Possible solution There is a crucial need for space in some communities in southern New Brunswick where the school population is on the rise, especially in Kennebecasis Valley, Fredericton and Moncton-Dieppe. The provincial and federal governments must work together and authorize the construction of Francophone schools to meet these needs in order to act quickly to satisfy space requirements and avoid having students incur further harm due to limited or no space. Key players: NBDE, DECs Planning based on long-term demographic projections

The preceding pages presented Acadian and Francophone school enrolment trends in New Brunswick since the late 1990s. The planning process used by Acadian and Francophone school districts will be considerably improved through long-term demographic projections. Better anticipation of the variations in the student population in the province’s schools will help plan regional needs better with respect to human and financial resources, infrastructures, teaching materials and related services. Possible solution The planning process that affects the allocation of human, educational, financial, and building resources must be based on multi-year projections of the real needs of the school population.

30 District Education Council 01, Comment bâtir ensemble la meilleure école pour nos enfants? p. 17.


Key players: NBDE, DECs

Maximize the community’s use of school space

Some Acadian and Francophone schools in the province have vacant space due to decreased school enrolment or other reasons. This space could be used by organizations or individuals wishing to provide programs or activities that could benefit the community as a whole. Examples include programs and activities designed for family literacy, seniors, preschool children, cultural events, etc. In short, decreased school enrolment does not mean that vacant space in schools must be given up. Schools can and should remain a focal point of community activities, even in the event of decreased school enrolment.

Possible solution Vacant space in schools must be offered to the community so that programs and activities can be set up that will benefit the entire community, such as family literacy programs to help parents ensure their children’s academic success, or literacy programs in general. Key players: DECs, educational community, community organizations

Better use of technologies

When there is a decrease in school enrolment, there are also generally fewer educational programs and services. High schools with decreased enrolment often have trouble offering a wide range of courses to their students either because there are too few students to make up a class or not enough teachers to teach more specialized subjects. The Commission met several young Acadians and Francophones during the consultation process. These young people do not want to be at a disadvantage in terms of course availability because they are attending a school with decreased enrolment or come from far away. A bank of online courses is already being offered to New Brunswick students, giving them access to a wider range of elective courses and in so doing, helping them prepare for postsecondary studies or the job market. This strategy must be pursued and improved while taking new technological developments into account.

Possible solution Make maximum use of the opportunities provided by new information technologies in order to offer the broadest range of courses to students, regardless of where they live. Key players: NBDE, DECs


Challenge 5: Placing a higher value on education and

academic success in our communities

To succeed in school, children need to want to learn. This desire to learn,

however, is related to the value that parents and society place on

education.

• Do we value education enough?

• How can we create a lifelong learning culture in our province?

• What role do the various social players have in the creation of such a

culture?

To succeed in school, children need to want to learn. This desire to learn, however, is related to the value that parents and society place on education. This not only assumes that a learning culture will generally be promoted, but also that the teaching profession and the students’ skills and competencies will be valued. The Commission repeatedly heard that education is not valued enough in the province and there is not enough discussion about education and its social value. In fact, this problem is not specific to New Brunswick. We do not want to generalize, but a good number of families do not place enough importance on education, possibly because the parents themselves are not highly educated, are illiterate, are not available because of work-related obligations, or for other reasons. Education is everyone’s business. A learning culture cannot be created overnight, however. Education is a social endeavour and, as such, should remain one of the top collective priorities of New Brunswick’s Acadian and Francophone community. Provincial campaign aimed at affirming Francophone education

New Brunswick’s two official linguistic communities must rally around the province’s educational project. A 2002 report on New Brunswick’s Anglophone education system stated that to improve the system, a learning culture has to be developed that is centered on the student’s achievements and greater community accountability.31 A vast campaign aimed at affirming education and academic success must be launched on a province-wide basis as soon as possible. Such a campaign must promote the specific mandate of Acadian and Francophone schools. Though all campaigns must affirm the school’s role in the training of future leaders, they must then demonstrate its importance to society’s development and growth. At the risk of repeating ourselves, education must be put ahead of all collective priorities. The Acadian and Francophone education system must be able to count

31 E. Scraba, Schools Teach – Parents & Communities Support – Children Learn – Everyone Benefits: Review of the New Brunswick Education System, Anglophone Sector, 2002, p. 52.


on the commitment of all citizens to support young people from an educational, linguistic and cultural standpoint. Societies that value education, teachers and the development of each student’s potential have the best-performing schools.32 Possible solution Launch a vast provincial marketing campaign aimed at affirming education and placing it at the top of New Brunswick’s collective priorities. Targeting communities, parents and young people, the campaign will deal with the affirmation of education in general, the teaching profession, and professional (academic) and vocational (trade) training in schools. Key players: NBDE, DECs, educational community Family literacy action plan

According to the Fédération canadienne pour l’alphabétisation en français,

literacy consists in “the capacity to understand and use printed materials in everyday tasks at home, at work and in society. It is not a question of knowing whether a person can read, but rather of understanding the extent of a person’s

reading ability.” [Translation] Family literacy projects are conducted with an

adult who plays a significant role in a child’s life (e.g. parent, grandparent, babysitter) who is about to become the child’s first educator. The brief presented to the Commission by the Fédération d’alphabétisation du Nouveau-Brunswick clearly sets forth the gaps with respect to literacy for Acadian and Francophone families. A family literacy program tailored to Francophone needs is not without

effect on the education system. It would allow parents “to be better equipped to

support their children […]; to be supported and backed in their role as parents […]; to value schools and the education system in the community; to establish a

link between schools and the community […].”33 [Translation] The Commission recognizes that family literacy is an important factor for the success of New Brunswick’s Acadian and Francophone schools. Family literacy will also help increase the general value of education and academic success.

Possible solution There is an urgent need to implement a vigorous action plan for family literacy for Francophones that also includes literacy workers, which is centered on increasing children’s chances of academic success and is drawn up in cooperation with all the key stakeholders. This province-wide plan should focus on ways to create an environment in homes that is likely to stimulate children to write and speak in French.

32 See McKinsey & Company, How the World’s Best-Performing School Systems Come Out on Top, 2007. 33 Fédération d’alphabétisation du Nouveau-Brunswick, C’est le temps d’agir… pour une population pleinement alphabétisée: Mémoire présenté à la Commission sur l’école francophone, November 19, 2008, p. 8-9.


Key players: NBDE, DECs, FANB Fostering a closer relationship between the community and schools

Sharing the school’s successes and enthusiasm Too many achievements pass unnoticed. When touring the province in the fall of 2008, the Commission learned that Acadian and Francophone schools in New Brunswick are responsible for a multitude of original and innovative initiatives that the community is not aware of. In fact, a large number of those taking part in the Commission’s work mentioned not being aware of what was going on inside schools. To affirm education and academic success, our communities first need to recognize our schools’ achievements and contributions. Schools all too often operate in a vacuum. They need to open up to the community so that the latter can feel a sense of belonging and pride. Possible solution Francophone schools spearhead numerous winning initiatives, whether these consist of partnerships with the community, innovative projects, original educational approaches, academic and extracurricular achievements by students, etc. Schools must share successes, best practices and winning strategies with other schools and the community as a whole. Key players: DECs, schools, the community Making the Acadian and Francophone community more accountable Education is a social endeavour and schools are the cornerstone of identity building in young Acadians and Francophones in New Brunswick. In other words, to build the best schools for our children, we need the support of the entire Acadian and Francophone community. The education system is especially subject to the pressures of a low birth rate, mobility, assimilation and linguistic insecurity. New Brunswick’s Acadian and Francophone community must therefore rally around the educational project and help schools fulfill their academic success and identity-building mandate. At the same time, it must be inclusive and unite with non-Francophone and immigrant families. To do so, the community must understand the education system’s special mandate in a minority setting and also be aware of the powers granted to it under Section 23 of the Charter. Possible solution The entire Acadian and Francophone community, including parents, school staff, community organizations, the business community and the media, have a duty to become involved in and promote the collective education project. The entire community must understand the mandate, specific features and advantages of the Francophone education system and promote it. It must also be welcoming to newcomers and non-Francophone parents who are participating or wish to participate in the Francophone school system. Key players: DECs, schools, community


Helping each student achieve his or her potential

Students are the focal point of the school system, but not everyone necessarily gets what he or she needs. A student’s academic success is closely linked to motivation and the desire to learn. It is by stimulating students through learning and developing their interests that they - and possibly their families, by association – will develop a different perspective on the virtues of education. A desire to learn can be cultivated. Several of those taking part in the Commission’s work proposed greater flexibility in the curriculum as a way to create a desire to learn. Broadening the course and program offerings would most likely satisfy the interests of a larger number of young people. Possible solution Children all learn in their own way and at their own pace. Course and program offerings in schools should be expanded to respond to different learning styles and students’ individual interests. These may consist of cooperative education programs, technical education programs (trades), sport schools, fine arts schools, etc. Each student must experience academic success at school. Key players: NBDE, DECs, educational community Schools as a training ground for committed citizenship

The Acadian and Francophone school system must carefully teach students to develop critical thinking and become informed and committed citizens. After all, today’s students will be tomorrow’s leaders. They must be aware of their minority situation and of the challenges that threaten the survival of Acadian language and culture. The Fédération des jeunes francophones du Nouveau-Brunswick is in fact proposing that a course on citizenship be developed in

Francophone high schools: “It is crucial to help young Francophones develop pride in their language and culture as well as become key players in our society. This is why it is important for them to be familiar with how the Canadian and New Brunswick political systems work from a young age so that they can play an

active role in them.“34 [Translation] Acadian and Francophone schools must

encourage young people to become involved and to take action that will help

improve people’s quality of life and living conditions. Possible solution Citizenship training goes beyond school grounds. However, schools are an ideal place for developing the citizens of tomorrow. In addition to ensuring academic success and identity building for young people, Acadian and Francophone schools must also convey the knowledge and skills to students to prepare them to be good citizens, especially through the development of critical thinking and responsible citizenship. They must also teach them about Acadian history and

34 Fédération des jeunes francophones du Nouveau-Brunswick, Les jeunes et l’école francophone au Nouveau-Brunswick : Mémoire présenté au Commissaire Gino LeBlanc dans le cadre de la Commission sur l’école francophone, November 2008, p. 8.


institutions, while developing open-mindedness to others in an effort to shape them into committed citizens who are actively involved in their community. Key players: NBDE, DECs, educational community

Challenge 6: Improve recruitment, training, and

professional development of teachers

In some Francophone school districts, teacher recruitment and retention is

a major challenge. In some cases, the actual quality of instruction is at

stake. Furthermore, teaching in a minority setting requires special skills,

since language and culture must be constantly integrated into the

curriculum.

• How can we improve teacher recruitment and retention strategies?

• Do Francophone teachers have the necessary training to deal with the

challenge of teaching in a minority setting?

• How can we better support teachers in their identity-building efforts?

• Should professional training strategies be revised?

Teachers play a crucial role in the overall success of the education system. They constitute the raw material, if you will, or the most basic resource of our education system. Even with the most modern schools and most well thought-out curricula, an education system that does not succeed in training teachers capable of performing the most basic task, i.e. the transmission of knowledge, will remain second-rate. All of the structural or educational reforms will not succeed in improving the quality of teaching if the New Brunswick government and its partner in French-language professional training, Université de Moncton’s Faculty of Education, do not make a sustained effort in the training of educators. As expressed so well in a study on the 25 best-performing school systems in the world, there are three determining factors for the success of best-performing schools. First, we must ensure that those who choose the teaching profession have the desired profile, and then we must train them so that they become competent and efficient, and finally, the system must deliver the best instruction possible to each student.35 This section deals with the challenges facing teachers in a linguistic minority setting, from recruiting to training, and including classroom conditions and professional development. Valuing the teaching profession

The teacher’s role is fundamental, and attaining the following objectives will be a determining factor in improving the educational system. To quote someone we

spoke to: “The quality of the education system cannot be greater than that of

its teaching staff.” [Translation] We must first ensure that the profession is

35 McKinsey & Company, How the World’s Best-Performing School Systems Come out on Top, 2007, p. 2.


valued by society in general and that it is promoted. The profession’s image and status would benefit from being enhanced. We are referring here to a change in culture and attitude towards education as the central activity throughout a person’s lifetime. As part of New Brunswick’s vast sustainable development

strategy – “Our Action Plan to Be Self-Sufficient in New Brunswick” – learning culture systematically comes up as one of the areas to prioritize to make the province self-sufficient within a few decades. Possible solution Continue and expand promotional awareness-raising campaigns to improve the image of Acadian and Francophone schools and of the teaching profession. Like social marketing efforts with respect to anti-smoking or environmental protection campaigns, New Brunswick residents must adopt a strategy aimed at promoting a culture that values education. Key players: New Brunswick government, all education-related departments, Communications New Brunswick, AEFNB, DECs and the educational community as a whole The role of the Faculty of Education and training tailored to the minority setting

The role played by Université de Moncton’s Faculty of Education is a very important one. 36 One of the gems of the institutional network in New Brunswick’s Acadian and Francophone community, the Faculty of Education must be a key player in attaining the objectives presented in this report. Its

mission is clear: “ensure high-quality initial and continuous training for

professionals working in Acadian Francophone educational systems.” Just like the school system, it has a dual mandate. Its focus is on university education and research but it also contributes to defending and promoting French language and culture. The challenge is a sizeable one, because before future teachers can be given the tools needed to assist their students in the identity-building process, they must be sensitized and committed themselves. Future teachers must therefore be trained and prepared for this reality, which comes with very

specific challenges. As stated in the Faculty of Education’s brief, “These teachers are dealing with the same insecurities and often find it just as difficult to establish contact with the culture of the minority language as their students do.

To allow them to become “transmitters of culture” […] they must experience

identity building and a positive relationship with the language and culture.”37

[Translation]

36 For a summary of the role of Université Moncton’s Faculty of Education in the training and

certification of teachers in New Brunswick, see Chapter 12, ”Les enseignants, les stagiaires et les

gestionnaires,“ in Y. Bouchamma, Le système d’éducation au Nouveau-Brunswick, Moncton, Éditions de la Francophonie, 2006. 37 Université de Moncton’s Faculty of Education, Mémoire présenté à la Commission sur l’école francophone du Nouveau-Brunswick, November 2008, p. 7.


Several teachers (ranging from student teachers to retirees) clearly expressed a desire for improvements to continue to be made to the initial training provided by the Faculty of Education. They mentioned the importance of implementing educational methods that reflect this awareness-raising mandate as part of the initial and continuous training at the Faculty of Education. Research in this respect is well under way and some highly innovative work has been done by researchers working in New Brunswick and at the Faculty of Education. One of the cornerstones of education and the production of knowledge is the new doctoral degree in education in a Francophone minority setting and the

development of the course “EDUC 4323 – Éducation en milieu minoritaire.” Without a doubt, some gaps remain and acquired knowledge must be reinforced and the training being delivered has to be upgraded. The Commission does not have the means to conduct a full assessment of the Faculty of Education’s programs of study but several people have proposed improvements that are being presented here. Possible solution In the context of initial training, Université de Moncton’s Faculty of Education must increase courses and content related to the issues and challenges of teaching in a minority setting, including the challenges related to francization, while making sure that the most important courses are designated as compulsory. Several excellent suggestions have been made, including setting up a faculty committee that would be in charge of content development, and even developing a course in identity building that would increase students’ awareness of their role as transmitters of culture. Key players: Faculty of Education, Université de Moncton administration, NBDE Possible solution Workshops on teaching adapted to a minority setting and identity building must be offered in all schools. The Commission commends the announcement that the

course “EDUC 4323 – Éducation en milieu minoritaire” will become compulsory; however, most of the teachers currently in the system have not been able to take this course. Raising awareness of teaching in a minority setting must be an integral part of professional development. Key players: NBDE, Faculty of Education Possible solution The Commission is proposing to develop another course, similar to the one on teaching in a minority setting, on educational leadership in a minority setting intended for school and school district administrators. Key players: Faculty of Education, NBDE


Teacher recruitment and retention strategies

Several participants in the Commission’s work shared the enormous challenges presented by the recruitment and retention of qualified professionals in all fields as well as across the province. Apart from the situation in the greater Moncton area, the challenge facing the school districts with respect to teacher recruitment and retention is sizeable. The difficulty of recruiting and retaining qualified personnel has a direct impact on the quality of teaching and the courses being offered. Possible solution Update the provincial program to train teacher mentors working with new teachers.

Key players: NBDE, AEFNB, DECs Possible solution Coordinate the implementation of a program to upgrade teachers who supervise student teachers and make the necessary time and resources available to them. Key players: Faculty of Education, NBDE, DECs Possible solution The development of a provincial financial-incentives strategy was brought up in many school districts. The bursaries must constitute incentives for those returning to regions dealing with a shortage of teachers. Other financial measures must be adopted, such as the partial reimbursement of student loans, partial financing of the teachers’ housing costs for the first few years, and financing of moving costs. Key players: NBDE, DECs Possible solution Following the example of other provinces, we propose a provincial recruitment strategy that would include recruitment officers authorized to meet the needs of regions in which there are shortages. Key players: NBDE, DECs


Challenge 7: Provide francization services to students who

have not mastered the language

Several Francophone schools accept students from families where only

one parent speaks French (rights-holder). Sometimes, these children do

not know enough French to make adequate progress in school. The

Education Act, in reference to Section 23 of the Canadian Charter of Rights and Freedoms, stipulates that the school must provide supplementary

educational programs and services in order to improve the linguistic skills

of such students.

• Is the support currently being offered adequate?

• How can these francization services be improved?

• How can these services be provided to preschool children?

As was stated in the introduction, several issues brought up during the course of the Commission’s work overlap, involve interdependent problems and must be considered from a broad perspective. Francization is certainly one such issue.

Long perceived as a problem found in “other” Francophone communities in

Canada that are in more of a minority situation, the issue is definitely on the agenda of several Francophone regions of New Brunswick. In fact, one of the organizations spearheading community action, the Réseau d’appui { l’intégration des enfants des ayants droit, is still in its infancy, having only been founded in 1999. This coalition of about 20 private and government organizations is targeting full participation in Francophone schools of all children of Charter rights parents in New Brunswick. Francization is closely linked to several areas of intervention where improvements would be desirable, including early childhood, the full participation of the target group, and even an improvement in our children’s academic performance. We share the vision of several community stakeholders and experienced researchers, including Rodrigue Landry, executive director of the Canadian Institute for Research on Linguistic Minorities: a strategy must be immediately implemented on recruiting rights-holders starting at the preschool level. When we are proposing to the government that early childhood be made one of the priorities of the report, we are in fact including all facets of the francization of children, and sometimes even the parents of these children. The challenges related to early childhood pertain to more than just daycare capacity or learning materials; they also concern francization services and the development of the children’s linguistic skills and cultural knowledge. Even before addressing the challenges of francization, the Commission heard that it was imperative for the government to do more to encourage exogamous couples or Charter rights parents to make an informed decision. Too little has been done to date, both with regard to awareness of the differences between homogeneous Francophone schools and immersion programs and the negative consequences resulting from the loss of Charter rights status. Many Francophone


schools accept students from families in which only one parent speaks French (rights-holder). Schools must provide supplementary educational programs and services to improve the linguistic skills of those students. What is more, the New Brunswick Education Act provides for resources to fulfill obligations in relation to the francization of a child of a parent who has been granted rights under

Section 23 of the Charter: “A District Education Council shall provide

supplementary educational programs and services for a pupil admitted by

virtue of paragraph (1)(d) [whose parent is a rights-holder under Section 23] to

a school organized in the French language if, in the opinion of the

superintendent concerned, such supplementary educational programs and

services are required to improve the linguistic skills of that pupil to a level

necessary to satisfactorily participate in the instructional program in which

that pupil is placed.”38 Identifying children with Charter rights status

It is critical for both the Francophone and Anglophone sectors of the Department of Education to draw up the statistical profile of children with Charter rights status not enrolled in Francophone schools in New Brunswick. Combined with the research done by Rodrigue Landry, who identified the total number of rights-holders not part of the system, this new profile of the location of rights-holders will allow the Department of Education to better define the parameters of an awareness campaign on the benefits of Francophone education, as stated in Challenge 1 under “Maximum recruitment of targeted students.” Possible solution The Department of Education must carry out a study to identify children with Charter rights status in New Brunswick and their location in the Francophone or Anglophone school system. Key players: NBDE (Francophone and Anglophone sectors), DECs (Francophone and Anglophone) Greater production and dissemination of francization-related resources and tools

There is a glaring shortage of francization-related material, and even more of material tailored to teaching in a minority setting. However, there are some

excellent tools such as “Voir grand, petit à petit / Dream Big, Little by Little” (2008), produced by the Association canadienne d’éducation de langue française. Developed for exogamous households, this guide presents concrete and practical ways of encouraging language development in children, helping with identity building, and preparing the child for entry into French school. This material is not being disseminated enough through the school system and does not reach a sufficient number of exogamous parents. The Commission believes that specialists must be put in charge of disseminating francization and identity-

38 New Brunswick, Education Act, Chapter E-1.12, 1997.


building tools at the preschool and school levels and to create links that are all too often absent between the two levels. The Commission recently became aware of several guides intended for Charter rights parents. The educational system must make better use of these tools which help exogamous families favour the use of French at home and support them in their choice of a Francophone education system. Possible solution The Department of Education must support increased production of francization-related resources and tools and ensure they are disseminated at the preschool and school levels by francization specialists.

Key players: NBDE, AEFNB, DECs and the educational community

Creating a welcoming environment at school for exogamous families

It would appear by all accounts that a growing number of students in New Brunswick’s Francophone school system come from exogamous or immigrant families. A fair number of non-Francophone parents know very little French. It is understandable that these parents may feel slightly ill at ease in an Acadian and Francophone school or isolated from the French-language education system. Contact with the school environment and the educational community as a whole is very important for their children’s linguistic and cultural development and academic success. Therefore, Acadian and Francophone schools must make a greater effort to create a welcoming environment for exogamous or non-Francophone parents. Without anglicizing the Acadian and Francophone community, schools must help non-Francophone parents and exogamous families fit in so that they can support their children during their school years in French. Possible solution Acadian and Francophone schools must develop a new welcoming environment that will foster the integration of exogamous and immigrant families into the French-language education system (e.g. matching program for Francophone and exogamous parents for help with homework).

Key players: NBDE, AEFNB, DECs and the educational community Establishing a school francization strategy and identifying funding means

Not all children start school ready to learn in a Francophone environment and the gaps in French-language knowledge present a problem, especially in Anglo-dominant or mixed environments (Francophone-Anglophone). Schools must develop adequate strategies and ways to properly support children in the francization process without it being at the expense of others. It is also important that proper orientation be provided to parents who speak little or no French. This is a crucial issue, since students with little knowledge of French have a much harder time integrating into French schools and are often at a disadvantage over the course of their school years. Teachers and school


administrators need to schedule time in the course of the day for training and require educational resources to meet the challenge of integrating into the regular French curriculum. Possible solution We recommend establishing a school francization strategy and identifying means of funding.

Key players: NBDE, AEFNB, Réseau d’appui { l’intégration des enfants des ayants droit, and the educational community

Integrating parents into Francophone society

New Brunswick’s Acadian and Francophone communities can no longer ignore the fact that exogamy has increased. It is in their interest to be welcoming not only towards the children attending French-language schools, but also to their parents, some of whom are not Francophones. Given that parents play a crucial role in their children’s overall development, it is important that they be given the opportunity to become involved in Francophone society. If we encourage Charter rights parents to enrol their children in Francophone schools, then we must also make the effort to integrate families with little knowledge of French into Francophone society. A number of parents would like to learn or improve their knowledge of French so that they can be actively involved in their child’s linguistic and cultural development.

Possible solution Family support services, family literacy programs, and francization and refrancization services must be made available to exogamous and non-Francophone parents to help them become integrated into Francophone society and to enable them to help their children become integrated as well. Key players: NBDE, AEFNB, DECs and the educational community


Challenge 8: Improve student services

Our schools welcome all students and strive to have them all attain their

full potential. Inclusive education is a basic characteristic of New

Brunswick schools. The MacKay report reviewed our inclusive education

system and made recommendations to improve it. However, the

Francophone sector must still deal with certain challenges.

• How can we ensure province-wide access to professional services in

French?

• How can we improve the training of Francophone school personnel

regarding teaching in inclusive education classes?

Inclusive education is a basic characteristic of the New Brunswick school system. It is recognized nation-wide that New Brunswick is a pioneer in its inclusive education approaches and programs. However, the concept of inclusive education, recognized and promoted by the New Brunswick school system, must find tangible application and implementation. Everyone agrees that there are many benefits to inclusive education, including the sense of belonging, the development of social skills, and the promotion of tolerance for and openness to diversity and differences. The lengthy MacKay report, submitted to the New Brunswick government in January 2006, conducts a rigorous and exhaustive analysis of the subject.39 Remember that our Commission has a very precise mandate with respect to the special characteristics of the Francophone system and we are looking to focus on the issues that are more specific to the Acadian and Francophone situation. The challenge of inclusive education has a real and immediate impact on the Francophone system, but I hasten to add that the solutions will stem from a provincial analysis that also affects the Anglophone system. The 381-page MacKay report covers a broad and complex range of issues related to inclusive education. Phase 1 of the report deals with various legal considerations by reviewing the rights of children and the responsibility of the public school system, and examines the best practices in inclusive education in Canada and around the world. Phase 2 of the report covers the comments received during public consultations and Phase 3 consists of 190 pages of recommendations on the issues centered around inclusive education in New Brunswick. The Commission on Francophone Schools naturally benefits from such a meticulous report that has been well-received by all of New Brunswick. The Francophone school system shares most of the challenges brought up in Phase 3 of the MacKay report, so our recommendations will focus on the specific needs of the Francophone sector.

39 A. W. MacKay, Connecting Care and Challenge: Tapping Our Human Potential. Inclusive Education: A Review of Programming and Services in New Brunswick, Report prepared for the Department of Education, January 2006.


Despite the favourable reaction to the MacKay report, the question of inclusive education continues to be discussed at length three years after the report was submitted. In fact, there are still some concerns about the implementation of inclusive education and its impact on the school system as a whole. Though the Commission heard almost unanimous support for the principle of inclusive education and the participation of all students in school life, the situation in the classroom still needs work and is far from being an ideal learning environment for all students. Moreover, the Commission noted significant gaps in specialized Francophone services for students, in relation to both availability and access. Acceptance of the inclusive education model

The Commission noted a lot of discord and misunderstandings regarding the various definitions of inclusive education, educational integration, and of ways of implementing them. Despite the fact that an interdepartmental committee was set up for the purpose of implementing the report, a lot of work still needs to be done, both in terms of defining the concept and how it is understood within the Francophone school system. For instance, the Commission often heard a maximum inclusion model being proposed rather than a total inclusion one. Possible solution There is an urgent need to pursue discussions on the desired inclusive education model. The difficulty of making progress in these discussions seems to hinder the progress of other equally important questions. Political leadership is required to move forward more quickly. Note that some stakeholders would like the interdepartmental committee on inclusive education to share more information and be accountable to the districts and schools. Key players: entire educational community

Increasing knowledge and qualifications

The MacKay report reviews the topic exhaustively. The teachers the Commission met said that they felt they did not have the qualifications and knowledge needed to properly manage the learning environment in an inclusive education context. Despite a shared vision of the importance and benefits of inclusive education, in practice and in the daily reality of the classroom, many teachers feel out of their depth and incapable of responding as they would like. Possible solution There is an urgent need to include content in initial and continuing training that meets the needs of teachers with respect to learning difficulties, special education, and inclusive education as a whole. Points of view remain divided between a bachelor’s degree aimed at school integration and more in-depth training on the challenges pertaining to inclusive education. However, one thing is clear: the Université de Moncton Faculty of Education must have more autonomy and the ability to determine its own programs of study within the university’s broader administrative structure. There is a definite perception that the Faculty does not have the flexibility needed to adapt to actual challenges in


the field. It remains to some extent a prisoner of university bureaucracy while its professional training requires it to respond much more quickly. Key players: NBDE, AEFNB, Faculty of Education, Université de Moncton

Developing educational resources that support inclusive education

As was seen with other challenges, there is a lack of educational resources that reflect the cultural realities of Acadians and Francophones in New Brunswick. Students will be more likely to progress with relevant material that originates from their social and cultural environment. Possible solution The school system must obtain specialized educational resources tailored to the particular environment. These resources must be thought out, developed and produced here in Acadian New Brunswick in order to reflect the social and cultural life of young Acadian and Francophone New Brunswickers.

Key players: NBDE, DECs, Faculty of Education

Specialized services to students as needed

As previously mentioned, some geographically isolated communities or ones with a decreasing or Anglo-dominant population will be at an extreme disadvantage. Their low student-to-specialized-services ratio does not allow them to respond in a structured, sustained and efficient manner. The Commission heard testimonies from school administrators about specialized services being so deficient that difficulties are barely overcome, and thus real improvement and remedial programs for special-needs students could not be considered within the current structure. Possible solution The government must come up with a more equitable formula for allocating specialized resources, and the education system must offer better services that meet the immediate needs of the schools. The government obviously needs to establish a minimum threshold and an up-to-date profile of the real needs with respect to specialized resources on a province-wide basis.

Key players: NBDE, partner government departments, AEFNB, school districts Incentives for training specialists

In several regions, school administrators reported cases where resources were available to hire additional personnel for specialized services, except that there was a shortage of Francophone personnel to meet needs. Université de Moncton and the community colleges, as well as their partners from the Canadian network of Francophone postsecondary institutions, must assist in the training of future specialists who will be part of New Brunswick’s Francophone school system.


Possible solution The Department of Education, in partnership with Francophone postsecondary institutions, should assign a task force to develop a strategy aimed at training and retaining specialists, including an incentive program, targeting fields that are an integral part of the Francophone education system (e.g. speech language pathology, psychology, social work).

Key players: NBDE, Francophone postsecondary institutions, school districts Coordination of specialized services

The Commission supports the interdepartmental work that was begun in order to study the validity of better coordinating the specialized services delivered in schools but that are currently part of different departments (Health, Justice, Family and Community Services). There is a consensus that a decompartmentalization of the actions and interventions by various government departments would result in more efficiency and the attainment of the desired results more quickly. Possible solution Many stakeholders extolled the merits of making the specialized services delivered in schools part of the Department of Education. Unless significant progress is made in interdepartmental collaboration, the educational community should seriously consider the delivery of specialized services through its own department’s infrastructure.

Key players: NBDE, school districts, departments that provide services to the school system The role and training of teaching assistants

The Commission considers it important to define the role of teaching assistants in their interactions with resource teachers and regular teachers. These key players in the classroom must be given more specific training. Furthermore, it is important to define their status and role with respect to special-needs students. Possible solution It is important to provide more training for teaching assistants and to educate and raise the awareness of parents to help them better understand the roles and responsibilities of TAs. Finally, we consider it important to allow greater flexibility in the allocation of support for teaching assistants in school planning and management.

Key players: NBDE, school districts, AEFNB


Challenge 9: Provide a better welcome for children of

immigrants

The future of the Acadian and Francophone community is closely linked to

its capacity to receive immigrants. Such a capacity is based on the

efficiency of the welcoming structures that the school is part of, among

other factors.

• Does the Acadian and Francophone community have appropriate tools to

receive children from other countries?

• How can we improve the integration of immigrant families into the

Francophone community?

The Commission noted that the issue of Francophone immigration has come to the fore in many Acadian and Francophone communities in relation to how immigrants are attracted as well as received. However, strategic action related to attracting, welcoming and integrating immigrants is mainly limited to urban areas and to a few projects in rural environments. We believe it is a priority for the community and the school system to pool their efforts. In fact, the Commission has been concentrating on welcoming structures, and this topic dominated the contributions we received. The work of certain researchers, including Nicole Gallant from the INRS (Institut national de la recherche scientifique)40, is very eloquent and conclusive with respect to the key role that schools play in terms of how immigrants are received and integrated. The Commission received very few testimonies on Francophone immigration, but we still consider it relevant to review how this issue is progressing. The Acadian institutional network contributed to the recent establishment of the

“Table de concertation sur l’immigration francophone du Nouveau-Brunswick,“

which is the result of a desire on the part of the Conseil des minorités multiculturelles francophones du Nouveau-Brunswick (CMMFNB) to have discussion on Francophone immigration in the province move forward and expand as of the fall of 2001. The documentation included with this initial partnership between the Société de l’Acadie du Nouveau-Brunswick (SANB) and the CMMFNB shows a willingness to transform prevailing views. The organizations state that they wish to adopt a pluralistic vision and henceforth talk in terms of a history-based and forward-looking community rather than an ethnic one. Redefining identity parameters is a process that occurs over several decades, but schools can play a key role here. It is crucial that the curriculum clearly state the importance of defining the Acadian community as history-based and forward-looking – some will say a nation – that can be joined or left, a community that a person can be a part of without having come from one of the

40 N. Gallant, Diversity and New Brunswick’s Francophone Schools, in H. Destrempes and P. Ruggeri (Eds.), Rendez-Vous Immigration 2004: Immigration in New Brunswick Issues and Challenges, Fredericton: Policy Studies Centre and Atlantic Metropolis Centre, 2005, p. 35-58.


main Acadian families or without having to trace one’s ancestors back to 18th century France. The new Table de concertation was set up in Acadian New Brunswick following a series of provincial meetings and consultations begun in 2001-2002. We would like to mention the outcome of an exploratory study unveiled in 2002 in which some basic observations were made regarding the challenge of Francophone immigration in New Brunswick41 : Acadian New Brunswick has a low birth rate, a troubling rate of assimilation, and a low rate of retention of the few Francophone immigrants who choose to settle there. Discussions stemming from this study resulted in the identification of other obstacles that require some reflection with respect to government policies (time required for applications to be reviewed, priority in the type of immigrants, promotion of New Brunswick by embassies, and identification of the target countries, to name just a few). But the burden does not rest solely on the government; Acadian society must also be made aware of the benefits of immigration. The mainly European immigration from the 1970s and 1980s has become diversified and there is a greater number of immigrants from developing countries (in Asia and Africa, for example). These initial intercultural exchanges favour openness and inclusiveness. Hence, this first step in awareness-raising should not be neglected or trivialized. In its Population Growth Strategy (2008), the Government of New Brunswick in fact talks about the importance of attracting new Francophone immigrants and of providing communities and community organizations with the necessary tools so that they can help welcome and integrate newcomers. However, little is said of the schools’ role, with the exception of Recommendation 24, which states

that “Multiculturalism will be promoted in the province’s public school system

by making it part of the curriculum.“42 However, more needs to be done, which is clearly shown in Nicole Gallant’s recent work. Ms. Gallant demonstrates the crucial role played by schools in welcoming and integrating newcomers and pleads in favour of bringing New Brunswick’s Population Growth Strategy more in line with the policies adopted by the Department of Education with respect to how immigrants are received.43 She also stresses the importance of applying the principle of duality that is already well implemented within the Department of Education in any of the province’s future strategies. New Brunswick’s Acadian and Francophone community cannot deny that it is dealing with a major demographic challenge. Furthermore, because of the

41 The firm Okana-Solutions Marketing was in charge of drawing up the recommendations for the June 15, 2002 discussion day. 42 Government of New Brunswick, ”Be our future: New Brunswick’s Population Growth Strategy,“ 2008, p. 16. 43 N. Gallant, “Diversity and New Brunswick’s Francophone Schools,” p. 362-363


growing mobility of the population, Francophone identity parameters must change and integrate greater diversity of the representation of a Francophone living environment in Acadian New Brunswick. As was mentioned previously, there was not much discussion on the topic during the Commission’s consultations, either in terms of the general phenomenon of immigration or the schools’ capacity to welcome newcomers. Very few stakeholders proposed any mechanisms or solutions in relation to the demographic challenge, and even less so on the challenges of welcoming or integrating other cultures. Greater awareness of the importance of immigration

Given the decline in New Brunswick’s Francophone population, the importance of a provincial population growth strategy is undeniable. Such a strategy must continue to target Francophone immigrants. For it to be successful, the provincial strategy must result in a substantial increase in the number of students and families who will be part of the Francophone school system. This means a potential increase in the number of newcomers in the Acadian and Francophone community, as well as in its schools; therefore, the community must be made aware of the importance of attracting and welcoming newcomers. Possible solution New Brunswick’s Acadian and Francophone community must be made more aware of the importance of welcoming and integrating newcomers all over the province. Key players: NBDE, Table de concertation sur l’immigration francophone, Population Growth Secretariat, community organizations (CAIIMM, MAGMA, etc.) Coordinating efforts and working with relevant organizations

In our opinion, Acadian and Francophone schools must first strengthen their ties with relevant community organizations, such as the Table de concertation, the Multicultural Association of the Greater Moncton Area (MAGMA), the Centre d’accueil et d’intégration des immigrants du Moncton métropolitain (CAIIMM), and the Multicultural Association of Fredericton. Government immigration authorities, for their part, must be able to direct Francophone and francophile newcomers to services in French, especially schools. Possible solution The resources currently allocated to the immigration sector are limited, especially in French. It is important to better coordinate community and school interventions and to increase exchanges between Acadian and Francophone schools and organizations specialized in the integration of newcomers and allocate new resources. Key players: NBDE, Table de concertation sur l’immigration francophone, Population Growth Secretariat, community organizations (CAIIMM, MAGMA, etc.)


Possible solution Federal and provincial immigration authorities must inform immigrants, from departure to arrival, of the Francophone services and infrastructures available in New Brunswick communities, particularly education services, from early childhood to the postsecondary level. Key players: NBDE, DECs, community organizations, Population Growth Secretariat, Citizenship and Immigration Canada The role of school districts in welcoming and integrating newcomers

Providing the school districts with tools

The brief from School District 01 entitled “La diversité culturelle au district

scolaire 01” clearly illustrates its efforts in drawing up welcoming structures. In six of their schools, one person is assigned to be the orientation teacher. However, the responsibility of supporting immigrant students is in addition to other duties. The district has drawn up an interesting list of possible responsibilities for orientation teachers in some very important areas (educational, social and linguistic integration). Several of the interventions will originate from the school districts, which is why the school districts wishing to set up better welcoming structures for immigrants must be backed by human and financial resources in order to prepare the educational system to welcome newcomers. Possible solution School districts wishing to develop better welcoming and integration structures for immigrant students and their parents must be supported by human and financial resources in order to prepare the education system. Key players: NBDE, DECs, school administrators Sharing best practices During the consultations in School District 01, best practices were submitted to the Commission, some of which are listed below. Given the general lack of information on welcoming and integrating newcomers into schools, sharing practices such as these may help other school districts deal with the immigration phenomenon.

Increase teachers’ awareness of the customs and practices of the immigrant children’s countries of origin;

Identify strategies, materials and interventions to support children in the learning process;

Match the newcomer with children from the community; Make sure that an adequate assessment has been done of the immigrant

child’s language skills;


Inform immigrant children of the social code, customs and practices in use here;

Have resource persons support families in doing homework and understanding memos;

Have an orientation teacher act as liaison between the school and the family; etc.

Possible solution Sharing best practices with the Acadian and Francophone educational community with respect to welcoming and integrating newcomers into the school system is inexpensive and can be done quickly. Key players: NBDE, DECs

Challenge 10: Increase the participation of parents and the

community in school life

Education is one of the most important ways to preserve culture and

language in a minority setting. In fact, schools are more than just

educational institutions; they are also a gathering place for the Acadian

and Francophone minority community.

• How can we get Francophone schools and the district education councils

to fully assume their cultural and community role and contribute to the

development of the Acadian and Francophone community?

• How can we obtain the cooperation of the Acadian and Francophone

community along with its organizations and institutions for this purpose?

A global vision

Several essential elements used to increase the participation of parents and the community in school life are listed in the first pages of this report. The questions associated with the tenth and last thematic challenge show the interdependence of the relationships found with respect to the overall objective, which is to build the best schools possible for Acadian and Francophone youth. Parents, either individually or through the organizations that represent them, asked us to bring up subjects related to governance, identity building, early childhood, system funding, the curriculum, and student services. Attentive readers will have quickly noted that several of these topics were covered in one way or another during our analysis of the challenges facing the Acadian and Francophone school system. We would like to take advantage of the topic dedicated to the role of parents and the community to point out the quality of the briefs submitted by the community organizations, including the one by the Association francophone des parents du Nouveau-Brunswick (AFPNB). The spokespersons for the parents and the Acadian and Francophone community


presented a general and integrated vision of the system. No one focused merely on corporate or sector-based interests. This effort to comprehensively cover the system greatly facilitated our analysis of the problem areas and augurs well for the implementation of this report. Participation of parents

More still needs to be said on increasing the participation of the parents and community in Francophone school life in New Brunswick. In fact, this issue includes two important facets that had been given little attention until now, i.e. the parents’ place and role in the educational system and the importance of involving the Acadian and Francophone population, including its social movements, in the educational project. We have heard many times that “the parent is the child’s first educator.” However, the support structures intended for this key group are uneven and most likely inadequate. The family’s involvement and the establishment of a cooperative relationship with the school will ensure academic success. The AFPNB and Parent School Support Committees (PSSC) play a key role across the province, but they are supported by few resources and cannot cover the entire region adequately. The plea for a more community-oriented school obviously concerns parents, but specific measures must be taken to include parents in their children’s academic life. The research work and analysis on parenthood conducted by the AFPNB and its national partners constitute an undeniable source of information for identifying solutions aimed at improving the school system. When talking about parents, or parenthood, we are also talking about families. The family unit plays a crucial role in society, but it is also a place of socialization and acculturation for the child. The concept of family is evolving, and some see a sign of openness and progress while others blame the family for many problems experienced by young people today. The school system must show greater interest in the family and its leadership role. The school system must also take into account the pressures exerted on families. Family cohesiveness and the capacity to support children’s academic development are increasingly greater challenges. Possible solution The education system must present a vision of a partnership between the school and parents. Acadian and Francophone schools are a place of collaboration where academic success and successful identity building are the primary objectives. The education system must develop its contributions based on this principle and accept parents as the co-educators of their children. The Commission appreciates the pentagon concept in education, where the five primary partners consist of the Department of Education, the school boards, the superintendents of the school districts, the teachers, and the parents. The Fédération des jeunes francophones du Nouveau-Brunswick is proposing to add

a sixth partner, the “student.”


Key players: NBDE, DECs, AEFNB, AFPNB, FJFNB Orientation and support for parents

Who is responsible for the parents? This question has intrigued the Commission throughout its mandate. The entire system basically has an interest in the parents, but no one is really in charge of providing them with orientation, support or education. Community organizations do it, but no one associated with the school system is really responsible for them. This is a major shortcoming of the school system. Several of the recommendations made in this report can only be implemented if parents understand and assimilate them, and support their children and their school in the proposed solutions. A more timid or mistrustful parent will have a hard time finding a way into the system and even a committed and experienced parent can become easily lost in the system’s structure. Possible solution We must be successful in having parents make a connection with the school. The Commission recommends that mechanisms be identified to facilitate communication with parents. Some stakeholders also mentioned the importance of maximizing communication opportunities (website, school’s voice messaging, regular contact with the teacher other than when the report card is handed out or for a discussion of disciplinary measures). The Commission also thinks that setting up liaison officers responsible for providing orientation and support for parents is an idea that should be implemented quickly. The brief submitted by the AFPNB already proposes a framework of action for this type of position along with a list of responsibilities. We endorse this proposal and believe that it will result in positive and substantial benefits. Key players: NBDE, DECs, AFPNB Limited parent volunteering

Despite the fact that the PSSCs have been established under the New Brunswick Education Act, several stakeholders mentioned the confusion and divided efforts caused by the existence of two parent organizations in schools (PSSCs and parent committees). Each one obviously has its own function, but there is limited energy and time to volunteer in the community, and we believe in this case that there is strength in unity. Our intention is certainly not to interfere with the inner workings of organizations, but we obviously need to examine what appears as a duplication of structures. Resources are also required for the parent committees and PSSCs so that they can develop and set up more structured support for parents. The resources currently at their disposal are clearly inadequate and it is hard to imagine that they could truly fulfill their institutional mandate and, in the case of the PSSC, the role defined by the Education Act. Proposed solutions

The Commission is inviting parent committees and the PSSCs to initiate discussions in view of possibly joining forces. It is important to promptly


reevaluate the resources that have been allocated by government authorities that we consider to be greatly inadequate. Key players: NBDE, AFPNB, PSSC The democratic deficit

The Commission succeeded to some extent in mobilizing the community, though for just a short time, around the issue of education. How can meetings between community leaders and the Francophone education system be formalized? We proposed some solutions in the presentation of the systemic challenges at the beginning of the report. The DECs have expressed a desire to fully assume their role as the main governing body in charge of the Acadian and Francophone school system, as stated in Section 23 of the Charter and associated jurisprudence. Once again, several of our systemic recommendations support this willingness to reinforce the role of the DECs. One of the challenges presented by the DECs concerns the obstacles to citizen participation in school governing structures. Unfortunately, at present, it cannot be said that there is a keen interest in the position of elected school councillor within the DECs. This issue is not specific to the Francophone sector and is not exclusive to the school system or to the situation in New Brunswick. Mobilizing society in this day and age is a general challenge. However, the administration of Acadian and Francophone schools is an acquired right that is so important that efforts must be made to ensure that it continues to benefit from democratic vitality and that it creates greater interest by valuing the work that is done and by delegating real decision-making power to these governing bodies.

Possible solution Much more needs to be done to promote the importance of school elections in the Acadian and Francophone community. Renewed efforts are required at the time of school elections in order to promote their importance and foster greater interest. Increasing the electoral participation of the Acadian and Francophone community means greater power for the DECs and valuing this accountability in society. Possible solution It is imperative that the powers and responsibilities of the Acadian and Francophone community in relation to the administration of its schools be promoted. The community needs to be made aware of its true administrative power as stated in the case law resulting from Section 23 of the Canadian Charter of Rights and Freedoms. Making the community aware of the real powers granted to the DECs and enabling elected officials to exercise such power will facilitate recruitment and mobilization. Key players: NBDE, FCENB, community organizations


Conclusion This report is the outcome of the most extensive public consultation of the Acadian and Francophone community on the subject of education and the public school system in New Brunswick. Using holistic questions that sought to pinpoint the structure of the collective educational project in a linguistic minority setting, we attempted to reveal the main issues that were reported and to transpose them into realistic and useful government action in line with the initial vision on which the Commission is based: how can we join forces to build the best possible schools for Acadian and Francophone youth? Readers will have been quick to note that education is a social endeavour. Believing that the solution can be found solely in a few areas of intervention such as an alternate curriculum or increased funding is simplistic. Education must naturally involve parents and families; however, it also holds interest for the entire community, from businesspeople to local elected representatives, healthcare practitioners, and others. The diversity of the participants in the public consultations and targeted meetings shows the considerable interest in a constructive dialogue on education. We hope that the coalition we helped build will go on without the Commission and that the community will continue to reflect regularly and systematically on the challenges facing Acadian and Francophone education. As previously noted, Francophone education in New Brunswick was one of the first key issues for the Acadian community starting in the 19th century. However, the system’s management and governance by the community, in partnership with the government, are relatively recent. We noted that the actual history of the Acadian and Francophone school system is frequently not well known, despite the monumental work done by the pioneers. Moving testimonies of older militants and a visit to important historical sites that marked Acadian education enabled us to appreciate the extent to which the Commission only constitutes a brief moment of the history of Francophone education in New Brunswick. Acadian and Francophone leaders have been dealing with adversity for over 100 years, whether through the Common Schools Act of 1871, the resistance of Anglo-Irish Catholic clergy to having French-language institutions,44 and the ongoing struggle to obtain textbooks in French or accessibility to professional training in French. Even in more recent history, the development of Francophone education was never assured. The implementation of the recommendations made by the Byrne report (1963), to the effect that services and public funding be centralized, would favour Acadian regions (often those with the fewest resources) and at the same time create more confusion by increasing the number of bilingual school districts45. In 1972, an independent

44 See A.-J. Savoie, Un siècle de revendications scolaires au Nouveau-Brunswick 1871-1936, Volume 1: du français aux compte-gouttes, (Ed.), 1978. 45 The number of school districts decreased from 422 to 33 after the implementation of the recommendations made in the Byrne report. See E.G. Byrne, Report of the Royal Commission on Finance and Municipal Taxation in New Brunswick, Fredericton, The Commission, 1963.


firm, P.S. Ross and Partners, proposed the establishment of a bilingual school administration in New Brunswick46. Starting with the McLeod-Pinet report, which proposed unilingual districts (1973), to the adoption of the Finn-Elliott report (1979), which created a parallel and homogeneous school system, including dual administration in Fredericton following an internal study by the Department of Education47 (1974), the foundations of the structures that we are familiar with today are very recent. As is the case with all minorities, Acadian leadership must continually seek to innovate and improve on the ways it transmits its language and culture, in addition to regular academic knowledge. It is not necessary to point out the relative frailty of governing bodies when just a little more than ten years ago the provincial government restructured the school system and abolished the school boards. I trust that we have reaped benefits from the past and that the future will be based on a new educational agreement between the Government of New Brunswick and Acadian society. The Acadian community was perhaps overly confident that the gem of duality within the Department of Education is capable of withstanding the educational and identity-based challenge faced by Acadians and Francophones. The consultation exercise in which the Commission has just engaged confirms that there is an urgent need to communitarize this duality by bridging the gap between the expertise we developed in research, both at Université de Moncton and in the network of Francophone universities, and the excellent applied research originating from community organizations. If case law is unequivocal in stating that parents must be empowered to administer the system, academic success and successful identity building are more than ever based on an effort to bridge the gap between education experts, the Department of Education’s resources, and the decision-making power of District Education Councils. There must be greater cooperation between government players involved in education and Acadian and Francophone decision makers. The educational system familiar to us today is in its infancy and must continue to evolve. In addition to the eloquent testimonies heard by the Commission and the convincing briefs that were submitted, education research also reveals the urgent need to take action in certain sensitive sectors. This report examined ways of improving the governance of the Acadian and Francophone school system, but it delved even further into how to expand the delivery of education to Acadian youth and succeed in significantly improving our students’ academic performance. Those in charge of following up on this report will have an opportunity to prioritize several areas, fields and sectors of intervention. We hope to see a future plan of action implemented based on a linguistic and cultural adjustment policy and consider it very important to establish priorities. In this respect, we

46 M. Bastarache and A. Boudreau-Ouellette, “Droits linguistiques et culturels de 1713 à nos jours” in Jean Daigle (Ed.), L’Acadie des maritimes: études thématiques des débuts à nos jours, Moncton, Chair in Acadian Studies, 1993, p. 420-421. 47 Ibid., p. 421.


have paved the way by identifying early on in this report five key issues that could serve as points of departure to begin taking action: “dualizing” the early childhood sector, drawing up a plan and development policy for the Acadian community, continuing to aggressively improve academic performance, reviewing French-language education funding schemes, and, lastly, drawing up a new education pact based on four pillars, i.e. flexibility, diverse educational pathways, the cultivation of excellence, and the community school. Despite the Government of New Brunswick’s budgetary and financial challenges, the momentum created by the Commission provides an ideal opportunity for action. Some influential education leaders in Acadian New Brunswick have admitted to noting unique circumstances favourable to change that should not be missed. If the timetable set by the Government of New Brunswick targets a culture of self-sufficiency, the actions leading to such self-sufficiency are inevitably based on investing in an education system to foster success and self-actualization. Equally important for the province’s Acadian and Francophone community, improving their education system ensures the continuity and influence of the French language and Acadian culture.


Appendix A Schedule of public consultations

Date School district Location of consultation

October 6, 2008 9 Tracadie (Polyvalente W.-Arthur-Losier)

October 7, 2008 9 Caraquet (Polyvalente Louis-Mailloux)

October 28, 2008 1 Fredericton (École Sainte-Anne)

October 29, 2008 1 Saint John (Centre scolaire Samuel-de-Champlain)

October 30, 2008 1 Dieppe (École Mathieu-Martin)

November 5, 2008 11 Saint-Louis-de-Kent (École Mgr-Marcel-François-Richard)

November 6, 2008 11 Shediac (École Louis-J.-Robichaud)

November 12, 2008 3 Grand Falls (Polyvalente Thomas-Albert)

November 13, 2008 3 Edmundston (Cité des Jeunes)

November 18, 2008 5 Campbellton (Polyvalente Roland-Pépin)

November 19, 2008 5 Bathurst (École secondaire Népisiguit)


Appendix B List of individuals and organizations who submitted a brief,

testimony or presentation to the Commission

Donald Albert Association acadienne des artistes professionnel.le.s du Nouveau-Brunswick Association acadienne et francophone des aînées et aînés du Nouveau-Brunswick Association des enseignantes et des enseignants du Nouveau-Brunswick New Brunswick Association for Community Living Association francophone des municipalités du Nouveau-Brunswick Association francophone des parents du Nouveau-Brunswick Cécile Belliveau Ola Benoit Julie Boucher Daniel Bourgeois Josée Castonguay Gérald Chaput, Conseil de la Fondation du Baccalauréat international de l’École Mathieu-Martin Inc Monique Chiasson Education Council – School District 01 Aline Cool-Beaulieu Carole Cyr Rollande Côté-Hazgour, PSSC for École Ste-Thérèse Parent School Support Committee for École du Centre scolaire Samuel-de-Champlain Parent School Support Committee for École des Bâtisseurs Parent School Support Committee for École Séjour-Jeunesse Comité pour l’école francophone dans la vallée de Kennebecasis Commission de la Bibliothèque de Centenaire de Campbellton Education Council – School District 11 École Terre des Jeunes student council Conseil provincial des sociétés culturelles Line Croussette Jean Dallaporta École Abbey-Landry École Sainte-Bernadette Students enrolled in EDUC 3113 at Université de Moncton (Shippagan Campus) France Desrosiers School District 03 School District 05 – L’Étoile du Nord École régionale de-Saint-André Group of professors from the master’s programs in guidance and counselling, Université de Moncton Faculty of Education Denise Emond Gendron Université de Moncton Faculty of Education Fédération d’alphabétisation du Nouveau-Brunswick


Fédération des conseils d’éducation du Nouveau-Brunswick Fédération des jeunes francophones du Nouveau-Brunswick Catalina Ferrer Group of teachers and school administration staff from the Centre scolaire Samuel-de-Champlain Albertine LeBlanc Alcide F. LeBlanc Justin LeBlanc, École Mathieu-Martin student council Simone LeBlanc-Rainville Sylvie Léger Florian Levesque Michelle M. Levesque, Human Resources Director for School District 05 Denis Losier Richard Losier Louanne Neeb Carole Noël Basque Jeremy Oliver Jean-Yves Ouellet Marie-Claire Pître Mouvement acadien des communautés en santé du Nouveau-Brunswick Réseau d’appui { l’intégration des enfants des ayants droit au système éducatif francophone Louise Roussel Carlo Roy Gaëtan Thériault Daniel Saulnier Suzanne Savoie Nathalie Savoie-Delagarde Claude Snow Secteur Éducation du Forum de concertation des organismes acadiens Société de l’Acadie du Nouveau-Brunswick Table provinciale sur la dyslexie


Appendix C Commission’s discussion paper

1

Commission on Francophone Schools Together let’s build the best schools possible for our children

2

Through their two-fold mission, Francophone schools shape the future of the Acadian and Francophone community of New Brunswick. First, they provide students with a solid general education and promote their overall development, and second, they are instrumental in passing down the language and culture.

Along with this mission are three fundamental goals that arise from the provincial public education strategy When kids come first:

Every child will arrive at kindergarten ready to •learn.Every child will leave Grade 5 having mastered the •tools to learn – reading, writing, and numeracy.Every child will graduate from high school having •had the opportunity to discover his or her personal strengths and to find something he or she loves doing.

A commission to help us work together to build the best schools possible for our children

To attain these objectives, Francophone schools must address certain unique challenges. That is why the Commission on Francophone Schools was established. Its mandate is to initiate a consultation with the Acadian and Francophone community to find solutions to these challenges and to build the best schools possible for our children. The work of the Commission will make it possible to determine the areas of involvement, priority action, and roles of all stakeholders, with the children’s success riding on a collective commitment.

This document will present the main challenges we face, provide an overview of the Commission’s work, and paint a picture of the New Brunswick school system.

Francophone schools: the cornerstone of our future

3

Strengthening the attachment to language and cultureThe vitality of the Acadian and Francophone community depends to a large extent on the attachment of its members to their language and culture. This will take root at home and in the community, but also at school, because the school is an important everyday-life setting and environment for identity building. Giving students a taste for learning and living in French thus becomes part of the mission of Francophone schools, but one that is more difficult to carry out in areas where Francophones are in the minority.

How can we better support the schools’ efforts •with respect to language and culture?What are the challenges of teaching in a •minority environment and how should we prepare teachers to work in this setting?How can we better integrate the arts and •culture into our schools?How can we encourage Charter rights parents •to choose a Francophone school for their child?How can we encourage Francophone students •to pursue postsecondary studies in French?

Improving the performance of Francophone studentsFor a number of years, national and international tests have indicated that, on average, Francophone students living in a minority environment in Canada show a weaker academic performance than Anglophone students. That is certainly the case with New Brunswick’s Francophone students.

What factors contribute to this situation?•What are the best strategies to improve our •students’ performance?What about curricula and instructional material?•

Improving school readinessSchool readiness is one of the most important keys to success in school. Ensuring a good start in school requires close cooperation with parents and the support of effective early learning services.

How can we better support parents?•What role can the community play?•How can early childhood services be improved?•

Dealing with changes in the school populationIn 1997, there were about 42,000 students in 109 Francophone schools in New Brunswick. By 2007, that number had dropped to some 32,000 students in 98 Francophone schools.

In addition to a decrease in the birth rate, difficult economic conditions are affecting the school population. Whereas the number of students is decreasing in northern New Brunswick, it is increasing in the southern part of the province. In both situations, this poses special challenges. Moreover, small rural schools are especially affected by the decrease in the number of students.

What strategy should we adopt to deal with this •situation?How can we provide all students with a quality •education no matter where they live?

Placing a higher value on education and academic success in our communitiesTo be successful at school, children must want to learn. The desire to learn is connected to the value placed on education by parents and society.

Do we place enough value on education?•How can we create a culture of lifelong learning •in our communities?What is the role of different stakeholders in •society in creating this culture?

1 Finding solutions to challenges

4

Improving teacher recruitment, training, and professional developmentIn some Francophone school districts, teacher recruitment and retention is a major challenge. In some cases, shortages are actually compromising the quality of instruction provided to our students. Furthermore, teaching in a minority environment is different, because the language and culture must be constantly incorporated into instruction.

How can we improve teacher recruitment and •retention strategies?Do Francophone teachers have the appropriate •training to take up the challenges of teaching in a minority environment?How can we better support teachers in their •efforts at identity building?Should professional development strategies be •reviewed?

Providing francization services to students who do not speak the language fluentlyMany Francophone schools enrol students from families in which only one parent speaks French (Charter rights). Sometimes these children do not have sufficient knowledge of French to progress normally in school. The Education Act, in reference to section 23 of the Canadian Charter of Rights and Freedoms, sets out that the school shall provide supplementary educational programs and services to improve the linguistic skills of those students.

Is sufficient support currently being offered?•How could we improve francization services?•How could these services be delivered to •preschool age children?

Improving student servicesOur schools are inclusive of all children, and the aim is to enable each child to develop to his or her full potential. Inclusion is a basic characteristic of New Brunswick schools. In that respect, the MacKay study provided a progress report on the state of our inclusive education system and put forward recommendations for improvement. However, there are still some challenges remaining that are specific to the Francophone sector.

How can we ensure access to professional •services in French on a province-wide basis?How can we improve the training of •Francophone educators with respect to teaching in inclusive classrooms?

Improved services for children of immigrantsThe future of the Acadian and Francophone community is closely linked to its capacity to welcome new immigrants, and this depends on the effectiveness of our institutions, including schools.

Does the Acadian and Francophone community •have suitable tools for welcoming children from other countries?How can we better integrate immigrant families •into the Francophone community?

Increased participation of parents and the community in the life of the schoolEducation is one of the most significant ways of maintaining culture and language in a minority environment. Schools are more than simple institutions of learning, they are also meeting places for the minority Acadian and Francophone community.

How can we make sure that Francophone •schools and the district education councils fulfil their cultural and community role and contribute to the development of the Acadian and Francophone community?How can we ensure the cooperation of the •Acadian and Francophone community as well as its organizations and institutions to that end?

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A general appealBecause education is part of the fabric of society, the entire Acadian and Francophone community is urged to help address these challenges and build the best schools possible for their children. Parents, teachers, young people, district education councils, school districts, communities, associations, cultural and business sectors, and government are all asked to participate in this consultation exercise.

Consultation processIn the fall of 2008, the Commission will hold public consultations in all Francophone school districts, which will be broken down into three parts

presentation of the Commission and its 1. challenges;discussions on solutions and the roles of each 2. stakeholder (round tables);presentation of testimonials and briefs.3.

Individuals and groups wishing to submit their comments or a brief to the Commission may do so during the meetings. Articles or briefs may also be mailed or faxed to the Commission or sent via the Commission’s website. Contact information for the Commission is available on page seven of this document.

Following the public meetings, a Summit on Francophone Schools will provide an opportunity to share the results of the public consultations and determine the areas of involvement, priority action, and roles of all stakeholders. Finally, the Commissioner will submit a report to the Minister of Education in early 2009.

The CommissionerGino LeBlanc will head the work of the Commission on Francophone Schools. Mr. LeBlanc has worked within the Canadian Francophonie for 15 years, both with Acadians in the Atlantic region and on the national level. He also held the position of President of the Fédération des communautés francophones et acadienne du Canada from 1997 to 2000.

Mr. LeBlanc is an associate researcher with the Canadian Institute for Research on Public Policy and Public Administration at the Université de Moncton (CIRPPPA). He is a recipient of a Fondation Baxter and Alma Ricard bursary and of the France-Acadie scholarship. He holds a doctoral degree (DEA) in political studies from the École des Hautes Études en Sciences sociales de Paris, a master’s degree in Political Science from the University of Ottawa, and a bachelor’s degree in political science from the Université de Moncton.

Mr. LeBlanc was an assistant professor of political science and Canadian Studies at Mount Allison University and at the Université de Moncton.

Advisory committeeTo provide for an effective, quality consultation, an advisory committee of key partners will be set up. The committee will be asked to meet with the Commissioner before and after the series of public consultations. The following organizations are on the committee:

Association acadienne des artistes •professionnel.le.s du Nouveau-BrunswickAssociation des directions d’écoles •francophones du Nouveau-BrunswickAssociation des enseignantes et des •enseignants francophones du Nouveau-BrunswickAssociation francophone des parents du •Nouveau-BrunswickConseils d’éducation de district•Faculté d’éducation de l’Université de Moncton•Fédération des conseils d’éducation du •Nouveau-BrunswickFédération des jeunes francophones du •Nouveau-BrunswickMinistère de l’Éducation•Réseau d’appui à l’intégration des enfants des •ayants droit

2 The Commission on Francophone Schools

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Management of the school systemManagement of the school system is shared by the Department of Education and the 14 district education councils (DECs), of which five are Francophone and nine are Anglophone. Each DEC is made up of 11 to 13 members elected in communities that are part of the school district. In general, the Department of Education establishes the strategic legal and policy framework, standards, and curricula that apply to all schools. The DECs establish the objectives and local policies that respond to the priorities and particular needs of the district. They also set priorities for capital projects and recommend establishing or closing schools.

Each DEC is supported by a superintendent who is responsible for the smooth operation of the schools in the district, the implementation of curricula, and compliance with standards and policies. The district staff report to the superintendent.

Each school also has a Parent School Support Committee, whose objective is to improve the operation of the school.

Duality: a unique characteristicOne of the most important characteristics of the New Brunswick school system is what is called duality. This means that each linguistic community has its own network of elementary and high schools and governance structure. Duality also applies to the Department of Education. There are two parallel linguistic sectors within the department, each with its own deputy minister. Each linguistic sector is responsible for developing its own curricula and evaluation program.

Section 23Francophone schools have a special mandate conferred on them by the Canadian Constitution. Section 23 of the Canadian Charter of Rights and Freedoms gives the Francophone minority the right to receive instruction in French and to manage their schools. The partnership and collaboration between the Department of Education, district education councils, parents, teachers, students, and communities are key to academic success and successful identity building for Acadian and Francophone youth.

Funding of the school systemThe New Brunswick school system is completely funded by the provincial government. The Education Act specifies that the financial resources voted by the Legislative Assembly to operate the schools are to be divided on an equitable basis between the two linguistic sectors. According to the Act, the equitable division shall seek to assure to each education sector an equivalent standard of education taking into account the needs and particular circumstances of each sector.

At the beginning of each fiscal year, every school district receives a budget set according to a formula based on the number of students and the costs connected with the operation of the schools in the district. School transportation and the cost of energy and maintenance of schools make up a good portion of the operating costs.

3 Overview of the School System

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Some information about the New Brunswick school system

(as of September 30, 2007)

Number of Schools

PupilEnrolment Educators Pupil/Educator Ratio

School District 1 15 7 297 503,0 14,5School District 3 20 6 402 474,5 13,5School District 5 21 5 500 407,9 13,5School District 9 22 6 911 530,9 13,0School District 11 20 5 615 459,6 12,2

Total Francophone (5 districts) 98 31 725 2 375,9 13,4

Total Anglophone (9 districts) 228 78 563 5 586,0 14,1

Total Both sectors 326 110 288 7 961,9 13,9

To contact the Commission:

Commission on Francophone Schools Taillon Building, Office 410 Université de Moncton Moncton, New Brunswick E1A 3E9 Telephone: 506-856-5736 Toll-free: 877-858-4467 Fax: 506-858-4123 E-mail: [email protected] Website: www.gnb.ca/0000/cef.asp

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