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These hearing transcripts present testimony on removing barriers that may impede the successful integration of Head Start with other programs that serve to prepare disadvantaged children for success. It begins with the prepared statements of Honorable Michael N. Castle, Chairman, Subcommittee on Education Reform, Committee on Education and the Workforce; and Honorable Lynn C Woolsey, Ranking Member, Subcommittee on Education Reform, Committee on Education and the Workforce. It then presents the prepared statement of witnesses: Jeffrey Alexander, Assistant Head Start Director, Big Five Community Services, Inc., Durant, OK; W. Steven Barnett, Director, National Institute for Early Education Research, New Brunswick, NJ; Helen Blank, Director of Leadership and Public Policy, National Women's Law Center, Washington, DC; Richard M. Clifford, Senior Scientist, Frank Porter Graham Child Development Institute, Chapel Hill, NC; and Marsha H. Moore, Commissioner, Georgia Department of Early Care and Learning, Atlanta, GA.

This publication presents the official multicultural education policy statement for Manitoba (Canada) institutions of education and training. The policy is guided by the following three principles: (1) education for full participation in society; (2) education for cultural and linguistic development; and (3) education for intercultural understanding. An introduction describes the adoption of the policy for a multiculutural society by the Government of Manitoba in 1990 and the implications for all branches of government and education. A section on the policy statement describes the three main thrusts of the policy. Another section outlines objectives that will transmit the general policy statement for implementation. A section on multicultural education lists initiatives of Manitoba Education and Training that assist the implementation of the policy. Also listed are tasks for school division, initiatives for postsecondary institutions, and initiatives for ethnocultural communities. A conclusion lists four companion documents to support implementation of the policy. (JB)

The Ontario College of Teachers licenses, governs, and regulates teaching practice. Its mandate includes providing leadership in developing standards of practice. This paper examines the mandate of the Standards of Practice and Education Committee and work of the staff in the Standards of Practice and Education Unit. After describing development of the Standards, the paper details key elements in commitment to students and lifelong learning: demonstration of care and commitment, support for student learning, equitable and respectful treatment, growing as individuals and contributing members of society, and assistance in becoming lifelong learners. Key elements of professional knowledge are noted: knowledge of the student, the curriculum, teaching practice, and the learning environment. Key elements of teaching practice include: the student, curriculum, teaching and the changing context of learning environments, student assessment and evaluation, and reflection. Key elements of leadership and community are: responsibility and service, creating learning communities, and sustaining learning through innovation and change. Key elements of ongoing professional learning are: teacher and student learning, professional growth, and improving practice. The paper discusses ethical standards, implementation (professional learning framework), ongoing professional learning, accreditation of preservice programs, standards of practice in investigations and hearings, and current validation strategies. (Contains 53 references.) (SM)

The purpose of the paper is to provide an overview of legislation, federal and provincial, affecting Indian education in Canada. Throughout the paper the following developments are noted: under the British North America (BNA) Act, education was put under the jurisdictional control of the provinces while Indians were the responsibility of the Federal Government; the Indian Act now requires the Minister responsible to enter into agreements with the provinces with regard to education; the number of Indian children attending provincial schools has increased considerably over the last 20 years (98.5% of Ontario Indian children attending secondary school are in provincial schools); the dropout rate at the secondary school level is alarmingly high and indications are that Indian-run schools provide a marked improvement in the retention rate of Indian children at the secondary level. Two key problems summarized concerning law, education and the Indian are, first, the law over the years has been applied differently and unfavorably to Indians in regard to education; secondly, legislation affecting Indian education has been written by white men from their point of view, ignoring the cultural perspective of the Indian people. (ERB)

This publication consists of papers delivered at a 1986 preconference workshop of the Canadian Education Association. "Recent Legislation and Emerging Trends," by Duncan Green, identifies common themes in three recent pieces of school legislation in Ontario. The second paper, by Judith Anderson, assesses "Trends and Implications for Developing Policies and Practices in the Area of Students and Parents." Topics include the Charter of Rights and Freedoms, search and seizure laws, the Young Offenders Act, child abuse laws, pupil records, and right to education laws. The following paper, by Elmer E. Froese, addresses two related questions, as indicated in the title: "Why Do Some School Boards End Up in Court While Others Don't? Will School Boards Exist in the 21st Century?" Included are nine statistical tables on legal questions derived from a survey of 71 school districts throughout Canada. The next paper, by Robert Watson, addresses "Trends and Implications for Developing Policy and Practices in the Area of Staff," followed by a companion paper by Jean J. Comtois on "Trends and Implications for Developing Policy and Practices in the Area of Program." The final paper, by Jacques Mongeau, reviews the history of "Education and the Laws of Quebec." The publication concludes with a "Conference Wrap-Up" by William Kent, president of the Canadian School Trustees Association. (TE)

The purpose of this paper is to help employers, employee groups, and others understand the concept of equal pay by explaining the intentions of section 11 of the Canadian Human Rights Act and the Canadian Human Rights Commission's approach to its application. It can be used as a reference by those responsible for developing pay systems or assessing systems already being used by employers to ensure compliance. The first two sections of the paper consider the background to the concept of "equal pay for equal work" and the Commission's statutory responsibility. A general description of job evaluation is then presented. Section 4 provides an example of a point factor system of job evaluation and the kind of bias that can be built in, while section 5 discusses ways to find bias in systems and to decrease risks of inequities. The final section focuses on the basic procedure for investigation and conciliation of complaints relating to Section 11 of the Act. (A French language version of the material is provided.) (YLB)

The Canadian government must move beyond its colonial mentality and provide First Nations with the tools to establish self-government as provided for under the authority of the Canadian constitution. Only then can First Nations governments properly provide for their citizens, both on and off reserve. More than half of the First Nations population is under the age of 25. Many of these live off reserve, in urban areas. A study by the Assembly of First Nations' Youth Council has determined that there is very little specific research on First Nation youth/adolescents. The Senate Standing Committee on Aboriginal Peoples is looking for an action plan for change. A good starting point would be to establish a national database of all Aboriginal youth programs. Then it could be determined what works and what doesn't, so that time would not be wasted reinventing a broken wheel. The database should contain enough information about programs so that successful programs could be replicated. The Youth Council also recommends that First Nations youth be involved in the design and delivery of youth programs, and that youth programs have long-term sustainable funding. It further recommends that the Senate Standing Committee travel across Canada and hear directly from First Nations youth about what works and what doesn't. (TD)

The Association of Universities and Colleges of Canada's comments on proposed changes in Canadian copyright law, and further changes implied by or caused by those revisions, are presented. The association argues first that since the proposed revisions are being revealed in stages, legislative committee work should be suspended until all of the planned revisions are made known. Further, it comments on the negative impact on education and scholarship that can be foreseen in certain revisions already proposed, including the general costs of and restrictions on information dissemination imposed by the new regulations and the specific regulation of the right to public exhibit, moral rights of the creator, protection of computer programs, use of a work to the prejudice of the author, and four issues affecting collective copyrights: fair use, a registration system, copyright societies, and the proposed mechanism for licensing creations. Some assumptions underlying the proposed revisions are questioned, particularly concerning the comparability of creations in the college and university community with those in other aspects of society. Some regulatory recommendations are made. (MSE)

Experiences in prenatal life and early childhood that may cause personality disorders or criminal behavior in later life are examined in these proceedings of the Subcommittee on Childhood Experiences as Causes of Criminal Behavior of the Standing Committee on Health, Welfare and Science, Senate of Canada. This issue, the ninth in a series of 19 hearings dating from November 1977 to July 1978, presents expert testimony by Mary Van Stolk on the topic of child abuse. Her thesis is that abused children are the most likely people to be violent in later life and that by ameliorating the conditions contributing to child abuse, both poor prenatal care; birthing procedures which prevent mother/infant bonding; poor reporting of child abuse cases; lack of parenthood and parenting education; lack of control over who can be parents; violent television programming; and poor societal attitudes. The testimony was presented in the form of a brief prepared statement and responses to questions from subcommittee members. The text of the hearings is presented in both English and French. The appendix contains the complete text and bibliographic references of the paper prepared by Ms. Van Stolk for this hearing. (JMB)

Experiences in prenatal life and early childhood that may cause personality disorders or criminal behavior in later life are examined in these proceedings of the Subcommittee on Childhood Experiences as Causes of Criminal Behavior of the Standing Committee on Health, Welfare and Science, Senate of Canada. This issue, the third in a series of 19 hearings dating from November 1977 to July 1978, presents expert testimony by Dr. John D. Atcheson concerning the childhood experiences that lead to development of psychopathic personalities and what society can do to improve the social environment or influences that breed the psychopathic personality. Dr. Atcheson's thesis is that crime is a bio-psychosocial phenomenon, and that understanding it requires consideration of a combination of factors such as the following: genetics, nutrition, sensory experience, critical periods, maternal condition and care, learning disabilities, emotional security, parenting patterns, and cultural controls and belief systems. Dr. Atcheson emphasizes the importance of predictable parenting and emotional security of the child. He suggests that school systems teach general principles of personality development in an attempt to modify parenting patterns. Other topics discussed include cultural comparisons with the Canadian Inuit culture, the effects of day care on young children, and the availability of group homes for children in Canada. The testimony was presented in the form of a prepared paper and responses to questions from subcommittee members. Both English and French texts are provided. (Author/SS)

This report, commissioned by the Council of Ontario Universities (COU) with input from the Board for Library Coordination and the Ontario Council of University Libraries, makes recommendations for extending university library cooperation in Ontario, and reviews and evaluates the history, development, and present state of Ontario's cooperative activities in relationship to 1968 COU guidelines on the subject. Separate sections cover: (1) the principal agencies involved in university library cooperation; (2) the library milieu in the 1960's; (3) cooperative acquisitions and collection assessment projects; (4) projects involving library resource sharing; (5) the activities of the now defunct library consortium known as the Union Catalogue (UNICAT); (6) the formation of the University of Toronto Library Automated Systems (UTLAS); (7) the preparation of union lists for government documents, serials, microforms, and maps; (8) cooperative and shared cataloging projects; (9) cooperation among library administrators; (10) cooperation among university libraries in other areas of Canada; (11) a tabulation of Ontario's cooperative studies and prjects; (12) an evaluation of Ontario's cooperative activites; and (13) other issues for consideration by COU. Also included are an appendix discussing the impact of new technology on library cooperation, a glossary of acronyms, and a series of 12 recommendations. A COU circuletter preceding the report lists the final recommendations for university library cooperation in Ontario, as adopted by COU in March 1983. (ESR)