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At the heart of progressivism is the belief that government--not big government, or small government, but effective government--has a critical role to play in ensuring the well being of its citizens. Public spending serves an important function in pursuing economic growth objectives while ensuring that gains are widely distributed to promote broad-based increases in living standards. But governments' relative fiscal positions, how much they spend, and the composition of that spending is likely to make a difference in achieving these objectives. Member countries of the Organization for Economic Cooperation and Development--an international organization consisting primarily of developed, free-market economies--vary significantly in (1) their relative fiscal positions, or deficits and surpluses; (2) their amount of public spending; and (3) how they allocate spending across different categories to reflect priorities. This descriptive study examines how OECD countries have addressed the current economic situation through their fiscal balance sheets, and then goes on to consider similarities and differences in public spending across OECD countries through the prism of economic and social objectives. Countries are compared according to three relative measures of government spending: spending as a share of GDP, spending per capita, and spending by category as a percentage of total government expenditure.

In Chapter Six, Linda Shohet offers a description of the adult literacy and learning system in Canada. In providing a historical overview of the development of the field, Shohet notes key political events that have influenced the funding and development of services for adults. Through her description, the author reveals the complexity and challenges involved in accommodating the needs of different groups in Canadian society--Anglo-Saxon, French, Native cultures and more recent immigrants from a range of countries. Moreover, Shohet points out the separateness of provincial education systems, influenced by geography, as well as divergent populations and learning needs. To provide some global sense of adult learning needs in Canada, Shohet offers data on demographics and learning needs as revealed by the 1994 International Adult Literacy Survey (IALS). In describing Canada's responses to adult learning needs, Shohet describes institutions, such as the National Literacy Secretariat, that have played an important role in the development of services for adult learners. In addition, the author notes challenges facing Canadian adult educators, including: the need for a redefinition of literacy; effectively integrating technology into ABE; redefining the roles and training of volunteers and practitioners; balancing support for family and workplace literacy with funding for other types of literacy instruction; promoting partnerships between educators and other sectors like health and business; reducing tensions between English as a second language, French as a second language, and literacy programs; and increasing the sustainability of existing ABE systems. As Shohet points out, Canada has made progress in building awareness of the need for literacy education, as well as in strengthening the skills of practitioners and support for research. In looking to the future, the author calls for the federal government to become permanently responsible for sustaining infrastructure (i.e., communication networks, resources and support for research). At the provincial level, she suggests the need for stronger connections between adult literacy and K-12 education systems and greater links among the education, community and business sectors. (Contains 5 notes.) [Chapter 6 in: Annual Review of Adult Learning and Literacy. Volume 2; copublished with Jossey-Bass, Inc.; see ED457341.]

This document presents findings of a commissioned survey that explored public attitudes toward a number of issues affecting K-12 education in Saskatchewan. Data were derived from telephone interviews with 708 individuals and focus-group interviews. Of the telephone sample, 54 percent had children attending school. Themes that emerged were classified as education today, governance, future directions, time in school, and the CORE curriculum. Thirty-eight percent of the respondents identified lack of funding as the biggest problem facing Saskatchewan schools, followed by discipline problems (21 percent) and student-teacher ratios (15 percent). Fifty-four percent believed that elementary-secondary expenditures were inadequate. Most parents expressed satisfaction with the educational environment of their children's schools and the quality of teaching. Overall, most respondents were satisfied with their school boards, leadership at their children's schools, and opportunities for input. The majority of respondents favored making schools available for community use and giving schools increased flexibility. Fifty-three percent of parents agreed with the changes made by the new CORE curriculum. Forty figures are included. Appendices contain the survey instrument, demographic information on respondents, and survey data. (LMI)

The experience of the Canadian provinces with large-scale testing programs is reviewed to suggest answers to questions currently discussed in the United States regarding the proposed national system of achievement testing. In the Canadian provinces, tests are linked to provincial curricula. Standards and assessments are not set by experts with no direct responsibility for implementing curriculum and instruction, but are prepared with the cooperation of teachers and administrators. Assessments cover broad subject areas and monitor the overall education system, and examinations certify individuals' mastery of specific high school courses. The provinces have not found it necessary to attach high stakes to all tests. Examination results are used in conjunction with teacher-assigned grades, and assessments have no consequences for individual students. Safeguards have been developed for each type of test; and provincial school funding formulas, which are independent of the testing process, tend to level resources among schools within a province. Most Canadian educators and the public support the testing programs, but they have no hard evidence that the programs lead directly to improved instruction. Appendixes list characteristics of the provincial programs, participants in site and telephone interviews, and major contributors to the report. Fourteen tables provide information about the testing programs. (Contains 8 references.) (SLD)

This report discusses the findings of a survey that asked 1,048 Ontario residents whether special enrichment classes should be provided to bright students at any cost, whether bright students should be provided with special enrichment classes only if resources are not taken away from classes of average students, or if bright students should not be provided with special enrichment classes at all. Results found: (1) the majority (63 percent) of participants gave only qualified support for special gifted education, 19 percent gave no support, and only 13 percent gave full support to education for the gifted; (2) those aged 60 or older were more inclined than others to give no support to special education for the gifted; (3) no differences were found between public and separate school supporters; (4) the lower the education of the participant, the greater the tendency not to support special education for the gifted; and (5) the higher the income the smaller the percentage giving no support to education for the gifted. (Contains 8 figures and 14 references.) (CR)

Policymakers worldwide are trying to figure how best to organize, govern, and support their education systems. They must manage multiple goals, such as workforce development, nurturing knowledgeable citizens, and ensuring educational opportunity. Some countries approach these issues with a public investment in teacher professionalization and a focus on equity of student outcomes, while others use a market-based, privatization approach to education. In this SCOPE brief report, Frank Adamson compares pairs of countries using these two different approaches. The data suggest that the education sector is better served by a public investment approach that supports each and every child than by a market-based, competition approach that creates winners and losers. While competition might work in sports leagues, countries should not create education systems in which children lose in the classroom. Adamson explains how and why some children can lose in a privatized system and makes recommendations to ensure that all children receive equitable, high quality educational opportunities. [This brief presents key findings and policy recommendations from the book, "Global Education Reform: How Privatization and Public Investment Influence Education Outcomes" (ED574655).]

Since the turn of the 21st century, universities in Canada have undergone significant changes. Student enrollment has exploded. This issue of the Canadian Association of University Teachers (CAUT) Education Review provides an analysis of the current state of university finances in Canada, as well as longer-term trends in university revenues and expenditures since the beginning of the new millennium. The review addresses a number of key questions facing universities today: (1) What have been the key drivers affecting changes in revenues and expenditures?; (2) What is the share of public and private funding?; and (3) What changes have occurred in the compensation of academic staff and administrators?

The Summer 2012 SQR: "Innovations in Campus Sustainability," explores the critical linkages between education, innovation, and sustainability. This issue highlights new and ground-breaking practices within the Innovation (IN) category of STARS, focusing on the unique solutions within higher education that positively impact current and future generations. With 11 institutions highlighted, this issue covers data from reports submitted through June 1, 2012.

Recent Canadian opinion surveys indicate that the public has great faith in Canadian educational institutions, is much more inclined to want student-centered educational services restored to previous levels than to want any major structural changes, is concerned about rising tuition costs for postsecondary education, and expresses strong demand for more postsecondary and adult education. (SV)

This summary report presents methodologies, results, and conclusions of a two-year evaluation model implemented by an Alberta, Canada, rural school district to provide information for administrative and public decision making. An introductory chapter enumerates district goals for students and the model's objectives. Chapter 2 outlines how survey instruments were developed to measure objectives of student achievement, objectives of school leavers, student attitudes, stakeholder satisfaction, and resource utilization. Chapter 3 displays results in 21 tables and 64 charts. Observations, discussion, and conclusions are offered in chapter 4. Students are achieving at a higher level in English than in other courses, based on overall measurement. Students' migration and education trends reveal changes in educational continuation plans, point to job availability as the greatest problem in implementing plans, and reveal that 42 percent are attending postsecondary schools. A comparison of the 1985 and 1986 surveys indicates the following shifts of attitude among various groups of respondents: (1) among principals, fewer report having confidence in the board of trustees and fewer regard staff promotion procedures as fair; (2) the public perceives there to be fewer problems with vandelism and attendance; and (3) supporters see the availability of funds for education as a greater problem. Inconsistent application of achievement data to the model results because this area lacked depth; records for resource allocation were also insufficient. The attitude survey, however, provides administrators an annual snapshot of operations and raises respondents' awareness of issues. Five appendices include: (1) the school leaver survey form and follow-up; (2) attitude survey forms for students, parents, supporters, and school staffmembers; and (3) a model implementation handbook. (CJH)

Examines the financial constraints placed on Canadian higher education by the economic recession and how decisions made to resolve the problems shape the institutions. Contends that Canadian university administrators have successfully met economic challenges by implementing an industrial model of research and staff management. (CFR)

This paper, presented in both English and French, reviews the major findings of the 1978 National Day Care Study in Canada. Among the findings: (1) the number of spaces in day care increased slightly (from 81,651 in 1977 to 82,279 in 1978); this increase is attributable to the expansion of family day care: while spaces in day care centers decreased from 1977 to 1978 by 160l, family day care spaces increased by 2229 over 1977; (2) more than three-quarters of the children enrolled in day care centers are between the ages of 2 and 6; (3) an estimated 5.73% of children under age 2 of working mothers and 12.65% of children between age 2 and 6 of working mothers are enrolled in day care, but only .39% of children age 6 and over (but under 15 years of age) of working mothers are enrolled in day care; (4) about half of all the day care spaces in Canada are being subsidized, and about 95% of all the children in non-profit centers are subsidized. Field observations suggest that the status of day care in 1979 will remain substantially unchanged over 1978. (MP)

A survey of 94 school boards across Canada provided information on recent developments in board handling of community relations programs. This report discussing the survey findings first notes that 85 percent of the surveyed boards expressed a need to find new, more effective strategies. The second part of the report explores methods used by boards assessing community relations needs, including polls and committee meetings. Part 3 describes the marketing plan used by the East York (Ontario) Board of Education to meet its constituents' needs. A model plan is provided. The fourth section of the report describes establishment of a community relations program. General considerations, the roles of key personnel, goal development, possible activities, publications, media coverage, and other elements are covered. Part 5 lists the favorite community relations techniques of 29 surveyed boards. Internal and external problems faced by boards marketing their school systems are examined in the sixth section. Part 7 provides several hints for improving community relations, and part 8 offers 100 specific school marketing techniques. Appendixes list promotional slogans adopted by survey respondents, provide examples of community relations publications, cite bibliographic resources, and identify survey respondents. (PGD)

This report analyzes the effect of public participation and the use of third party neutrals on recommendations for reorganization of a large Ontario school system. To reexamine the system, expand programs, and consolidate schools, the board of education commissioned an advisory council in 1984 to obtain community input before making recommendations and to allow intervention by six former school board chairmen acting as neutrals between the board and the community. the council solicited written responses from community members and held meetings. The report concludes that change is difficult for most communities to accept, but that community involvement in decisions that affect them is critical. Most communities view their schools and teachers positively and offer constructive solutions to problems. Delegations were well prepared in expression of their views. Communities generally believe that the methods helped to gain understanding of the educational system. When decisions were made to close schools or to consolidate programs, the public primarily had had its say, although several decisions were unresolved. The third party neutrals deflected public criticism away from the elected trustees, and the former chairmen were accepted as being knowledgeable, thereby removing some of the politics from the politics of education. (CJH)

The various accumulating problems in Canadian school finance are not independent occurrences but part of a national trend that reflects important shifts in public philosophy. The first chapter briefly outlines the basic elements of educational finance: the sources of revenue, the amount of revenue, the allocation and budgeting of that revenue, and the kind and amount of services to be provided. Chapter 2 discusses the governance of education, noting that national priorities and interest groups and international social and economic trends have shifted the process of deciding how education is to be governed away from the provinces and onto the federal government. Chapter 3 examines taxation as a method of supporting education. The fourth and fifth chapters examine provincial grants and grant plans, types of grants, and the structure of grant plans in each province. Chapter six focuses on publicly supported religious schools and the assignment of property taxes to support them. Chapter 7 deals with budgets, defining and commenting on how they differ at various levels and noting particular approaches. The eighth chapter examines expenditures on elementary and secondary education, and chapter 9 discusses thoughts for the future. An index is included and 64 references are cited. (WTH)