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This paper, which is part of a larger comparative project, outlines a conceptual framework for studying large-scale education reform across political jurisdictions. A great deal of comparative work on education reform is now being done, but this work often lacks a clearly articulated conceptual frame. This paper, based on studies of change in five jurisdictions in four countries--Canada, United States, England, New Zealand--develops a model of reform based on four interactive elements: origins (where particular reform proposals came from), adoption (how policies that are finally adopted or made into law differ from the one originally proposed), implementation (the model of implementation used by governments to move their reforms into practice), and outcomes (the available evidence as to the effects of reforms). Within each of these elements, questions and concepts from the relevant literature are developed with the intent of building a more comprehensive approach to the analysis of reform from political, organizational, and educational perspectives. (Contains 41 references.) (Author/DFR)

A Canadian study of the school-to-work transition followed students enrolled in grade 11 in 1990 (n=177), 1992 (n=172), and 1994 (n=347) in Seven Oaks School Division's three high schools. Based largely on questions from the Statistics Canada (SC) School Leavers Survey and SC Graduates Study (1997), the telephone survey focused on these elements: background and demographic variables; high school experience; post-high school employment and education; skills used in current employment; and perceptions of where particular skills were acquired. A preliminary path analysis revealed significant variables contributing to high school and postsecondary experiences, skill development and use, and workplace outcomes. Cohorts differed notably in factors contributing to attainment at high school and postsecondary levels. Gender differences existed at the high school level on a range of outcomes from grades, completion rates, and goal setting; gender was not a significant factor contributing to postsecondary enrollment and completion. Background factors were more important predictors of economic and educational outcomes than participation in a particular educational program. Males made more money than females, and a postsecondary credential was associated with permanent employment and pay satisfaction. Communication skills were consistently rated most important in current jobs, and working with others was rated second most important. On-the-job learning and general life experience were viewed as important to development of all skill areas more frequently than were secondary or postsecondary education. (Contains 29 references.) (YLB)

Many countries around the world are engaged in large-scale, government-mandated education reform. To explicate the working of these reforms, a study of government-mandated reform in New Zealand, England, Canada, and the United States is described. The paper reports on some of the main issues that are emerging, including the finding that current reforms in these areas seem to embody a sharp break from what might be called the "post-war consensus" on education policy, both in terms of substance and in policy processes. Education policy is becoming more polarized and there are many fears about the negative consequences of current directions. The focus is on three areas in reform efforts: (1) the centralization of curriculum coupled with large-scale testing of students and evaluation of schools; (2) the decentralization of management responsibility from intermediate bodies to individual schools; and (3) the introduction of elements into a market system of education. The paper looks at the commonalities and differences in reform and the shift away from past practices. Public education is being reshaped but that the situation is diverse and that reform usually marks less of a change than rhetoric suggests. (Contains 30 references.) (RJM)

Indigenous populations throughout the world have been deprived of opportunities for advanced education, thus limiting their ability to participate fully in their societies. For 25 years, "Access programs" in Manitoba (Canada) have promoted high postsecondary success rates among people, largely from indigenous populations, with poor histories of educational success. Each Access program provides education for a selected group of previously excluded learners, leading to a specific diploma or degree granted by a Manitoba university or community college. Access programs go beyond equality of access to provide "equality of condition" through student support services. Principles and practices that have proven effective in maintaining success rates are described for the areas of student recruitment, the selection process, integration of student supports, financial support, academic support and remediation, and personal supports. Despite evaluations confirming the effectiveness of the programs, federal and provincial funding has declined considerably since the late 1980s. In addition to a graduation rate of 40 percent (compared to 5 percent for Aboriginal students nationwide), Access programs have contributed to Aboriginal community development and the transition of Aboriginal students to graduate programs. Recent developments in Aboriginal higher education include cooperative arrangements with First Nations, development of culturally relevant training programs to meet specific needs, and recognition of university degree credit for completion of certificate programs. (Contains 17 references and a list of Access programs.) (SV)

More research is needed to explore the ways in which education reform can be considered an international as opposed to a national phenomenon. To meet this need, an examination of the language of recent large-scale education reform in Canada, Great Britain, New Zealand, and the United States is presented. The research looks at the main official documents outlining proposed reforms and at the words of the politicians responsible for introducing those reforms into legislation. The focus is on the similarities and differences between jurisdictions and in the overall nature of official discourse. The text extends the discussion on language and ideology by using a particular set of official documents and pronouncements about purposes and strategies to undergird discussions of the language of reform. The study hinges on two questions: (1) What is the extent to which these various reform programs can be seen as sharing a common language and possibly a common way of thinking as reflected in that language? and (2) What is the role of official discourse in education reform? It was found that at a general level there are many commonalities in the symbolic language used in each country. However, significant differences in the official language of education reform were also evident. (Contains 20 references.) (RJM)

Many countries' reform efforts are government-directed programs that are driven by the government rather than by educators or bureaucrats. A comparative analysis of this type of reform, with a focus on Canada, is presented here. The paper raises questions about the international character of education reform by comparing the Canadian experience with that of several other countries. It examines issues of commonality across jurisdictions, which is followed by another look through a Canadian lens. The text focuses on four aspects of reform: (1) the sources of reforms as initially proposed by governments, the role of various actors and forces in originating reforms, and the assumptions about education and reform; (2) what happened to reforms between their initial proposal and their actual passage into law; (3) the steps taken to implement reforms and the model of implementation that was used; and (4) the available evidence as to the effects of reforms, with particular attention to what may be known about how the reforms have affected student outcomes and learning processes. Subjects covered in the paper include the context of education reform in Canada, commonalities in reform, factors promoting commonality, significant differences, factors promoting differences, Canadian perspectives, and the unique nature of education reform in Canada. (Contains 62 references.) (RJM)

In the past 10 years many countries have implemented large-scale reforms of their public educational systems. The origins of reform programs in four countries--Canada, the United States, England, and New Zealand--are presented here. The text focuses on four aspects of reform: (1) the sources of reforms as initially proposed by governments, the role of various actors and forces in originating reforms, and the assumptions about education and reform; (2) what happened to reforms between their initial proposal and their actual passage into law; (3) the steps taken to implement reforms and the model of implementation that was used; and (4) the available evidence as to the effects of reforms, with particular attention to what may be known about how the reforms have affected student outcomes and learning processes. Three areas that have been important in many reform efforts are discussed: centralization of curriculum, decentralization of management responsibility, and introduction of elements of a market system to education. Data sources for the study include original documents, such as government policy documents; secondary analysis; interviews with key respondents; and interaction with academic colleagues. The findings show that international developments are important, but so are national and local political traditions, all of which complicate reform efforts. (Contains 37 references.) (RJM)

Poverty is one of the most important influences on educational attainment in Canada. Using Statistics Canada definitions, the overall poverty rate in Canada in 1991 was 16 percent; 4.2 million people fell below low income thresholds, and most poor families fell well below the cutoff ($21,000 for an urban family of four). The most notable change in Canada's poor population has been the drop in the number of poor seniors and the concomitant rise in the proportion of poor families and especially women and children. Poverty rates in Canada have remained relatively high despite the enormous growth in two-income families. Minimum wage rates have fallen steadily in real terms over the past decade, and (poor) single-parent families are on the rise. Although the impact of poverty is widely recognized by educators, schools have not invested significant resources in dealing with poverty effectively. Schools cannot by themselves solve problems of poverty, nor should they be held responsible for poverty. At the same time, research indicates that schools can help by improving instruction, providing more preschool education, and forging stronger links with families and communities. Commitment and imagination are needed to take the necessary steps. (Contains a brief abstract and 57 references.) (MLH)