Resources - Archived Materials
Section One: The Context for Change
1.1 The world of the twenty-first century and secondary
school education
All around us-at work, at home, at school-in what we hear
and read and see - predictions abound about life in the twenty-first century.
There is much that we can assume, and even more that we can't begin to
imagine.
We know that the world of work will continue to change.
In Ontario, fewer jobs will depend on the manufacturing and distribution
of goods, and more wiU depend on the delivery of services and on the creation
and communication of information and ideas. Locally and globally, resource
management will be an ongoing challenge as we strive to benefit from the
earth's natural wealth while ensuring a sustainable future. Technology
wfll be a driving force, and so will global politic and economics.
Many communities will grow larger and more diverse and,
even in remote regions, technology will connect us to the wider world,
enriching and challenging us with a multitude of languages and cultures.
Seeking common ground in the midst of diversity, we will dare to rethink
history - especially as it relates to Aboriginal and Francophone peoples.
And in re-examining our past, we will be challenged to build a new future.
As our population ages, healthy living and sound financial
planning will become increasingly important. Our individual ability to
plan wisely for long life will profoundly affect our families, our communities,
and the economy as a whole.
Already many of these trends are having an impact on the
lives of people in Ontario. Consider the stories of these five individuals
...
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Al began working on car engines when he was 11 years old.
Pursuing this interest throughout his years in high school, he took mostly
General level courses, including a number of technology courses. Following
high school, Al entered an apprenticeship program as an automobile mechanic.
After four years working in a small garage, Al went into partnership with
a friend and opened his own garage. Eight years later Al took a management
position in the repair division of a large car dealership, and then three
years after that he moved to a position with a manufacturer of automobile
parts. Three years ago the manufacturer that Al worked for moved its main
plant to Mexico. Al was transferred, and moved his family to Mexico. The
manufacturer has just purchased a subsidiary plant in Korea, and Al and
lus fanuly are expected to be moved there withm the next six months. Current
age: 39.
Number of career adjustments so far: 5.
Prediction: Al will spend a few years in Korea, and then
will likely be moved again as the company that he works for continues
to grow and expand. By the time Al's children graduate, they will have
attended school in at least four countries, including Canada.
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Monique studied in French-language schools in Northem
Ontario and Ottawa, taking as many Advanced level courses in Social Science
as she could. She completed a B.A. at the University of Ottawa in sociology.
Although she is bilingual, she feels more comfortable in French, and wishes
to contribute to the development of the Franco-Ontarian community. After
completing her studies, she moved to Toronto to work for two years with
the provincial government on a contract related to sensitizing Francophones
to health care reforms. She was then asked to join a delegation of Ontario
government and business representatives to participate in the international
Francophone conference in Senegal. She made several contacts while in
Africa, and decided to work on a contract basis for the Canadian International
Development Agency (CIDA), which was working with local authorities to
implement a community college network in Burundi. Upon her return to she
settled in the Ottawa area and sought work in the area of community development
for Francophones, including recently arrived immigrants.
Current age: 28.
Number of career adjustments so far.- 5.
Prediction: Monique will be involved with many different
aspects of community development, requiring ongoing skills training and
likely involving living in many different parts of the world.
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Saeeda completed high school in Kenora with OAC credits
in Math, Science, English, Drama, Physical Education, and World Issues.
She entered a university program leading to a degree in Engineering. After
one year she decided that her real interest was in the theatre. She left
university and spent one year working in the office of a theatre company
in Peterborough. Wanting to pursue a career in film, she went back to
school and registered in a joint University/College program in film and
animation in Toronto. During the summers she worked part-time for a new
multimedia company. After three years she was promoted to being a Producer
at her part-time job and was sent to South Africa to prepare a CD-Rom
of the new South African constitution. She then decided to take a year
off from school and work full-time in production of children's educational
CD-Roms. Currently, Saeeda telecommutes: she spends four days each week
working from her computer at home, and goes into the office once a week
for staff meetings.
Current age: 24.
Number of career adjustments so far: 3.
Prediction:Saeeda will move through many jobs as the multimedia
field evolves, and is likely to work in more than one country as her career
develops. She will have to continually teach herself to use new computer
programs and technologies.
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Claire grew up on a farm near New Liskeard. She took a
combination of General and Basic level courses in high school. Following
high school, she spent two years working in a farm supply business that
her uncle owned. Today Claire and her husband own their own farm. The
farm uses highly sophisticated technologies in its day-to-day operation.
Claire works with many computer programs to track farming operations and
compile required records. As well, Claire serves on the Advisory Committee
of the College Agricole d'Alfred. She also supervises co-op students from
Ontario and a number of developing nations who spend time working on their
farm. Claire has three children. Although they are still quite young,
the children have definite ideas about their future: the daughter wants
to own her own retail business; one son wants to be an accountant; and
the other would like to be a cattle farmer.
Current age: 35.
Number of career adjustments so far: 2, with continual
retraining in computer technology. Prediction: Claire will continue to
teach herself new computer skills, and will take a number of courses at
the local college. She may eventually become an instructor at the college,
teaching courses in farm management skills.
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Josh always wanted to be a teacher. In high school, he
took Advanced level courses, including as many Social Science and English
courses as he could. He graduated from university with a degree in the
Arts, majoring in History and English, then earned his teaching qualifications
at a Faculty of Education. Upon graduation he took a teaching position
in Japan because he was unable to find a teaching position in Ontario.
After two years in Japan, Josh took a job in Chile as a teacher in an
International School. One year later he returned to Ontario, and spent
eight months working as a supply teacher in a northern Ontario community.
The following year Josh was unemployed as he continued to search for a
permanent teaching position in his home community. Still unable to find
a permanent teaching position, Josh took a job in the education and training
department of a major corporation. In the past five years, Josh has become
a management consultant, working in Japan, China, Thailand, New Zealand,
and Argentina.
Current age: 32.
Number of career adjustments so far: 8.
Prediction: As a private business person, Josh will constantly
adjust his focus and participate in a range of retraining processes in
order to meet the needs of a rapidly changing world market.
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What lessons can we leam from the lives of these real
people? How can their successes and setbacks inform us as we seek to reshape
secondary school education for the twenty-first century?
Al, Monique, Saeeda, Claire, and Josh (not their real
names) are all successful lifelong learners. They seek new knowledge and
new experiences; adapt to changing circumstances; work effectively with
people from other backgrounds and cultures; take informed risks; and seize
unforseen opportunities. Intuitively, they think in an interdisciplinary
way, making connections that may not seem immediately obvious. In their
own ways, they are all entrepreneurs. These are qualities that we must
nurture and develop in Ontario's students.
Students graduating from secondary schools will face an
array of unpredictable challenges in the twenty-first century. They must
be able to expand their vision beyond narrow borders and develop an understanding
of their role in the wider world - economically, socially, politically,
and culturally.
Successful graduates will possess a core body of knowledge
and skills that will be easily transferable; they will be capable of performing
multiple tasks; they will be self-directed, lifelong learners who understand
themselves, their culture, and the cultures of others. They will know
how to think critically and creatively, how to manage information technologies,
how to solve problems and make decisions, and how to research and communicate
effectively in a variety of ways. Equipped with these abilities, they
will possess an optimistic orientation to a sustainable future.
We must ensure that our students leave secondary school
ready to take their places as citizens of Ontario, Canada, and the world.
This demands solid training in personal, family, social, and global responsibility,
acquired through study, work, and volunteer experience. It involves the
development of values and character, and the practical application of
knowledge, skills, and attitudes.
The programs that achieve these essential goals will be
student-centred, activity-based, processoriented, project-driven, and
connected with the workplace and postsecondary studies.
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1.1 KEY RECOMMENDATION
[a] Secondary school curriculum must be restructured and
developed to better meet the needs of students who will be graduating
and living in the 21st century.
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