Province of British Columbia Ministry of Education Ministry of Iducation [ie Hundred and Tenth Annual Report y 1,1980, to June 30,1981 in. Brian R. D. Smith mister of Education British Columbia Cataloguing in Publication Data British Columbia. Ministry of Education. Annual report. — 109th (1979/80) Cover title: Report on education 1979/80 — Report year ends June 30. Continues in part: British Columbia. Ministry of Education, Science and Technology. Annual report. ISSN 0711-9151 ISSN 0711-9410 | Annual report — Ministry of Education (Victoria. 1980) 1. British Columbia. Ministry of Education. 2. Education — British Columbia — Periodicals. I. British Columbia. Ministry of Education. Report on education. II. Title: Report on education. L222. B7A22 354.71106851 e Honourable Henry Bell-Irving tenant-Governor of Province of British Columbia V it please Your Honour: beg respectfully to present the One Hundred and Tenth Annual lort of the Ministry of Education, covering the period from July 1, X to June 30, 1981. XO dy^-'TA Brian R. D. Smith Minister of Education COVER PHOTO: Gary Poole, English 9 teacher at Eric Hamber Secondary School in Vancouver, works with students Melissa Luhtanen and Tony Horaci PEMC Photo by Doug MacPhail ONTENTS h NISTER'S INTRODUCTION 9 DIVISION OF EDUCATIONAL FINANCE ICANIZATION CHART 12 RESEARCH 62 (SONNEL 15 MANAGEMENT OPERATIONS DEPARTMENT 63 HOOLS DEPARTMENT 20 DIVISION OF OPERATIONS AND HVISION OF SCHOOLS PROGRAMS 20 MANAGEMENT SERVICES 63 Curriculum Development 20 Management Services 63 Career Programs 21 Personnel Services 64 Learning Assessment 26 Project Planning Centre 64 Scholarship and Student Assessment 28 .TftbrasiQN OF POLICY AND LEGISLATIVE Program Implementation 28 SERVICES 65 Modern Languages Services 29 DIVISION OF DATA AND INFORMATION Correspondence Education 32 SERVICES 66 JIVISION OF SPECIAL EDUCATION 33 Data Services.;. 67 learning Assistance/teaming Disabilities 35 Data Development 67 Hearing Impaired 36 Data Operations 68 Jericho Hill School 36 Statistical Services 68 Visually Impaired 36 Information Services 69 Indian Education 37 . Ministry Library 70 MVISION OF OPERATIONS AND SERVICES 38 SPECIAL REPORTS 71 Field Services 38 MINISTER'S TOUR 71 School Operation's 39 MICROCOMPUTERS IN EDUCATION 72 Support Services 39 THE KNOWLEDGE NETWORK OF THE WEST 75 Publication Services 39 YOUNG ARTISTS OF BRITISH COLUMBIA 78 Print Services 40 COLLEGE REGIONS AND SCHOOL DISTRICTS 86 Provincial Educational Media Centre 40 STATISTICAL TABLES DIVISION OF INSTITUTIONAL AFFAIRS 41 Teacher Services 42 DEPENDENT SCHOOLS 45 iST-SECONDARY DEPARTMENT 46 BsiON OF MANAGEMENT SERVICES 46 Operations and Planning 47 Institutional Support Services 47 Trades and Industrial Training 48 DIVISION OF PROGRAM SERVICES 48 Academic/Technical 50 Vocational Programs 51 Research and Curriculum Development 51 JIVISION OF CONTINUING EDUCATION 51 iST-SECONDARY COUNCILS 54 KhDEMIC COUNCIL 54 OCCUPATIONAL TRAINING COUNCIL 54 1 MANAGEMENT ADVISORY COUNCIL 55 'UCATIONAL FINANCE DEPARTMENT 57 DIVISION OF THE MINISTRY COMPTROLLER 58 DIVISION OF SCHOOL FINANCE AND FACILITIES 59 Finance 59 Facilities 60 DIVISION OF POST-SECONDARY FINANCE AND FACILITIES 61 Finance 61 Facilities 62 7 IISTER'S INTRODUCTION jthe end of the 1980/81 school year — my first full one as Kr of Education — I was able to mark the completion or near- Htjpn of a number of initiatives which are likely to have a Kht bearing on British Columbia's education system, ghost among them was strong restatement of the principle that education is not the prerogative only of those who provide it, so of those who use it. Soon after I took office in the fall of 1979, ermined that no major change should take place in the education mm until I had ascertained how the people of the province eeived it, and where they would like it changed for the better, jefore, during the fall of 1980,1 conducted a series of 41 public and ressional forums, the latter primarily for educators, and talked with Sireds of students, parents and concerned citizens throughout the Iftice. (was a very productive experience. From parents, teachers, school tees, special interest groups, students and members of the public Ifiyed, and subsequently studied with my professional staff in the 1 istry of Education, hundreds upon hundreds of constructive lotions. By the end of June I was able to write a report of the >ms which deals with the issues raised and lists more than 100 )ific actions which have already been taken or set in motion to [love our educational service. I(ie of the major conclusions arising out of the forums was that Ifys a clear need for a document defining the mandate of the iol system. The mandate, preparation of which has already begun, ■express the tasks of the schools as they relate to other agencies pi contribute to education, and will define the role of the various bponents of the school system in the performance of those tasks, kmandate statement will be the basis for the revision of the School 1 rnong other actions taken or set in motion as a result of the Bms are measures to strengthen the curriculum, notably in the |! of English and consumer education; improved programs and ■ffes for children with special needs; improved services and pities for small rural and northern schools, and steps to strengthen itraining of teachers. second major initiative brought to completion during the year ■me reorganization of the Ministry of Education, which was Min under the deputy ministership of Dr. Walter G. Hardwick and fcpleted under that of R. James Carter, who succeeded Dr. IHwick in September, 1980. The most important aspect of the Pganization was the creation of a fourth department within the ministry, the Management Operations Department, to complem the existing Schools, Post-secondary and Ministry Finance departments. The co-management of education by the ministrviB its field agencies — school districts, colleges, institutes and post- secondary councils — had become so complex that innovative direction to the administrative processes was required. The new department is responsible for providing that direction by establish)] and maintaining suitable management systems. The reorganization affected almost all branches and divisions in some way. I would like to mention only two more because they reflect new emphases in our thinking and planning. Special Programs, which deals with children with special needs, Isl been elevated from a branch to a full division of the Schools Department. This change, with the staff and budgetary provisions tl go with it, will enable the ministry to fulfill the commitments I hav<] made, in the forums report and elsewhere, to provide improved I program services for the handicapped. The other change is the establishment, within the Educationaml Finance Department, of a Division of Educational Finance Researc which I created to study financial issues such as alternative sources revenue for schools, their impact on school budgets and operatio, and school financing systems in general. Many of us, particular!™! some of the Lower Mainland school districts, were alarmed at the effect rapidly increasing property values and assessed values had ( our school taxes. I cannot anticipate that the new research divisio I will cure all the problems associated with educational finance overnight, but I am glad that we are making a start on a problem a has perplexed us for years. Another subject I would emphasize in this brief look at some oft: year's major educational developments is the Knowledge Network the West Communications Authority. The Knowledge Network is ai educational television system which co-operates with the various educational institutions — school districts, universities, colleges anc provincial institutes such as the Open Learning Institute — in the delivery of their programs via satellite and cable; KNOW also links I teaching hospitals and universities and provides services to othe™ ministries such as Human Resources for the professional developrmt of its staff. It was gratifying to me that though we only establtshe^Hf network, as a non-profit organization under the Societies Act, in M', 1980, it was delivering programs to people in isolated areas of the province in January, 1981. Both Dr. Patrick McGeer, whose Ministry of Universities, Science and Communications was a major participant in the Knowledge Network, and I, hold great expectations for it. For many years the ministry's Correspondence Education Branch has delivered man programs to isolated, school-age children; more recently the G^l Learning Institute has performed a comparable service for adulfSJ Now the Knowledge Network can carry those adult programs, am 10 r Mothers from the colleges, universities and institutes, to all parts Hie province instantaneously. Ilfflcond new institution came into being during the year. Douglas lege, which since its inception has served a heavily-populated \ on both sides of the Fraser River, has been divided. It continues ;;rve the New Westminster, Burnaby, Coquitlam and Maple Ridge IBs north of the river. A new college, Kwantlen, serves the Iffly, Surrey, Delta and Richmond districts south of the river. It is Imteenth in the network of two-year community colleges that ISthis province, from Terrace in the west to Cranbrook in the liprom Dawson Creek in the north to the United States border in Mith. ie ideal of equality of educational opportunity may never be 100 cent attainable, but the struggle towards it never ceases. 11 ORGANIZATION CHART Ministry of Education As of March 1981 Deputy Minister's Office I Inspector of I Independent Manager, Budget Educational Finance Department Sller,s | Audit Branch 1 ISSS Branch) 1 Schools Project j Control ■ Management Operations Department Post-Secondary I Finance & Facilities 1 Division Project | Planning Centre Post-5ecor Finance B at'n Post-Secor Facilities dary 1 Operations & t Management Services 1 Division Personnel Services 1 Branch Management 1 Services I Branch Policy & Legislative Services ! Division Informatii Services Branch Ministry I Library 12 Schools Department Post- Secondary Department Schools ■operatic ■Branch Field Services. Branch Supporl Services Branch Publication Services ■Section Special Educatio Division Branch Special Education Services Branch Hearing & Speech impaired Branch Institution; Affairs Division Co Edi caiion 1 Div sion ] Management Services Division Operations & Planning Branch Institutional Support Services . Trades & Indust.Tra Branch Vocational Programs Branch Academic/Tech. Programs Branch Research & Curriculum , Dev. Branch 13 pSONNEL 1980/81 VNISTER'S OFFICE Assistant Director, Career Programs J. Jupp vister of Education Director, Modern Languages Services f| Honourable Brian R.D. Smith, B.A., V.., LLB. N. Ardanaz, B.A., M.A., Ph.D. Co-ordinator, French Language Programs C. Fournier, B.A. Director, Learning Assessment IfijTY MINISTER'S OFFICE Vacant IRy Minister of Education Assistant Director, Program Assessment teCarter, B.A., M.Ed. D.J. Bateson, B.Ed., M.Sc. Ed.D. Ltant Deputy Minister — Schools Assistant Director, Scholarship and Test wartment Development ||»<all, B.A., B.P.E., M.Ed. W.J. Zoellner, B.A. B.Ed. Ksitant Deputy Minister — Post- Director, Program Implementation iemdary Department B.D. Buchanan, B.Ed., M.Ed. (Secondment) j. Fisher, B.Sc, M.Sc, Ph.D. Director, Correspondence Education Bitant Deputy Minister — Educational W.B. Naylor, B.A., M.Ed. hi nee Department BFIeming, B.A. Iisitant Deputy Minister — Management pi rations Deparment Operations and Services Division iffieliuk, B.A., M.Ed. Executive Director, Operations and Services Exutive Director A.J.H. Newberry, B.A., M.Ed., Ed.D. Igity, B.A., M.Ed. Managing Director, Support Services D.L. Hartwig, B.A. Director, Provincial Educational Media SPOOLS DEPARTMENT Centre B.A. Black, B.Ed. Pigrams Division Director, Publication Services Emutive Director, Programs P.J. Northover, B.A., B.Com., M.B.A. IJHissio, B.Sc, M.A., Ph.D. Director, Print Services Dictor, Curriculum Development T.F. Wrinkle, B.A., M.A. Viint Director, Field Services Aiitant Director, Curriculum D.R. Sutherland, B.Ed., Dip. Ed. Admin., ftelopment M.Ed. || Oliver, B.A. Assistant Director, School Accreditation Ai.tant Director, Curriculum Vacant jdelopment Eiputant, B.Ed., M.A. Director, School Operations Vacant 15 Special Education Division Executive Director, Special Education W.J. Desharnais, B.A., M.Ed. Director, Indian Education S.E. Arbess, B.A., M.Ed., M.A., Ph.D. Director, Special Education J.A.C. Cittins, B.Ed., M.Ed., Ph.D. Director, Administration M. Epstein, B.A., M.A. Director, Hearing and Speech Impaired H. Minto, B.Ed., M.Ed. Co-ordinator, Visually Impaired E.Y.P. Lau, B.A., M.Ed. Principal, Jericho Hill School for the Deaf Vacant Institutional Affairs Division Executive Director, Institutional Affairs W.L.B. Hawker, B.A., B.Ed. Director, Teacher Services B.A. Andrews, B.A., M.A., Ph.D. Assistant Director, Teacher Services E.D. Cherrington, B.A., Dip. Ed., Dip. Public Admin. INDEPENDENT SCHOOLS Inspector of Independent Schools E.L. Bullen, B.A., M.A., Ph.D. POST-SECONDARY DEPARTMENT Program Services Division Acting Executive Director, Program Services L.J. Thompson, B.A., B.Sc, F.C.I.S. (Secondment) Director, Vocational Programs D.R. MacRae, B.Sc. Director, Academic and Technical Programs T.H. Clement, B.Sc, M.Ed., Ph.D. 16 Director, Research and Curriculum Development W.G. Davenport, B.Sc, Ph.D. Management Services Divi: Executive Director, Management Sen J.F. Newberry, B.Ed., M.Ed., Ph.D. Director, Operations and Planning K.A. Maclver, B.A. Director, Institutional Support Servic* J.D. Meredith Director, Institutional Support Service R.C. McCandless, B.A., M.P.A. Co-ordinator, Student Services D.L. Clarke, B.A., M.Sc. Continuing Education Diviio Executive Director, Continuing Educan R.L. Faris, B.A., M.Ed., Ph.D. Director, Continuing Education N. Rubidge, B.Sc, M.Sc, Ed.D. Co-ordinator, Adult Basic Educational S.R. Harvey, B.A., B.Ed. EDUCATIONAL FINANCE DEPARTMENT Manager, Budget Development D.F. Hughes, Dip. Public Admin, j Ministry Comptroller DivisM Ministry Comptroller G.G. Wilcox, C.G.A. Schools Finance and Faciliiffi Division Executive Director, Schools Finance <<h Facilities J.L. Doyle, B.A., M.Ed. Senior Architect - Schools N.O. Jackson, Dip. Arch. J 'r;ct Control Manager a ndle, Dip. Bus. Admin. lictor, Schools Finance jlamble, R.I.A. fit-Secondary Finance and luities Division Kiitive Director, Post-Secondary Finance [Facilities Ificlntyre, B. Arch., F.R.I.B.A. c3t Architect IjicLelland, M.R.A.I.C. fit Project Manager fciuttleworth fetor, Post-Secondary Finance It Adams, C.G.A. H.NAGEMENT OPERATIONS i'ARTMENT (icy and Legislative Services lision Butive Director, Policy and Legislative pees Wn, B.Sc, M.Ed. la and Information Services liision Butive Director, Data and Information pices I Greer, B.A., M.A., Ed.D. iterations and Management pices Division Butive Director, Operations and piagement Services ilStoodley, C.A., R.I.A. ■■tor, Personnel Services pHolmes, Dip. Public Admin. DISTRICT SUPERINTENDENTS OF SCHOOLS T.G. Ellwood, B.Ed., M.Ed., Courtenay T. Good, B.A., M.Ed., Howe Sound C. Hopper, B.Ed., M.Ed., Agassiz-Harrison R.W. Huestis, B.Comm., B.Ed., Gulf Islands/ Lake Cowichan W.B. Johnston, B.Ed., M.Ed., Summerland N. Keis, B.S.A., M.Ed., Princeton/Keremeos D.N. Newman, B.A., B.Ed., M.Ed., Central Coast M. Roscoe, B.A., M.A., Vancouver Island North D.R. Smyth, B.P.E., Saanich R.B. Taylor, B.Ed., M.Ed., Cranbrook PROMOTIONS AND APPOINTMENTS R.J. Carter, Deputy Minister G.G. Wall, Assistant Deputy Minister, Schools Department G.L. Fisher, Assistant Deputy Minister, Post-Secondary Department J.R. Fleming, Assistant Deputy Minister, Educational Finance Department C Daneliuk, Assistant Deputy Minister, Management Operations Department E.L. Bullen, Inspector, Independent Schools J.L. Canty, Executive Director, Deputy Minister's Office W.J. Desharnais, Executive Director, Special Education J.L. Doyle, Executive Director, Schools Finance and Facilities R.N. Greer, Executive Director, Data and Information Services W.L.B. Hawker, Executive Director, Institutional Affairs H.L. Mclntyre, Executive Director, Post-Secondary Finance and Facilities J.J. Mussio, Executive Director, Schools Programs A.J.H. Newberry, Executive Director, Operations and Services B.R. Stoodley, Executive Director, Operations and Management Services 17 J. Walsh, Executive Director, Policy and Legislative Services K.A. Maclver, Director, Operations and Planning D.L. Hartwig, Managing Director, Support Services H. Minto, Director, Hearing and Speech Impaired P.J. Northover, Director, Publication Services D.R. Sutherland, Director, Field Services D.J. Bateson, Assistant Director, Program Assessment J. Randle, Project Control Manager, Schools Finance and Facilities AWARDS AND ACHIEVEMENTS 25-Year Continuous Service Certificate J.F. Fillipoff V.E. Rickard E.E. Sowerby Executive Development Training Plan Graduate R.L. Connolly RETIREMENTS H.G. Pidcock, Administrative Officer, Post-Secondary Finance, 39 years J. Wardhaugh, Clerk 3, Management Services, 34 years N.D. Daggett, Administrative Officer, Publication Services, 34 years L. Aitkens, Clerk 4, Data and Information Services, 34 years D.W.C. Huggins, Director, Publication Services, 33 years O.M. Bowes, Research Officer, Learning Assessment, 27 years V.E. Rickard, Senior Program Analyst, Post-Secondary Management Services, 25 years 18 J. Phillipson, Inspector Independent I Schools, 23 years K. Tai, Food Service Worker, Jericho 3 School, 18 years E.M. Watt, Office Assistant, Correspondence Education, 18 years A.D. MacPhail, Photo Arts Technician, P.E.M.C, 17 years J. James, Equipment Control Officer,* Post-Secondary Management ServS 15 years H.A. Krueger, Instructor Corresponden Schools, Home Economics Branch, 13 years F.L. Savage, Education Officer, Post-Secondary Program Services,™ 12 years A. Armstrong, Research Officer, Libral Services, 11 years E. Henry, Graphic Artist, Print Services 11 years F. Witzke, Office Assistant, Scholarship! Test Development, 10 years H. Rowson, Storesworker, P.E.M.C, I 10 years E.A. Maglio, District Superintendent ol Schools, 9 years L.B. Beduz, District Superintendent of Schools, 6 years DECEASED F.M. Neligan, Clerk 3 SCHOOLS DEPARTMENT The Schools Department is responsible for the overall directiSl and administration of the public school system. Its mandate is to ensure the high quality and efficient delivery of all school prograiJ from kindergarten to grade 12. The department completed its ] reorganization during the 1980/81 year and now consists of four divisions; School Programs, Special Education, Operations and ' Services and Institutional Affairs. The functions of each are descri ( in the following pages. Among the department's major activities during the year were \\ participation in the minister's forums, the revision of the Administrative Handbook for Elementary and Secondary Schools, a the growth to 68, of 75, in the number of school districts whichmpj locally-appointed superintendents of schools. These and otherfl activities and accomplishments are detailed in the reports of the divisions. DIVISION OF SCHOOL PROGRAMS The Programs Division of the Schools Department is responsible for the development of provincial programs for all pupils from I kindergarten to grade 12. The development and implementation! curriculum and the assessment of student learning are major functions of the division. It is also responsible for career programsn modern languages services, correspondence education and scholarship examinations. Curriculum Development During the 1980/81 school year the Curriculum Development Branch continued to work with other branches involved in curriculum-related activities. In particular the procedures already (\ established with the Learning Assessment and Program Implementation Branches were further developed and refined, pj Considerable progress was made in establishing a process with the Schools Finance and Facilities Division which will ensure curricifflBJ input into decisions related to equipment to support provincial** programs. In co-operation with the Publication Services Branch, a I long-range costing of learning resources planned for implementatnj over the next several years was successfully developed. This projection will permit better planning of priorities, implementaffl| dates, and budget. 20 iring the year liaison was established between the branch and B|r provincial ministries involved in producing educational £ rials. A formal procedure was agreed upon which provides the ■wry of Education with the opportunity to evaluate all such lifces, and a booklet listing materials developed by other Bffiies for use in classrooms was published for the information of Kiers and administrators. Hiring 1980/81 members of the branch spent considerable time Loving the curriculum development procedures which had been Bfficed over the previous few years and a handbook about them prepared. Continuing emphasis was placed on expanding input ■ the revision process. In addition to the large number of bators serving on curriculum committees, many teachers and bet and school administrators were invited to sit on advisory (Sttees and to react to draft curricula at various stages of Is lopment. e branch's system for the evaluation of textbooks and other Biing resources was revised and a kit containing complete wmation about the process was published, re implementation of a number of new curricular and learning tsjrces was planned for September, 1981, notably in secondary hical education, secondary music and secondary French-as-a- I (id-language. Baddition to these major revisions, the ministry made available BBerature texts for use in English 11 and additional reading ■Bients in the elementary language arts area. Among plications prepared to assist teachers were a series of physical dation handbooks, literature and media resource books for Boitary language arts, and an English-as-a-second-language puree manual. plview work continued in elementary and junior science, pndary English, agriculture, writing 11, theatre 11 and 12, Bffijarv art and social studies. Work was begun in the area of BBnent, elementary fine arts, and science safety. highlight of the continuing work in social studies revision was development of a formal field testing procedure to assist in the viation of learning resources. It is hoped this pilot will be the a of a process which will become an integral part of all lliculum revision work in the future. I' e Curriculum Development Branch continued to improve jHunication with teachers and administrators at the district and :lol level. Staff members were involved with the Implementation DfflB in orientation sessions related to new curriculum. '■eer Programs ireer Programs, which became part of the Curriculum pelopment Branch, continued to support school districts in the if s of industrial education, business education, home economics, 21 L Availability of Curriculum Materials 22 1 Availability of Curriculum Materials — 1 Sept. 80 1 Sept. 81 ; English Language Arts f§7) lementary S :hools' Sept 82 (Authorized) Lang. 3, 4-7 Spell 5,6,7 Novels 6,7 Diet 6,7 Anthology 7 Late Imm. (6,7) Guides & Texts Sept. 83 Science 1-7 Print Materials Social Studies 1-6, G L.A. 1-7 Guide; Reading Series (1-7), Spelling Res. Bk. (2-7) Language Series (4-7) (Pres.) Resource Books French (K-7) (Authorized) Language 3 (SPIL) Spell 2,3,4 Novels 4,5 Diet 1-5 Early Immersion Guides & Texts (K-7) I Programme-Cadre (K-7) Guides and Texts Science (1-7) French-as-a-Second Language (K-7) E.F.S.L. Guides and Texts Science 1-7 Gde Update Resource Books Social Studies (1-6) Fine Arts (1-7) Fine Arts (1-7) Guldi I and Resource Book I Family Life Education Kindergarten 1 Guide and Resource I 1°°°" Availability of (B-12) Curr English En 11 Texts Fine Arts culum Materials — Secon "■' "■' " — j lary Schools' 1 En 8 Wr Texts 1 En 9 Wr Texts I En 12 Texts Composition 11 Guide and Texts Wr 11 Texts French Immersion (8-12 Guides En 10 Wr Texts English 8-10 Additional Texts Art 8-12 Guide & Resource Materials; Acting 11,12 Gde& Stagecraft 11,12 Guide & Texts " Directing & Script- writing 12 Guide &' En 11 Texts j Vr 11 Guide Music 8-12 Guide and Student Materials Drama 9,10 Guide and Materials French Fr. 8-12 Gde & Texts Physical Education 8-11 Programme-Cadre 8-12 Guides P.E. 8-11 Guide and Teacher Handbooks Business Ed. 9-12 is. Business Ed. 9-12 Gde, Txts & Res. B Career Preparation 11,1 2 Home Economics 8-12. CP. 11,12 Guides CP. 11,12 Guides CP. 11,12 Guidesi Home Ec 8-12 Guide, T Ktbks & Res. Books nsumer Education 9/ (Biematlcs8-10 cial Studies 7-11 rah 8-12 mily Life Education Ixnen's Studies Ph. 11,12 Guide Physics 11 Texts I Sc 8-10 Guide/ j Resource Book ' Ph 11 Submental Labs & Ph 12 Txts Lab Man. & Res. Gde Cons. Education 9/10 Guides & Txt Resource Books Resource Books Science 10 Text Update I Ma 8 Texts/Update I Soc. St. 7-11 Guide I Spanish Gde & Txts lurricuium for Exceptional Children (K-12) — All Schools1 >.L. (K-12) W.H., T.M.H. Program; wve Indian Children E.S.L. Res. Book/Texts Resource Books Gifted E.M.H., T.M.H. Programs Hearing Impaired Resource Book Native Indian Students Resource Book | 'New curriculum materials available for the first time In September 1982. ling and Falling blic School rolments 1977 to 1980 3-Year Average Percent Increase in Enrolments* in School Districts lal Kindergarten to Grade XII bile School Enrolments September, 1980 mpared with September, 1977. ce: September Form I Wry ot Education. 23 graphic communications, agriculture, work study-work experiena metric conversion and career preparation programs. The latter alii secondary graduates to earn advanced placement, post-secondary credit or immediate entry into appropriate post-secondary trainm Career preparation programs continued to expand, from 42 programs with 300 students participating in 1979/80 to 108 program with 2,763 students in 1980/81. Fifty-nine schools in 35 school disti were involved. During the year all school districts were invited to participate in career preparation programs and the projection for September, 1981, is for 191 programs involving 5,000 students in 7( schools in 41 school districts. Seven regional career preparation workshops held in the 1979M school year at the school district level were duplicated at the pos'i secondary level in 1980/81, with a total of 15, involving all post- secondary institutions, being held. They included representative^ from the public, the secondary school system, the B.C. Teachers™ Federation, the Occupational Training Council and organized lata The Schools Department and Post-Secondary Department, witffl seconded staff, together developed curricula in mechanics, busm and the hospitality industry. These curricula will be field-tested in 1981/82 school year. Eventually all career preparation programs ot use curricula jointly developed by the two departments. Business education continues to be an active program in seconc schools and for many students leads to direct employment. Out o the total of 2,763 students enrolled in career education programs! were in business education. The total number of students in thea business field was 98,283, a decrease of 7.6 per cent from 1979/80J Industrial education courses also continued to attract large numbers of students, with 152,018 in total and 1,331 in the new 1 career preparation programs. 24 ie Career Programs section continued to recruit tradesmen (54) [third-year students from the five-year university program (25) to vide schools with well-trained industrial education and career iparation program teachers. Training is conducted through the IBry-sponsored Industrial Education Teacher Training Program at Ifflniversity of British Columbia. The number of industrial I cation teachers employed in 1980/81 was 1,231. ■ he home economics revised curriculum is now in effect in all Iffidary schools. A specialist consultant was seconded to the inch to review supporting equipment lists and to write IRications for essential items. The number of students enrolled in ine economics courses in 1980/81 was 100,398, a decrease of 5.3 ■lent from 1979/80. eventy-two school districts (including one class at Jericho Hill iool) enrolled 18,734 students in the work study-work experience ■Ram. This represents an increase of 10.9 per cent over 1979/80. |Krov/nc/ai Guide for Work Study-Work Experience is now in its Indraft and will be distributed during the 1981/82 school year. iHe handbook for teaching metrics, Metrics in the Schools: A tmbook for Educators, was distributed to all district resource : tres to be reproduced at the local level. This booklet is extremely »ular and may have to be distributed in larger numbers next year. fiugh the Career Programs section continues to assume IIMnsibility for metric conversion within the ministry, metric IBrsion in the schools, to all intents and purposes, is complete. 25 Learning Assessment The Learning Assessment Branch launched the 1980/81 academi year with the publication of the 1980 reading assessment resultsH assessment was noteworthy in that it was the first in the repeat c| of assessments, allowing for changes in provincial performances four years since the first reading assessment to be examined. The 1980 report found B.C. elementary pupils performing welH when compared both to their age peers four years earlier and iS elementary pupils elsewhere in Canada and the U.S.A. Improves in the comprehension skills were found to be particularly positivel different picture emerged at the grade 12 level where overall performance was found to be poorer than in the previous assessmj in B.C., although it was comparable to other Canadian and AmeriJ results for students of this age level. However, gains were found ii all grade levels tested in such applied reading and study skills as scanning newspaper items for details, understanding misleading!) advertising, and using reference materials, all of which were identified as weaknesses in 1976/77. The report recommended changes in the policies for hiring teaal and administrators so as to place an emphasis on skills required foaB teaching of reading and better reading programs at the secondaryjl level. It also recommended more in-service training for teachers. Other recommendations called for a co-operative effort by thai ministry and school districts to ensure that all students learn to rfflB in the primary school years, and to place a high priority on improving the reading skills of secondary students. The results and recommendations of the assessment were used ■ the ministry and individual school districts to establish priorities fc follow-up activities to address areas of weakness. These activitieSI included a series of in-service sessions sponsored by the ministry™ secondary school levels. The third assessment of reading is schedulJ for 1984. The past year also saw the completion of a kindergarten needs a assessment designed to provide a broad base of information on which to make decisions concerning future programs for the youngest group of students in the schools. The assessment surveyf representative samples of kindergarten, pre-school and grade one teachers, parents, and program administrators for their views on current programs and future alternatives. Among the recommendations presented in the report was a call for a revised curriculum guide. Also recommended was the inclusion of a clear statement of the goals and purposes of kindergarten, the place of play in learning, and the role of reading and reading readiness in kindergarten. In-service opportunities for teachers to establish I continuing communication with pre-schools was also recommend ■ 26 h: report also urged that districts explore ways of including parents rre meaningfully and consistently in school activities, and that they Ifflite meetings for kindergarten parents to help them more fully derstand the school and its programs. he report is now serving as the basis for the deliberations of a Idergarten curriculum committee which will be putting forward pposals for a revised kindergarten program in the 1981/82 I demic year. p'he 1980/81 year also saw the launching of the second assessment {mathematics in all public and funded independent schools. This cessment was designed to monitor changes in performance since I: first assessment of mathematics in 1977, to survey current Ipgranri status, and to provide directions for the future of rthematics education in preparation for a mathematics curriculum ■Sin in 1982/83. In addition to monitoring student performance ■JEttitudes, the assessment also placed considerable emphasis on bveying the opinions and views of parents, employers, professional ijcators and other members of the public concerning mathematics tnpetencies likely to be required for future generations. Reports of p assessment are scheduled for release in the fall of 1981. "he Learning Assessment Branch intensified its efforts to assist kssroom teachers with the day to day evaluation and testing of pdents through its achievement test bank. Over half a million tests hre provided on request to teachers across the province in subject ||Kincluding mathematics, chemistry, and written expression. A WMV of users of these testing materials indicated strong support for I^fctivity and brought many requests that the ministry continue to pvide these materials in more subject areas and grade levels. enty-six tests are now available. \K major undertaking of the branch was the revision of the Social report cards. Following consultation with educators and rents, the revised cards were finalized and were to be available to Ijpls in the fall of 1981. 27 Scholarship and Student Assessment Programs This area is responsible for administering the Grade Twelve Scholarship Program and General Educational Development Testil Program (GED). The branch also issues transcripts for students vm obtained secondary school graduation in British Columbia betwej 1890 and 1973, and evaluates secondary school records from outf the province. During the school year the branch issued 3,179 transcripts and evaluated 167 records from outside the province Scholarships are currently $1,000 each, with the top 20 Candida receiving $2,000. To receive their scholarships, eligible students rri enrol in a post-secondary educational institution. The ministry all provides awards of $500 to one per cent of each district's grade 1; enrolment. These awards are intended for vocationally-oriented students enrolling in a post-secondary institution. During 1980/8i|B 902 students earned provincial scholarships, and a further 373 eand district awards. The winner of the Governor-General's Silver Meal for the highest average in the provinical competition, 96.23 per at) was Krista K. Lemke, a graduating pupil of Burnaby South Senior i Secondary School. The winner of the Governor-General's Bronze ) Medal for second place was Peter M. Kayll, a graduating pupil of < Argyle Secondary, North Vancouver, who had an average of 95.65m cent. British Columbia continues to lead Canada in successful GED candidates. During 1980/81, 6,649 adult candidates applied to wrral the tests and 4,493 received a secondary school equivalency stand g Program Implementation During its third year of operation the Program Implementatioml Services Branch provided increased support services to school j districts in the implementation of provincially-developed program Twenty-five curriculum implementation workshops related to I recent changes in the programs for secondary physical education, elementary language arts, and-secondary English were offered in centres throughout the province. Through the co-operation of 1 superintendents of schools, outstanding teachers were seconded from school districts to act as resource persons in planning and I conducting these meetings, which were attended by 525 educator: from the province's 75 school districts and from the faculties of J education of the universities. Recommendations arising out of the second provincial assessment of reading were a major topic of i discussion at the language arts and English workshops. Priority in 1980/81 was given to developing and offering workshops on the critical role of the principal in facilitating planm changes in the school program. Staff members conducted worksjaH on this topic at the request of nine school districts. In addition, thi potential of telecommunications for reaching a wider audience wa explored. In co-operation with the Provincial Educational MediMJ 28 r tre, videotapes on the revised curriculum in secondary physical ration were developed and distributed to school districts. The otapes, which received a very positive response, provide Cation on the new curriculum and demonstrate the program in in at pilot schools. HgWicant development during the year was the offering of some Wjce training directly to teachers. In the past, ministry orientation m-service activites were designed largely for administrators and Jlict staff. This year the Program Implementation Services Branch Dated a two-year teacher in-service project on the teaching of ,v:en expression, to be conducted during the summer for the ti stry by resource teachers from Richmond schools. This pilot in- ;eice project will produce in-service "packages" which will include tj.otapes and print materials that can be used by elementary schools pes for effective professional development. [I hile the in-service education of teachers and administrators is a tor responsibility of universities, school districts, and professional lljptions, the Ministry of Education has increased its sponsorship Bffisrvice training in priority areas such as special education. Fds also have been allocated to support field-initiated in-service HDOsals which are submitted to the Program Implementation pices Branch. : the request of school districts, the branch undertook an pnsive study on the need for a provincial clearinghouse for ■Slum projects developed at the local level. Plans are now Deplete for establishing this new service to school districts and for Iflgrating existing provincial resource centre service. Ii order to keep districts informed of the branch's activities, the it. has maintained regular communication with personnel from Hjsfdistricts. In addition, in-service meetings were held with over Bffiict-based persons who are involved with planning educational chge. As an additional aid to planners in school districts, a eurce document entitled Guidelines for Planning Program |n/ementat/on was developed and distributed. Ividern Languages Services I ie Modern Languages Services Branch is mainly responsible for finch language programs and relevant teacher education, and for TUiculturalism in education. Ir the 1980/81 school year the programme-cadre de frangais (French M;uage Core Curriculum) enrolment increased to 659 students from Blast year. Fourteen school district introduced classes where ten or pe students who spoke the language well enough to accept irruction in it could be enrolled. ie programme-cadre de francais is designed for Francophone B ents. Because French is used as the exclusive language of Ruction, except for the time given to English Language Arts, the 29 a students have the opportunity of achieving a high level of oral an written French competence. The student's level of oral and written English is also expectedH be high because the English Language Arts program is continuous reinforced by the English-speaking milieu. The programme-cadre de frangais parallels the English Languag] core curriculum from kindergarten through grade 12. It is not an immersion-type program for students whose native language is English, but is intended for students whose mother tongue is Freni French immersion programs, on the other hand, are designed primarily for non-francophone students and are introduced at different levels. Early immersion, beginning in kindergarten and/or grade 1, anc continuing through the secondary grades, can be expected to j provide students with functional bilingualism by the time they ] graduate from grade 12. This means that a student who has completed the program should be able to participate easily in Fre:l conversations, take post-secondary courses with French as the J language of instruction, and accept employment with French as tl working language. Enrolments reached 4500 in 17 school districts during the year. Late immersion begins in grade 6 and can be expected to provi students with instrumental bilingualism by the time they gaduatejl from grade 12. This means that a student who has completed thai program should be able to communicate adequately in French, bi would probably not be as fluent as one who had the benefit of e;y immersion. In the 1980/81 year 192 students in four school district were enrolled in late immersion. French-as-a-second-language courses are aimed at developinjSI basic French-language communication skills and offer an understanding of, and appreciation for, French culture. Such cours were offered in all 75 school districts at the secondary level and irif school districts at the elementary level, involving a total of approximately 200,000 students. A new elementary French-as-a-second language guide was distributed in May. The guide offers three optional entry points fc school districts to introduce the program: at kindergarten, grade '9 and grade 6. The objective of the various entry points is to assist school districts in selecting a sequential program based on specific goals, objectives and learning outcomes which are best suited to their situation. A resource team of teachers began identifying specific ideas to make up the content of resource books for elementary teacheraEM French-as-a-second-language. It is expected that these books will ' ready for 1982. The secondary French-as-a-second-language reading and literfijsl guide is now being developed, for implementation in 1982. Teacbfn are being consulted about specific input for both the guide and fi 3 30 M Finch Instruction Grows in Popularity 1975/76 B des all secondary correspondence enrolments. it*: September 30 Elementary Minority Language Survey, 1975-80 September 30 Form K — Organization of Secondary Schools, 1975-30 W Programme Cadre de Francals Elementary Only iiinthology being written for British Columbia schools, p provincial multicultural survey was conducted to gain ■jrmation about the current status of multiculturalism in the Ipols and to identify the major needs of school districts in the fire development of educational programs and policies in ■fflulturalism. The results of the survey are expected in July. uring the year French language support grant funds were Bributed to school districts under an interim Federal/Provincial Keement for Bilingualism in Education. The following programs Pier the agreement were also made available to school districts: Such Teachers' Bursary Program, Second-Language Study Bowship Program, Second-Language Monitor Program, Full-Time fciitor Program, Summer Language Bursary Program, Special fleet Funding and funding for Language Training Centres. The BUch programs co-ordinator and his staff continued to provide pinsive consultative services to school districts in connection with ffabove programs. 31 Correspondence Education The two main functions of the Correspondence Education Bram are to supply educational services to school-age students who arel isolated from regular school attendance by distance or illness, ancl supplement curriculum offerings for students in secondary school I The latter service is particularly valuable for students in small, rur<| and northern secondary schools. During the 1980/81 school year requests for services from the j branch increased significantly. Registration of full-grade elemental school pupils rose to 1,670, an increase of just under 400 from thel previous year. At the secondary school level the increase was eveil more dramatic with close to 22,000 course enrolments processed :| opposed to just under 15,000 in 1979/80. The branch also continued to supply services to the children o|l British Columbia residents temporarily living outside the province! Courses were provided for some 400 children in 57 countries. As ; well, the branch continued to provide course materials for the 1 satellite correspondence school operating out of Dawson Creek. In addition to school-age children, the branch provides servical adults who wish to take secondary school courses for upgrading*! vocational or personal interest purposes. Approximately 3,000 adul took advantage of this service over the past year. This number has. remained relatively constant over the past few years even though i Open Learning Institute now offers similar services to adults. The branch continued its program of course development in an; effort to maintain curricular validity with courses prescribed for thf public school system. Major areas of work this past year were ig language arts field at the elementary level and in the business education and science fields at the secondary level. Education by Correspondence 16,565 16,486 14,830 14,805 14478 Secondary Course Registration 1973/74 74/75 75/76 76/77 77/78 78/79 79/80 80/81 Source: Correspondence Education Branch, Ministry of Education 32 Jl VISION OF SPECIAL EDUCATION :ne Special Education Division is responsible for developing, (rlementing and communicating policies and procedures on IBs relating to the education of exceptional children. It uses a tiding device known as the "special approval" — this year valued biore than $26,160 — which allows the Ministry of Education to Btribute to the shareable cost of school districts' special programs, br 2,900 special programs approvals were granted to the 75 school Hricts during the year in the following areas: ilCIAL APPROVALS IN THE 1980/81 ACADEMIC YEAR anentary Learning Assistance (K-7) 880.0 BDndary Learning Assistance (8-11) 512.5 pare Learning Disabled 130.0 ficable Mentally Handicapped 173.0 finable Mentally Handicapped 149.5 sure-Profound Mentally Handicapped 29.5 Bpital-Homebound 86.5 jsically Handicapped 41.5 lidential 8.5 Kially Impaired 56.0 Bring Impaired 91.0 Mstic 36.0 Bite Behaviour Problems 93.0 ^abilitation 173.5 inate and Distance — Specialized 31.0 I Training for Moderately and Severely Handicapped 27.0 ■Mi-as-a-Second Language 241.0 ran Education 186.5 lers — Specialized 44.5 P'AL 2990.5 I creasing numbers of severely handicapped children attended Wlic school programs in 1980/81. Special resources were provided c:hem through special aid grants to support approved regional and ■rfflcial programs, and through continuing inter-ministerial co- Bration and the division's participation on the Provincial Inter- |My Children's Committee, ie Special Education Division continued to be involved in a variety Jojancils and committees of an advisory nature, such as the Jffir's Advisory Council for the Hearing Impaired. Also, in Iffijction with the Curriculum Development Branch, a number of jirtjittees have been at work developing curriculum guides and pher resource guides. Among them are: 33 • Mathematics Resource Guide for Hearing Impaired • Speech Resource Guide for Hearing Impaired • Life Skills Resource Guide for Hearing Impaired • Survival Skills Resource Guide for Hearing Impaired • Visually Impaired Resource Guide • Language Arts Handbook — Native Indian Children • Educable Mentally Handicapped — Curriculum Resource G»;'381 • Trainable Mentally Handicapped — Curriculum Resource Gu/ffll The division sponsored extensive regional and provincial in-ser :i training activities, workshops and conferences for teachers, parenl and special education administrators. They included workshops fo teachers and parents of hearing impaired children and visually impaired children, hospital-homebound teachers, teachers of aunl children, mentally handicapped children, severely handicapped children, teachers and para-professionals involved with native Iner children, learning assistance teachers, supervisors of special education, school principals, teachers and parents of deaf-blind children, and teachers of children requiring behaviour managemtl Regular inter-ministry discussions and co-operation continued il the areas of speech pathology, the provision of auditory training equipment, school health services, and programs for pre-school handicapped children. With the assistance of the Division of Sp«3l and Hearing of the Ministry of Health, the division continued to I underwrite costs to school districts of auditory training equipmSI and speech therapy programs. I rning Assistance/Learning Disabilities ||Sfi,rovincial Program for Learning Assistance/Learning |ffiities was expanded as a support service to school districts. The |ffify of Education awarded special approvals assistance to all [ol districts for learning assistance programs and to 46 districts for [;rams for severely learning disabled students. pport services, including in-service training and consultations jrding programs, were provided to districts by the Co-ordinator, ning Assistance/Learning Disabilities. Iffistry-sponsored in-service programs to provide in-depth study Ijffactice for learning assistance teachers were held in four ||fis. The topics included assessment, programming in lematics, written language and reading, peer tutoring, Imtation, case studies, native education, structure of the intellect Ijfflrning assistance in the secondary school. ie preliminary planning and organization for two Regional IJajonal Support Centres for children with severe learning ISuities was completed during the year. These centres, located in lliwack and Kamloops, will begin operation in September, 1981, twill provide assessment and programming services to children I severe learning disabilities who reside in the neighbouring /e school districts participated in the final year of the primary [ilopment project to develop a modified research project to [stigate the use of early identification and intervention strategies ■[Kindergarten children. L 35 36 Hearing Impaired The Provincial Program for the Hearing Impaired enabled 700 students to be assisted through school district special programs and/or itinerant teacher programs. Support was provided to pare and to the 90 teachers offering services to them, in 40 school , districts. The ministry advised school districts on appropriate educational placement and programming of hearing impaired 1 students through its own staff and through the Provincial Educati Review Committee for the Hearing Impaired. Professional development activities were organized for teachers and necessaS resources, including the provision of auditory training equipmen were provided. Jericho Hill School Jericho Hill School enrolled a total of 165 students ranging inn from five to 19 years. Programs were provided in both on-campu and off-campus settings, including the provision for 30 studentsfi secondary classes at a Vancouver school district secondary school (Kitsilano). The on-campus programs offered academic and pre- vocational courses to 106 day students and 59 residential studerra Students attended Jericho Hill School from all areas of British Columbia. Day students travelled from Greater Vancouver school districts, while 59 students from other areas lived in the school residence, with frequent home visits. In addition to its educational program, Jericho Hill provided a I health care program through a contract with the Vancouver Metropolitan Health Department. Services included continuing medical supervision, psychological and psychiatric services, speecl therapy, dental hygiene, nutrition consultation and occupational I physical therapy. Audiological services were provided by the Mral of Health. The report of a committee to recommend future directions fori school was completed and submitted to the Minister of Educatioi / a result, Jericho Hill is to remain as the central educational facflral the hearing impaired for the province, and it was determined tha various aspects of its services will be expanded. An implementatii committee has developed preliminary plans. Visually Impaired The Provincial Program for the Visually Impaired enabled over i( visually impaired students to receive instruction in regular classes with the support of itinerant and resource teachers. In September, 1980, the ministry implemented a program of orientation and mobility instruction for blind students attending schools in the province. The program aims at assisting blind studtti in public schools to acquire safe independent travel skills both||| outside the schools. As of June, 1981, 85 students from 31 schotMjl JJ I lets had been assessed and seen by the two orientation and llflity instructors employed under a contract with the Canadian ional Institute for the Blind. Fifty-four students received uction. Iffing the year the ministry continued to fund a Braille instruction [ram for teachers, and aides, of visually impaired students. The ijram was offered in both lecture and correspondence formats, -service for the year included a provincial workshop for both rialist teachers of the visually impaired and regular classroom hers and aides working with such children. A number of small Ijffars were conducted for school district personnel on specific i such as orientation and mobility, the Braille Nemeth Code and use of the abacus. ie ministry has continued to support deaf-blind children iding the W. Ross Macdonald School, Brantford, Ontario and llEehool district programs. During the summer of 1981 the llstfv will fund a summer program for eleven deaf-blind children ie province under a contract with the Canadian Deaf-Blind and ella Association (B.C. Chapter). ie Provincial Resource Centre for the Visually Impaired lent bialized instructional resources to the school districts. These jded special editions of curriculum materials such as "talking- ks," Braille books, and visibility enhancement devices for the \wn sighted. The resource centre produces or purchases special lat editions to keep up with curriculum changes and student is. In 1980/81, 2945 Braille volumes, 5139 cassette tapes, 76 large- t reference books and 146 professional textbooks were added to collection. Ilian Education > meet the special needs of native Indian children, programs were Iffied not only to develop basic skills but also to reflect the ural, linguistic and social background of the children. The iion supported such programs in 51 districts during the 1980/81 lemic year. pgrams are usually implemented by school districts in co- ration with the Indian community to provide native language ling, cultural studies, counselling, tutoring and alternative cation programs, as well as to engage native para-professional kers, such as home-school counsellors and teacher-aides, in areas '< a significant native Indian enrolment. 1980/81 the Indian Education program was upgraded to the is of a branch under the Divison of Special Education, and a mjng was made on a comprehensive five-year plan. ie first of what is planned to be a series of resource books on an education was completed and will be distributed to the field Sail of 1981. It is entitled "Listen to What I Really Say — A ource Book for Teaching the Language Arts to Native Indian 37 Students, K-7." For the first time, the branch carried out an in-service program! directly in the classroom. The program, called "New Strategies iri Indian Education," was given to some 50 classrooms throughout tl province. Seminars were also held after each day on optimizing fl environment of the inter-cultural classroom. A total of some 300: teachers participated. DIVISION OF OPERATIONS AND SERVICES The Operations and Services Division is responsible for monitdjl field activities throughout the province, through both the provincially-appointed district superintendents of schools and thai locally-appointed superintendents of schools. It is responsible for a accreditation of secondary schools, provides resources which assis: with the assessment of elementary schools, and manages the suppj systems for learning material distribution, printing design and production, and media resource material. The division also arrangJ leadership clinics and management seminars for senior educatiorSI personnel in the 75 school districts. These functions are carried oil by three branches: Field Services, School Operations and Support Services. 38 Field Services This branch is made up of two sections, accreditation and professional development. The Field Services Branch maintains liaisi with, and supports, district superintendents of schools and superintendents of schools, and their staffs. It has developed a Superintendent Selection Professional Service which is a consulting service available to school boards to assist in the selection of the loil superintendent of schools. Sixty-eight boards of school trustees now have locally-appointed superintendents of schools, and seven have district superintendeni of schools — a major move to the local employment of superintendents. Several school districts have their own full-tim«l superintendent of schools for the first time. During the year the Field Services Branch organized and implemented a number of significant inservice and professional 1 programs for senior administrators in the ministry and the school districts. Thirty-two secondary schools undertook the accreditation proce the purpose of which is to provide for a systematic evaluation and improvement of school programs and operations. The process —i Hives the school staff and administration in the examination |the philosophical, organizational, curricular, physical and iport services aspects of the school. External teams expand on fijhternal assessment. They conduct a comprehensive assessment i provide suggestions and recommendations for improvement, raring the year secondary accreditation guidelines were clarified ifBublished in a new booklet. A major revision was undertaken of Hfcovincial elementary assessment materials. A new manual titled Mff's Assessment of its Elementary School and School Materials I be implemented next year. hools Operations "he Schools Operations Branch, established during the year as part I^E ministry's reorganization, is responsible for the provision of a ige of operational management services to school districts, ticularly those related to general administrative requirements der the School Act, such as general operation of support services, BlPjistrict agreement, operation and resource allocations standards IJKbjectives, and the issuance of various administrative bulletins. Iipport Services iupport Services is responsible for the Print Services Branch, the lijfticial Educational Media Centre, and the Publication Services IRh, which supply learning materials to the school system. sport Services also ensures the appropriate planning, co- IjBation, integration, and time-phasing of learning resource terial procurement to satisfy the requirements of curriculum nsjons and the introduction of new curricula. plication Services he primary objective of the Publication Services Branch is the pehase, inventory and timely distribution of learning resource [terials to meet the teaching needs of public and independent ools. Nearly 2,000,000 kilograms of material were shipped during year and, under authority of the Purchasing Commission Act, oices in excess of $11.5 million were processed. chool district textbook orders are funded through the Credit 'acation Plan. Adjustments were made to the plan during the year [give small and medium-size districts proportionately more :tbooks than in previous years, and to give school districts more fponsibility and choice in the development of local priorities. -hanges in the curriculum implementation schedule were studied <h a view to improving delivery of textbooks. A long-range budget :n for funding the curriculum materials selection was produced, as ►II as The Catalogue of Learning Resources, which lists all the IjSibed and authorized titles available to schools under the Credit pcation Plan. 39 Additional savings were realized by having used or damaged rl repaired by binderies in Surrey and Kelowna. In 1980 over 100,0(31 repairs were made at a significant saving over the cost of purchasl new textbooks. The branch also administers the School Library Book Purchase!! under which a selection of books authored and published in B.c|| distributed free to every school library. Print Services Print Services is responsible for providing a complete range ofl specialized publishing services to the various divisions of the Mini of Education. Primary emphasis is on the development and publication of new and revised learning and learning-support , materials. The branch is also responsible for the development ofl publication policy, standards, and procedures for the ministry. Taj meet these objectives Print Services has organized a professional! manuscript development staff comprising manuscript editors, col editors, graphic designers, illustrators, proofreaders, and indexes Two major projects conducted by the branch during the year w the publication of Education: A Report from the Minister and tha Administrative Handbook for Elementary and Secondary Schools. Other projects include the newly-integrated language arts progra for the Correspondence Education Branch; the elementary handwriting and secondary physics curriculum guides as well as a English as a Second Language/Dialect Resource Book for the Curriculum Development Branch; the Boilermaking Manual for tj Post-Secondary Research and Curriculum Development Branch; a a series of French-as-a-second-language resource books for the sj Modern Languages Services Branch. Provincial Education Media Centre Provision of media materials to support the goals and objective!! ministry programs continued to be the major focus of the Provincl Educational Media Centre. Priorities in the past year reflected curriculum changes in secondary physical education, business education and elementary science, for which appropriate materia were acquired or produced, and distributed. Product informaticSI was provided through the development of annotated media resoi.: guides in the respective subject areas which aided teachers in i locating suitable programs keyed to the curriculum. One of the major activities of the branch during the past yeaml its involvement in the creation of the Knowledge Network of the West. PEMC administrative, professional and technical staff played] significant roles in the development of the network, and PEMC I facilities, equipment, and program resources were used extensiveli the preparation of the broadcast schedule. Another new development was the production of teacher in-all service video-tapes to assist in the implementation of new curriSI 40 Iffirst set of tapes accompanying a new secondary physical ication curriculum was tested in regional workshops and | ributed to all districts in readiness for local workshops. lire first catalogue for post-secondary institutions was compiled IRlistributed in the 1980/81 school year. Cross-indexed, it listed X) programs with specific application to courses offered by the leges and institutes of the province. The resulting 20 to 25 per it increase in demand for video-tape programs was met by Iffifying and shifting the video duplication centre from the naby Production Centre to the Richmond Distribution Centre. Lo-operation with the Correspondence Education Branch resulted he experimental distribution of sound filmstrips to primary grade respondence students and the development of a video-based logy course for use in small secondary schools, he evaluation and selection of appropriate media support terials has reached such extensive proportions that a co-operative pmgement with selected school districts has been developed. I^Sthis system classroom teachers are trained in evaluation icedures and criteria. Under the management of school district puree centres, teachers make preliminary selections of appropriate Igrams for final approval by materials selection committees Iblished by the ministry. IVISION OF INSTITUTIONAL AFFAIRS [he Ministry of Education's reorganization has resulted in the rouping and strengthening of a number of functions and services. ™few Division of Institutional Affairs, which was established rch 1,1981 and will become fully operational on August 1, 1981, is bsult of this process. l|BB3ivision is an outgrowth of the previous Administrative Services lision. In addition, several other significant tasks are being Hirerred to it, including teacher services, student affairs, and Bgy/school district liaison. he ministry's responsibilities pertaining to school district 'ernance, elections, boundaries, teacher salary negotiations, school ECres and the school year calendar will be administered by the I^Bivision. Issues relating to student discipline, attendance, pension and exchanges also come under its jurisdiction. Iffi establishment of effective two-way communication between muiistry and the field, the clarification of ministry policy to ool boards, and keeping the ministry informed regarding school Iffit concerns and issues, is the primary objective of the liaison -• In addition the division will, in response to school board Irasts, provide advice and consultation concerning governance, icy development and organizational practices. 41 Elementary 22.47 Teacher Services The principal responsibilities of the Teacher Services Branch include the certification and decertification of teachers, dismissal transfer appeals, and international and inter-provincial teacher exchange programs. The director of the branch also represents tl ministry on the Teachers' Pension Board. The number of teaching certificates issued during the last schoc year fell slightly to 3,677, reflecting a small decline in faculty of I education enrolment at the universities, and a reduction in both inter-provincial teacher mobility and teacher immigration. .17.82 .16.86 1962 1967 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 i June 1962 to 1967 (five year Interval*) — Depart Education Annual Report*. September 1971 to 1979 (single year Interval*) - Ministry ol Education FORMS J and I. Declining Pupil/Teacher Ratios The reduced opportunity for inter-district mobility, a condition! aggravated by slow growth or static pupil enrolments, has acceleni interest in teacher exchange. Over 250 applications for exchange I fellowships were received from teachers during 1980/81, of which) resulted in foreign or domestic assignments. The Teacher ServicSB Branch now administers 10 international and inter-provincial teacla exchange programs. Twelve B.C. teachers received exchange fellowships to Great Britain, 15 were placed in Australia, one in th United States, one in France, and one in West Germany. Four teachers and one principal exchanged positions with colleagues irj the province of Ontario and one accepted an exchange assignmei to Quebec. Sweden and the provinces of Manitoba and Nova Sco have agreed to exchange teachers for the 1981/82 school year. I Teaching Experience of B.C. Public School Teachers Percentage of Teachers by Years Experience Ik17-™ 7.9% £ 16.6°/ 17.0%^^^ 18.3% H 14.9%^— Years of Teaching Experience 0-3 4-6 Years & 15+ Years .. M 1975 1980 975 1980 1975 1980 1975 1980 1975 Source: Form J Sept 1975 -1980, Ministry of Eductl 42 b |S> branch is a so responsible for establishing boards of reference 1 review commissions, as required under the provisions of the 00/ Act, and processes transfer review requests. During the 0/81 reporting period, five Boards of Reference, three Review [Rjissions, and four transfer Review Committees were struck to iew teacher appeals. Teaching Assignments of New Teachers leaching Areas* Kindergarten 489 1 2991 Primary 1188 I 8121 Intermediate 1322 ■ 10047 tmenlary Special 290 1484 1 Agriculture 3 Art 65 j 565 ilness Education 93 1 922 ome Economics 132 [ 830 Guidance 16 450 Industrial 92 1 1220 BBBHaaaaM ■^^^^^ All Teachers 1980 I English 291 I 2358 ^^HK French 96 New Hirlngs 1980 1 759 M^zSim Ither Languages 10 I 163 Mathematics 197 I 2170 Music 35 367 Meal Education 198 I 1471 General Science 114 W127S Biology 22 I 321 Chemistry 14 260 Physics 13 [ 209 Social Studies 176 RLHJafli W, Theatre 31 I 328 alional/lndustrial 2 ess 23 Other 153 I 1810 condary Special 154 1 ~^^ 880 * Individual teachers can be teaching in more than one teaching area. Source: Form J, Ministry of Education 43 Certification of Independent School Teachers Total No. Teachers 1307 12.0% Certified by Ten-Year Clause 1416 1350 465% Certiltedby Inspector of Independent Schools,* 415% Certified under i. B.C. School Acts Spring 78 Spring 79 Spring '80 Spring '81 'includes Certified by Inspector with Restriction, Granted a One-Year Permit to Teacher, Volunteer Apostles and Teachers of Religion Only as well as a few applications not yet processed. Source: Independent Schools Branch, Ministry of Education 44 H the 1980/81 academic year, 115 schools with 19,624 pupils and ■ 6 teachers qualified for support under the terms of the Schools Voort (Independent) Act, an increase of six schools, 1,373 pupils , 66 teachers over 1979/80. [ uring the year 112 schools qualified for maximum grants of 30 per L: of the average per-pupil operating costs of the public school lifts in which they were located. This averaged $674 per pupil, lie other schools qualified for the lower grant level, which in 11/81 continued at nine per cent and averaged $200 per pupil, lints for the year totalled $13,022,306 payable in 1981/82. juring the spring session of the Legislature, two amendments to | Schools Support (Independent) Act were passed. The first made Wsion for the payment of partial grants on behalf of pupils who kiot attend the same school for the full school year. Previously, § y schools lost revenue because of the transfer of pupils both in lout during the year. The second amendment reduced the Iiired waiting period before new schools can apply for assistance ■<i five years to three. IBpty-eight schools were evaluated by external evaluation teams ing the year. Reports written by the teams to the inspector were |msed with principals and other school authorities. Although iiol evaluation remains a sensitive issue, the evaluation process cinues to be refined in order to satisfy the requirements of the tind at the same time benefit the schools to the maximum extent dble and in ways that fully respect each school's independence. Jfirluation process appears to be having a positive effect. In |E>n to formal evaluations, school visits for monitoring purposes h conducted. i inual data forms were extensively revised during the year, and tn on a new Independent Schools Information System begun with ■distance of the ministry's Data Services Branch. This new system, feof the overall School, Teacher, and Timetable System being kiloped by the ministry, promises to yield much useful nrmation on the operation of British Columbia's publicly- piorted independent schools. growing spirit of co-operation and mutual assistance between t'ic and independent schools was noted in a number of districtswtt pe and more independent schools are cblbperating in the Bilppment and operation of local and regional sports programs parts festivals, and more and more public school districts are ng available to independent schools their learning resource feres, transportation services, and psychological testing services. Rt 45 POST-SECONDARY DEPARTMENT The overall governance of the 15 colleges and six institutes wfl make up the post-secondary system is the responsibility of the Pc Secondary Department. The allocation of funds to the institutjdj carried out by three provincial councils. The department is responsible for policy review and analysis,™ monitoring of college and institute operations, the co-ordinatioB the development and administration of educational programs ami the general administration of the post-secondary system. It proyll staff assistance to the three provincial councils and maintains liaisi with other government ministries and agencies. The department consists of three major divisions and works clcj with the other departments of the ministry. One college was created during the year. Kwantlen College ] became the 15th regional college when Douglas College was divi; into two separate institutions. Douglas College is to continue send the north side of the Fraser River — School Districts 40 (New j Westminster), 41 (Burnaby), 42 (Maple Ridge), and 43 (CoquitlaraB Kwantlen College will serve the area south of the Fraser comprisi; School Districts 35 (Langley), 36 (Surrey), 37 (Delta) and 38 (Richmond). The launching of a three-year funding assistance program to establish women's access programs was another highlight of the ;a DIVISION OF MANAGEMENT SERVIC Management Services consists of three branches: Operations^] Planning, Institutional Support Services and Trades and Industrial Training which includes industry-based training. The division's major functions are to provide administrative services for the Post-Secondary Department; manage the allocaral budgets, both operational and capital, to the colleges, institutitSI and councils; co-ordinate, monitor and evaluate the developmerd the post-secondary system, including facilities, programs, policral procedures; maintain liaison with other government ministries an departments (provincial and federal); plan for manpower purchBI and training plans; develop institutional planning and establish ar evaluation process, and to fund and administer student aid progrjs The division's manpower training section is primarily responsijjl for facilitating the operation of the Canada Manpower Training! Program in the province. During 1980/81 the Canadian Employml 46 iimigration Commission spent approximately $39,000,000 to base training in the province's vocational training system. With Increasing demands for funds for specific manpower needs, the tion has responded positively to ensure that the federal gernment moves to expand English language training and establish Iffljaining for Native Indians program successfully. Through a fecial North East Coal Training Advisory Committee, the division is [(working closely to develop a policy for meeting the labor lljwements of this major development. [iterations and Planning lajor initiatives by the Operations and Planning Branch in the f!)/81 academic year were in the area of five-year planning and lire projections for the college and institute system. Projects given |ftiority included the analysis of sector-wide five-year operating elget forecasts (utilizing submissions completed by 17 of the 20 |l|htions), assessment of budget impacts of capital facilities plans, n the review of educational plans submitted by institutions. mong the operating tasks undertaken by the branch were the kew of institutional by-law submissions and operating capital wests as well as the preparation of materials relating to the |mtive program and to the post-secondary policy manual. ititutional Support Services srmed in December, 1979, the Institutional Support Services inch was assigned three major areas of responsibility: budget co- pination and institutional analysis, management information hems development, and student financial aid. hie implementation of the Colleges and Institutes Act which B?ned budget allocation responsibilities to appointed provincial bncils necessitated a change in the budget process and increased ir required analysis of institutional operations. The branch provides t: support to the councils, and develops system and institutional- |cj.fic studies in preparation for budget allocations. major development in 1980/81 was the full implementation of p Post-Secondary Activity Classification System in the colleges and pvincial institutes. This improved classification system was jd for both the monitoring and budget allocation processes, pall clerical staff was established to collect enrolment, |vk-load and financial data from the institutions kor projects were instigated to improve f ittitional and ministry data systems. i the area of student financial aid, It responsibility for the Student H'ices Branch was assigned to |jmtional Support Services, f1 a policy review process Kwantlen College Opens New Kwantlen College S.D. 35 Langley 36 Surrey 37 Delta 38 Richmond New Douglas College S.D. 40 New Westminster 41 Burnaby 42 Maple Ridge 43 Coquitlam was begun in November, 1980. The objective of the review was tl assess existing policy in the light of changing enrolment patterns, other new requirements of students seeking financial assistance. I addition, a study by the B.C. Systems Corporation began which ii expected to improve the processing capability of student service! to produce more timely and comprehensive management inform Trades and Industry Training Many, but not all of the post-secondary institutions of British! Columbia were involved in the delivery of full-time in-school training to the 16,000 apprentices registered with the B.C. MinisfJ Labour. Apprentices return to school for four to eight weeks in e year of their apprenticeship. Eight hundred and forty-seven full-n apprentice classes were conducted by the college system in 1980] the highest number on record and an increase over the previous I year of more than 28 per cent. Some 55 per cent of the apprentk who returned to school attended the large Burnaby Campus of til Pacific Vocational Institute for training. With increasing frequency, industry in British Columbia has beil seeking the assistance of the college-institute system in the production of skilled workers and in addressing the bothersomell shortages of skills that exist in the labor force from time to timt»l colleges and institutes had been expanding industry services on s cost-recovery basis as a means of assisting employers to train and upgrade employees. Provincial industrial training consultants are.ll housed in selected colleges throughout the province to assist I employers with the development of training plans. These provincl consultants work closely with counsellors in the Canada Emplowl centres. During 1980/81, some 13,000 persons were trained in j industry in B.C. under the Canada Manpower Industrial Training Program with the employers recovering a substantial share of vS| from the federal government and receiving assistance with the training from the college/institute system. DIVISION OF PROGRAM SERVICES Over the past year, B.C.'s college and institute system achieve new level of maturity, evidenced by the new programs being proposed, consolidations occurring and redundant offerings bell phased out. Seventy-one programs new to the proposing institffll were approved and subsequently funded by the appropriate crS| Probably two of the most exciting additions to the programs occurred in the north and in the interior. Northern Lights Collegj was given approval to offer aircraft maintenance and Cariboo i College was granted approval and funding to start the province'sr 48 lam in animal health technology, jivo rather substantial supplementary funding plans were U jemented. Early in the fiscal year the minister announced his ^cial Initiatives Grant, a $4 million increase in funding to colleges IIinstitutes to tackle the twin problems of unemployment and IJequate labor supply in specified areas. Following extensive a lysis of institutional requests, funds were allocated to institutions iollows: Lower Mainland, $1,929,932; Vancouver Island, $504,785; linterior, $532,821; the North, $445,284 and the Kootenay's, [#178. the second funding supplement was for Women's Access. Some $3,000 was given to colleges and institutes in the first phase of a Eje-year plan to expand educational opportunities for women thughout British Columbia. IjQring the last three years the division has supported a variety of Iffiives for the establishment and maintenance of a system-wide pgram of professional development and institutional renewal for tl colleges and provincial institutes in the province. Efforts in 10/81 were concentrated on the preparation of facilitators who are bned to give instructional skills workshops at their own institutions. pr 142 instructors have completed this training and the program is fining successfully at many of the institutions. pi co-operation with Capilano College a teaching techniques series p'ideo-tapes and booklets was produced. This series provides an boduction to various aspects of teaching through the use of real Bractors in spontaneous learning situations with their students. he Management Skills for Supervisors Program, originally a eloped at the request of business and industry, is now available badministrators in the provincial system. mm 49 Academic/Technical The Academic/Technical Branch has the responsibility for assesii provicial needs, assessing new program proposals, and making funding recommendations to the appropriate council. The brand! divided into four major program areas: health, human services a| fine arts, business and science, and technology. One of the major accomplishments of the branch during the ye was the completion of a Task Force Report on Technological TraJ in Engineering, Health Science and Related Fields. A variety of recommendations were made concerning the need for new graduates in all areas of technology and the distribution of programs within the province in order to meet regional and industrial needs. The report also included a number of recommendations concerning standards and governance. This i-9 was released to the public in late June, 1981, for comments and j criticisms. The Academic/Technical Branch's curriculum projects included assessment process for long-term care; a counselling package fol Royal Nurse refresher program, an in-service package for instruefl who will have handicapped students entering their classrooms, an competency profiles for the social service programs, the licensegl practical nurse program and the dental auxiliaries program. Vocational Programs The Vocational Programs Branch of the Program Services DivfS| was actively involved with the Schools Department in the implementation of the Career Preparation Program for high schoi students. Extensive liaison occurred in establishing linkages in the' development of a laddered concept of program delivery betweffl| secondary schools and colleges and institutes. Three articulated* programs were developed and more will follow in the coming ye, A great deal of other vocational curriculum development occuK during the year, but the major accomplishment was completioi™| the new modular format for welding training. Final acceptanceffl| new format and instructional process marked the end of a long arduous journey, the result of which should be greater producfS| and greater access to training. 50 I larch and Curriculum Development Mbranch completed a number of program outlines in fields ffing hospitality management, welding, core drafting, aircraft itenance, dental auxiliary training, diamond drilling and practical llflg- In addition, individualized programs in adult basic t:ation, mathematics and communications, and a Canadian Iffiints anthology, were developed. ;ogram Research assisted East Kootenay Community College, i:hern Lights College, Selkirk College and the College of New jjdonia with surveys and reports on their regions, and piloted a Iffiuing vocational follow-up system on three colleges: Malaspina, a Kootenay, and Camosun College. A version useful for the entire k system is now being developed. IBnler studies involved a women's access study for Northern limlollege, a study to ascertain demand for junior computer tt;rammers, and a number of curriculum validations and job IBs studies. 3VISION OF CONTINUING tuCATION ie 1980/81 academic year marked a decade of steady growth and Ifficant change in school district, college and institute adult Btcation programs. Policy statements on community and general Brest education, adult basic education and vocational education Blither adopted by the Ministry of Education or are in the final Res of development. ■Sessional development initiatives included the production of an iwidualized adult education instructor training program, a Brinuing education progammers manual and handicapped Ivreness materials for use during the International Year of Disabled ISBs. The first conference on lifelong learning for trustees, college cd members and professionals was held in the fall of 1980. IrKulation of continuing education programs and institutional ps were two other areas of concern which received attention. A e>rt on the Douglas College articulation with school districts was Based, providing an example of role clarification. Selkirk College I the surrounding school districts also initiated program Iffition projects. iuring 1980/81 the Division of Continuing Education continued to II with the colleges and school districts to initiate, support and pove the quality of adult basic education and English language piing. The Continuing Education project system was used ;f rtively by many institutions to undertake needs assessments, Wilop curricula, and implement innovative programs and delivery y:ms. 51 Two major curriculum development projects were completed during 1980/81. One resulted in the publication of a document entitled ESL for Adults: A Curriculum Guide, while the second | produced two publications, Adult Basic Literacy Assessment Kit,Wt An Abridged Bibliography to Accompany ABL: Curriculum and! Resource Guide. It is expected that these documents will have a > significant impact on the quality of education in these program aa In the area of adult special education, with 1981 being design™ as the United Nations International Year of Disabled Persons it wir appropriate that the division undertook a number of special initiatives. A draft ministerial policy was distributed for discussion! a special fund was established to assist post-secondary institution!! introduce or expand services and programs to the disabled aduffl^ In the area of part-time vocational training, it has been recogml that the demographic profile in British Columbia is changing. As result, there will be a lower percentage of the population in the - 24 years of age group, which constitutes the majority of full-time Continuing Education Student Course Registrations by Program Type, 1980/81 225,223 Student Course Registrations High School Completion 0.3% Q Academic Upgrading 2.3% English for New Canadians Community Education Vocational 34.0% General Education 45.7% 178,548 5.4% High School Comal 2.1% Academic Upgradir I 5.0% English for New CaB 23.5% Community Educatl 15.0% Vocational 49.0% General Education Colleges and Institutes School Districts Source: 1980/81 Continued Education Annual Report (CE 120) 52 JJ ents enrolled in vocational programs, and a significant increase i e percentage of the population between 25 and 40 years of age, /I will require access on a part-time basis to learning opportunities Blow them to upgrade their present vocational skills, and to gilop new ones. To enable the continuing education system to !t these demands, the ministry has initiated the development of a |:y on part-time vocational training. 53 POST-SECONDARY COUNCILS Under terms of the College and Institute Act three councils — Academic Council, Occupational Training Council, and Managa Advisory Council — allocate funds provided by the ministry to t community colleges and provincial institutes and advise the Mm of Education on non-university post-secondary education matter ACADEMIC COUNCIL The Academic Council has responsibilities for academic progr; designed for university transfer, career-oriented technical progr; and certain vocational programs given by the community college and provincial institutes. It examines budget submissions and programs proposals from these institutions, makes funding recommendations to the minister, and allocates the funds availS the institutions. In 1980/81 the Academic Council set high priority on encouraj the individuality of each institution, while at the same time ensffl that overall provincial needs were recognized and met. It increa its knowledge about the unique characteristics of each institute visits, careful perusal of annual reports and five-year plans, anaffl of statistics gathered by the ministry, and several research projeo students in academic and career-technical programs. The council enlarged the scope of its knowledge of employna market needs through the work of its advisory committees andffl attending conferences and hearings where federal, provincial, an local needs and programs were discussed. An Arts Advisory Committee was established during the year, ill the Health, Computer/Data Processing, and Recreation CommrfflB continued to provide critical suppport to the council. The orderly transfer of credits between post-secondary institifflB was actively fostered by the council's continued support of the 3 provincial articulation committees. Instructors from these acadenl and career/technical programs meet once or twice a year to reSB any questions relating to transferability. OCCUPATIONAL TRAINING COUNH The Occupational Training Council's function is to review 54 I national programs, existing and proposed by the colleges and |ffies. After a review of proposals, the council makes Immendations to the Minister of Education with respect to I ing. When the minister has established the amount of money to nade available, the Occupational Training Council allocates the (able funds to the institutes and colleges for the programs for l:h it is responsible. II Occupational Training Council, having completed its third full I of operation, has become more familiar with the processes and ■edures required to examine both program proposals and |Sjal considerations. Its nine consultative committees — for Jffiture, communications and public utilities, construction, |5y, hospitality, marine training, metal fabrication and ufacturing, mining and smelting, and transportation — provide ce regarding manpower needs and related matters, ie council continued to operate and expand the popular puter-based CHOICES program which assists school and college isellors in providing career counselling. rVNAGEMENT ADVISORY COUNCIL he major functions of the Management Advisory Council are to ew and co-ordinate the financial requests for the operation of Instructional programs such as counselling, library, |l8ffistration, and facilities, to make recommendations to the l^er regarding those requests, and to allocate funds when they llmanted by the government. he council is empowered to establish committees to examine Icial matters and relies heavily on committee work. This year there |Kive such standing committees — for capital facilities, executive iters, finance, library management and personnel. h the last two years a system of collecting, reviewing and Bfibling the various capital requests has evolved. The culmination :he process was the production of the Second Annual Five-Year hning Document. » policy with regard to escalation of project costs was adopted ing the past year by the Management Advisory Committee. pMionary increases are now monitored by using a suitable index, |.?are increased regularly to reflect the "current" dollar cost by l$fct' he primary role of the finance committee is to prepare for broval of council annual budget estimates and allocations in the hport service areas for all provincial colleges and institutes. In iition the committee continued to monitor and advise on the |K>pment of management systems, procedures and services liirable to provide information on the college and institute system. 55 The library management committee oversees the management < the B.C. Union Catalogue which is administered by Vancouver ] Community College on a fee-for-service basis. The catalogue was made available in January, 1980 and uses the University of ToronS UTLAS system. The 28 libraries using the catalogue include the 1 universities, colleges and institutes, and a number of specialty ': libraries. Studies of the feasibility of developing a B.C. Library Network I with computer facilities in B.C. are being undertaken by the Prog Planning Centre with the Management Advisory Council havingfl responsibility for funding. 56 IJCATIONAL FINANCE IPARTMENT lie Department of Educational Finance is responsible for advising Iffiinistry on financial and budgetary matters and for developing ii maintaining financial systems which support the delivery of wcation programs and the provision of facilities. The department trfaces with the central financial agencies of the government to oi.ent the ministry's immediate and long-range fiscal needs, and to -eond to central financial management requirements. The jiartment is responsible for the ministry's financial arrangement IHther levels of government and educational agencies. lie Department of Educational Finance is organized by llffiisibility into four divisions: The Division of the Ministry Cnptroller, with responsibility for ministry financial management, :hDivision of Schools Finance and Facilities and Post-Secondary p nee and Facilities, with responsibilities for the provision of hidings and equipment throughout the province, and the Division educational Finance Research, with responsibility for the instigation of major financial issues facing the system. The latter w just being staffed as the year ended. In addition a branch of Biget Development was established to assist in the preparation of HBmistry's first zero-based budget. epartmental responsibility for financial management was aanced at the beginning of the year with the implementation of pcomputer-managed financial information system. Long-range alining objectives were served when five-year planning systems lijejpped by the department were used in co-operation with the btral financial agencies to strengthen ministry and government iiincial planning in support of education. Iwartmental endeavors to improve budgetary and financial prting processes continued to produce more effective methods W procedures, thereby increasing the ministry's ability Miscellaneous lexercise appropriate expenditure control and Buuntability. Over the year considerable effort W devoted to working out satisfactory financing aingements with the federal government for Irbilingual education and English-as-a-second- a;uage programs. The department initiated Bfflnations into ways of improving the local sool taxation system and into revisions to tl schools capital financing system. The Silts of these examinations should be < wn in the next fiscal year Sharing the 1980 School District Budgets Provincial Funding I Property Taxes Residential (net of Home Owners Grant) Sourc«: 1980 School OI*lrtct* Composite Budget, Mlnlilry ol Education 1960/81 Eitfmate* Book, B.C. Aiess merit Authority 37.1% Direct Provincial Grants Sharing the Costs of Education in $ millions $297.9 Property Taxes (Net of Home- Owners Grant) $92.0 I Home-Owner ftSrant $460.2 Direct Provincial Grants 1975/76 76/77 77/78 78/79 79/80 Source: School District Composite Budgets, Ministry of Education Estimates Book 80/81 DIVISION OF THE MINISTRY COMPTROLLER The Division of the Ministry Comptroller is responsible for thai development and maintenance of effective internal financial reporting and control systems. The division maintains liaison with various branches of the MifflO of Finance, including the Comptroller-General's Office and Treastafl Board Staff, regarding matters of finance and financial administrated In addition, the division is responsible for liaison with the Auditors] General's Branch regarding expenditure audits. It is also responsiti? 58 Hnistry accounts, monitoring and maintaining records of all ^itures, transfer of funds, payroll and internal audit. It arranges K distribution of monthly financial management reports to all ^ability centre managers who are responsible for budgets, ling the 1980/81 year, the division completed a major project lie successful implementation of new financial management ro, introduced new procedures for budget preparation which :d in the development of the 1981/82 estimates submission, Iiced new reallocation procedures, and concluded a project on Btion of authority. Late in the year the reorganization of the iwy placed new emphasis on the need for the division to gtrate on developing comprehensive internal accounting is and identified the need for a strong internal audit capability. VISION OF SCHgOLS FINANCE IP FACILITIES Result of the reorganization of the Ministry of Education ing the last school year, the former Division of Facilities Services the Schools Finance Branch were combined to form the Schools mce and Facilities Division. The new division is responsible for ffioring the expenditures of capital and operating funds and for co-ordination and development of capital budgets for building pica! facilities in all school districts. W division also assumed responsibility for the pupil conveyance Ransportation assistance program, formerly under the direction ^sDivision of Administration Services. nee Ire main function of the Schools Finance Branch is to provide ■Pal assistance to school districts through consultation and Mg activities associated with capital and operating budgets, ^activities include analysis of budget requirements, calculation E|tructional unit values, advice to government on a variety of ping levels, recommendations for school property tax mill rates the calculation of educational grants payable to each school fict. :hool expenditures for the 1980 calendar year exceeded $1.2 bn. The table on the following page shows how operating and ital costs were shared between the government and school ricts. (The same table also shows sharing between the government colleges and institutes and the amount the government tributes to the Teachers' Pension Fund). Eenty-eight capital expense proposals were processed between 1,1980 and June 30,1981. Capital Expense Proposals provide Bring authority to the school districts for the acquisition of 59 capital assets. The actual cost is met by sale of debentures throuj the British Columbia School Districts Capital Financing Author™ In 1980/81 the branch continued the process of developing fivj year operating budget projections and a system capable of generating key management indicators. These indicators provide both ministry and school district officials with measures of management efficiency not previously available. OVERALL PROVINCIAL - LOCAL SHARING RATIOS 1975-76 1976-77 1977-78 1978-79 1979-1 19818 Schools Shared Operating Costs Prov. $396,165,710 $443,847,507 $485,802,995 $500,441,713 $561,126,637 $616,377,466 $ 740)1 Loc. -112,983,794 187,528,964 227,198,892 300,183,304 308,710,718 335,067,677 424, ,t Total $509,149,504 $631,376,471 $713,001,887 $800,625,077 $869,837,355 $951,445,113 $1,175jf Schools Local Cost Prov. Loc. Total $ 0 133,341,259 J,.$133,341,259 $ 0 123,871,918 $123,871,918 $ 0 94,866,24 $ 94,866,24 $ 0 90,831,161 $ 90,831,161 S 0 99727,036 $ 99,727,036 $ 0 126,066,514 $126,066,514 $ 219, J] $219,3) Schools Capital Prov. Loc. TotaJ $ 38,722,390 37,995,435 $ 76,717,725 $ 44,414,937 39,579,472 $ 83,994,409 $ 53,007,778 44,488,121 $ 97,485,899 $ 59,994,896 47,220,653 $107,215,549 $ 64,957,220 51,174,954 116,132,174 $ 69,177,738 57,025,006 $126,202,744 $ 76,? 68 J 5145,-4 Teachers' Pensions Prov. Loc. Total $ 22,300,000 0 $ 22,300,000 $ 29,200,000 0 1 $ 29,200,000 $ 38,300.000 0 $ 38.300,000 $ 40,600,000 0 $ 40,600,000 $ 40,470,000 0 $ 40,470,000 $ 68,765,000 0 $ 68,765,000 $ 83,11 $83| Colleges and Institutes Operating Prov. Loc. Total $ 86,000,000 13,589,000 $99,589,000 $105,180,000 16,800,793 $121,980,793 $117,901,000 18,328,900 $136,229,900 $147,475,757 23,149,725 $170,325,482 $188,958,367 0 $188,958,367 $213,056,584 0 $213,056,584 $253/3 $253,3 Colleges and Institutes Capital Prov. Loc. Total $ 9,000,000 0 $ 9,000,000 $ 8,000,000 0 $ 8,000,000 $ 7,296,620 0 $ 7,296,620 $ 5,000,000 0 $ 5,000,000 $ 19,750,000 0 $ 19,750,000 $ 26,750,000 0 $ 26,750,000 $ 38.JJJ $ 38il Total (excluding Universities) Prov. Loc. Total $552,188,100 297,909,488 $850,097,588 $630,642,444 367,781,147 $998,423,591 $ 702,308393 384,882,155 $1,087,190,548 $ 753,512,426 461,384,843 $1,214,897,269 $ 875,262,224 459,612,708 $1,334,874,932 $ 994,126,758 518,159,197 $1,512,285,955 $1,193,13 71231 $1,90531 % of Prov. Total Loc. (excluding Universities) 64.96% 35.04% 63.-16% 36.84% 64.60% 35.40% 62.02% 37.98% 65.57% 34.43% 65.74% 34.26% IS Facilities The Schools Facilities Branch continued the task of assisting scrjl boards in the preparation and processing of capital budgets. Members of the branch visited school districts to provide consultation on site acquisition, building standards, safety and fire protection improvements and other matters. The division approved 681 building projects during the year. TH projects recognize a significant change in the schools capital seen: Though overall pupil enrolment continued a slow decline, elementary enrolments increased. This is particularly evident infll such as the Lower Mainland, Vancouver Island and certain intefflr districts. The 1980/81 capital activity included a number of Sectior 217's (emergency funding) and mid-year Capital Expense Propo^ 60 iditures for 1980/81 fiscal year: $ 9,898.459 96,656,098 t 9,424,779 9,690,683 $125,670,019 ^cations are that elementary enrolment growth will continue for ^foreseeable future. New facilities will be needed and the Iffisment to upgrade aging facilities to current standards will Ijmue. Pinewood Drive Elementary School, Delta IVISION OF POST-SECONDARY MANCE AND FACILITIES Ihe Division of Post-Secondary Finance and Facilities was formed ling the year through the amalgamation of its former separate i ncial and facilities services. Having the approving and funding ISpsibilities in one unit undoubtedly led to a more efficient and lictive process. fiance Curing the year the Finance Branch continued to play an effective ijffi support of the operating budget system (Post-Secondary Wity Classification Structure), and the capital budget system (Five B Capital Plan). Ijsstance was given in budget support work to the Management '"isory Council and the Ministry Standing Committee which, o:ther with the Academic and Occupational Training Councils, are eonsible for reviewing, and making recommendations on college u institute budgets. 61 1 The branch's involvement continued in the cost-sharing arrangements between the provincial and federal governments 1 related to post-secondary education. Facilities With the space inventory system well established, the FacilitieS Branch emphasis began to move towards obtaining better utilizatj of existing space. It will inevitably lead to a larger proportion of capital funds being channelled into renovations and alterations^ existing premises and a lesser proportion to new space. The preliminary data base for a simple computer system to control sp;j use is complete and will likely be put into operation next year. I During 1980/81, 17 major capital projects were approved withral total value of $47 million, and a further $7 million was approved™ variety of renovation and public works projects. Northern Lights College, Fort Nelson Campus PVI Electrical Training Centre DIVISION OF EDUCATIONAL FINANCE RESEARCH This division has just begun operation as the year covered bum report ends. Its major assignments include an investigation of she and long-term revisions to the educational finance system for I schools, research connected with potentially new school distrieB budget systems, and research related to federal-provinical fiscaH relations in education, particularly in the post-secondary sectoB 62 lNAGEMENT operations 'ARTMENT I e Department of Management Operations was created in nary, 1981 as a result of the reorganization of the Ministry of iation. It is charged with providing leadership and direction to foolicy and management processes of the public education lip. The Department contains four divisions: Operations and kagement Services, Data and Information Services, Policy and liSive Services, and Research Services. Operations and Itagement Services came into existence at the end of the year ft; Research Services will be established next year. The other two IRs were operational and transferred to the department from tlr areas of the Ministry. Iirjng the past year, the existing two divisions concentrated on (ning the revision of the School Act and Regulations, ISjIdating the policy formulation of the ministry, and developing ■Implementing many new data systems. ■Bury Board, Government Employee Relations Bureau, the tl c Service Commission, the B.C. Systems Corporation and the ■Mjlding Corporation were the central agencies of government pved with this department in the discharge of its responsibilities. Ith the addition of the Operations and Management Services and parch Services Divisions, the department will be able to become Braitally involved in the management systems development and ■:, as well as longer term planning for optimum resource Iffions. II/ISION OF OPERATIONS AND 8VNAGEMENT SERVICES e Division of Operations and Management Services is newly Wed and is to provide conceptual, analytical and operational Ipqrt in the development and implementation of ministry telgement processes and a strategic overview in the design of the aius systems. Haccomplish these tasks the division incorporates three branches, pagement Services, Personnel Services and a Project Planning (ere. Wiagement Services W- function of the Management Services Branch is to develop and h|!ment a wide variety of management systems and related tools 63 including system-wide planning, assessment of the performance! financial and administrative systems, monitoring and forecasting systems for ministry and field-related operating budgets, comprehensive auditing and program evaluation systems and a I corporate plan for management systems. The main thrust of the branch is to play a leadership role in th ! development of ministry-wide systems and mechanisms for the stl and effective management, administration and direction of prowl education as led by the ministry in its co-management mode witHu field agencies. Personnel Services The function of the Personnel Services Branch is to provide a broad range of recruitment and personnel management serviciS assist in the development of an efficient and effective work forceo to ensure that ministry personnel practices and policies conform I applicable legislative requirements and the regulations of the Pule Service Commission, Treasury Board and the Government Employe Relations Bureau, as well as the collective agreements in effect.Bl branch also provides personnel consultative services to all minist ? officials in terms of staffing and recruiting, classification, organization, grievance and collective agreement administration! labor relations, training and staff management. During the past year a major focus of the branch has been its! participation in the development and implementation of the new : ministry organization. In other areas of responsibility the branch is progressively assumed much greater responsibilities for staff recruitment and selection, in accordance with the general Public : Service Commission policy of delegating staffing functions to ] ministries. Increased responsibilities have also been assumed for job anaftl position classification reviews and staff development, mainly as a result of increased decentralization of these former central agenci functions. Project Planning- Centre The prime function of the Project Planning Centre is to offer project management expertise, tools and techniques for planniral and controlling computerized and non-computerized projects to ensure that they are developed on time, according to a clear plai and to meet specific objectives. Between 20 and 30 major projects are being managed by the centre at any one time. In the 1981/82 year these included, CHOICES, Career Preparation, Instructional Use of theMicrocrSl a Publication Services Project, College and Institutes Capital Equipment Inventory, Traffic Safety Project, Ministry Financial Management System, B.C. Library Network, Occupational Trainin; 64 i ncil Requirements Analysis and a Word Processing Project, ie direction of each project is determined by a project review jllmittee. Representation on these committees was very wide and njded people from school districts, colleges and institutes, officials Hie Ministry of Education and other provincial and federal |»rnment departments, post-secondary councils, unions, and the I Systems Corporation. tie project planning centre also prepared discussion papers and Isffit reports, facilitated the preparation of contracts for IMltants and served as an information centre on project progress. [IVISION OF POLICY AND ICISLATIVE SERVICES uring the 1980/81 school year, the complementary services of acy development and legislative services were joined to form one iision. Policies are derived from existing legislation. The need for |iK>licies causes changes in legislation, and changes in legislation m;e possible the development of further policies. The research Imped with both policy and legislative development is very lj^ related. In addition to their being complementary, both pices require continuing and intensive liaison with other ministries ii organizations about legislation and the policies which can be pved from it. ie legislation developed in the spring of 1980 came into effect jTOroclamations in the fall of 1980. The amendments to the ioo/ Act include improvements in the grievance and appeal picedures for teachers, designed to provide increased informality III at the same time protecting teachers' rights; permission for pool districts to assist in the costs of educating a student outside f province; the setting of December 1 as the date on which new ■■trustees assume office each year in order to parallel the Bmeipal Act; and giving the power to cabinet to determine the kuneration received by trustees rather than having the amount kby legislation. i unique and major influence on the development of legislation Iroplicies during the year was the Minister's 1980 Fall Tour. The ■MSrian Smith visited each region of the province to determine Bhtthe people of the province want and expect from the (rational system. He held 41 public forums and 19 meetings with j^'ts. Notes were made of all oral presentations, and where ffically possible, the presentations were recorded. Nearly a ihsand written briefs were analyzed. The 2,700 specific issues that pi;e were divided into the following categories: Curriculum and Bited Issues, Pre-Service and In-Service for Teachers, Personnel ■Irons, Children with Special Education Needs, Material Support, En 65 I rt an Independent Schools, and Major Concerns (which included discipline, multiculturalism, the financing of education; scholars!? awards, government examinations, libraries, access to student records, and parental involvement in schools). This information I been used, and will continue to be used, as a guide in the development of legislation and of policies. Following the tour, policy changes were made which did not 1 require changes in legislation. There have been, for example, changes in the policies governing approval for capital expenditures space allotments, and in prescribed and authorized courses. The policies in the new Administrative Handbook for Elementary and ' Secondary Schools were particularly influenced. In some instances* the message from the forums was to leave certain policies aloneM Some amendments to the School Act were made in the spring c 1981 and more will follow. The minister can now establish the methods and the symbols to be used in reporting pupil achievemerr In addition, the Independent Schools (Support) Act was amended 3 that independent schools can now register for grant purposes at tl end of three years instead of five and a new pupil equivalency j formula was worked out to replace the former minimum 135 daysill attendance rule. One theme which will be of great significance to this division | emerged with regularity during the minister's fall tour. It is the nenJ to reassess and reaffirm the mandate of the public school system. . During the next year this is likely to lead to the development of ni' legislation and of the policies which can be derived from it. Reseats to support this major effort has already begun. Finally, the regulations to the former act, The Public Schools Act has been updated and revised. DIVISION OF DATA AND INFORMATION SERVICES The Division of Data and Information Services co-ordinates ministry-wide activities in the areas of data operations, data projec development, system assurance, system security. Statistical ServiSI Information Services, the Ministry Library, and public relations. Ml major mandate is to develop policies, standards, systems and processes which meet not only the general operating data and 1 informational needs of the ministry and its field delivery systemSJ agencies, but also to convert this information into a managemerMJ resource for purposes of analysis, decision making and strategioJJ planning. To fulfill this mandate the division co-ordinates the functions of the Data Services Branch, the Information Services Branch and the Ministry Library. The division provides data and information services required by 66 ir ■ffliistry for cost-effective planning, administration, and the aigement of the education system. With the data-related side of Mandate, the division interfaces with the B.C. Systems ooration, the B.C. Research Council and other government and 3 government organizations involved in data services. It also co- Kites with Statistics Canada, the B.C. Statistics Bureau, and the lies committees of the Council of Ministers of Education, a da. In its information-related functions, it is the Ministry's lisentative with the Government Information Services and the j c media. /najor responsibility of the division is the custody and release of Itmation. Because of changing technology, the Data Release iV, which explains to other jurisdictions and organizations how hs can be obtained to current and historical data, is continually pr review. A major revision was undertaken in the past year to re judicious access while at the same time protecting individual j , to privacy. a Services H; year marked the reorganization of the responsibilities of Data !r:es into three distinct areas: data development, data operations Btatistical services. The major function of the branch is to collate these three areas of activity and provide overall data t.es to other ministry branches. It acts as the central contact pcding technical assistance to the ministry, school districts, and bisecondary institutions, assisting in computerized system bopment, processing data and providing management reports, piical analyses and publications. Data Services also monitors the BMf's computing charges and identifies cost-saving procedures or Rfflient. 1: Data Services Branch identifies management information brements, ensures that systems are developed and integrated to e those needs, processes data in the most expeditious manner, provides the capability to generate special reports and analyses b ;mand. pi Development U Data Development section is responsible for determining and p-'dinating the data requirements of ministry program areas and tr educational agencies and for improving data and information smse capabilities and data bases. During the year the section Mnued its work with the B.C. Research Council and the B.C. 'Srns Corporation in the enhancement of present systems and the opment of new systems to meet the ever-increasing demands If nd complexity of, information needs. {ensuring the application of established procedures, ©mentation and integrated systems design, compatibility and p 67 non-overlapping data collection throughout the ministry is achiea To this end, a data dictionary was initiated as well as a ministry fS catalogue. For the past year, system development by the Data Services Bra has concentrated on the entry and retrieval of schools data throifl STATS (School, Teacher, and Timetable System) which will replacl Forms I, ) and K (enrolment, teachers and course organization j forms). In addition, the manual editing of forms has been reduce eliminated because computerized editing is conducted as the dal entered at a terminal. File structures have been redesigned to aim the use of data elements in various files simultaneously, improves the reporting capabilities. In addition to STATS, other system projl were developed for independent schools, special education, and personnel services. Data Operations A goal of the data services branch has been to provide all useffl with direct access to data. Modern technology is making it ever rr possible for "users" to have this direct access to data banks, enter] and retrieving data at will. During the year hardware was set up u various parts of the ministry to provide this direct access. For example, a Northern Telecom 445 processor with five data entryH terminals was installed to allow data entry and retrieval of Septeffl 30 schools data from the STATS system by November as opposed! February in previous years. This faster turnaround will allow Da™ Operations to provide management information in a more timely manner. This ease of access, however, has made it even more necessafjBJ control the quality of the data being entered, and to achieve a hiii level of data security. New systems, therefore, have been designs: with sophisticated editing capabilities. A data security system guar access to data and logs daily which user obtained access to, or tri< to obtain access to, particular files. Statistical Services The Statistical Services section provides statistical and analytic™ services for the preparation of studies, reports and surveys. DurHL the year it was decided to cease distributing large numbers of copa of statistical tables. In their place a service has been provided ] whereby the specific needs of ministry managers or individuals ors groups in the school districts or post-secondary institutions are mi In the past year examples included a detailed analysis of a kindergarten testing program, a report on the hiring of new teach's and an analysis of the implications on the teaching force of curriculum changes. The installation of new terminals and redesigned file structures* 68 Jo STATS development has given a greater capability for ding to requests for data and statistical analyses. An indexing Imd a statistical library were designed and organized allowing raentification of existing statistical reports and programs, and Ring any duplication of service. lhange in the character of the functions provided by Statistical ices underlines the radical changes which are taking place in the if information. The change tends to be from "what is or what |ffi>wards "what will be if." With correlation of files and the ling ease of direct access to data, the Statistical Services Section ling the ground work for even more specialized and JSicated applications which will assist the ministry in policy ■sis and decision making. urination Services e Information Services Branch in 1980/81 continued to serve the istry's requirements in maintaining internal lines of Imunication and providing the public with information about [ilopments in education. [ratal of 64 news releases were issued during the year and articles IKiture stories were developed for the monthly publication, lation Today, which again won an award of distinction for Iraon publications in a U.S. competition. The annual report for /80, produced by the branch, also received an award of ■Bon. Irastaff newsletter, Bonus, was expanded during the year to rde special reports on various ministry branches as well as Iffing on events and personalities in the ministry. Iffier Information Services activities included support, through [s releases and articles, for the public and professional forums IBiroughout the province by the minister, as well as publicizing [inauguration of the Knowledge Network of the West and the Ipjroject on the use of microcomputers in the classroom. Brodition. Information Services mounted an ambitious exhibit at |>©:ific National Exhibition featuring a display and demonstrations rhe use of microcomputers in the classroom. The branch also td as co-ordinator for a major PNE exhibit by several colleges and limes. [formation officers in the branch maintained liaison with school ■IMS, colleges, institutes and others in the field of education 1 ugh professional associations such as InformEd, the National pol Public Relations Association, National Association of State nation Department Information Officers, and the National lircil for Community Relations. ie branch continued in 1980/81 to provide editorial and graphic pices to other sections of the ministry, and published a series of THres and pamphlets to this end. 69 Ministry Library During the past year the ministry library converted its holdingal from a card catalogue to a computer-produced microfiche cataffll using the services of the University of Toronto Library AutomatSI Service and Special Libraries Cataloguing Inc. of Vancouver. Microfiche copies of the catalogue, with regular updates, are no\ available in various ministry locations in Victoria and Richmond. Plans were also developed to consolidate all ministry publicatioffl into a separate government documents collection which will be catalogued on microfiche. Special efforts to better serve school districts and other field st; through more customized information retrieval and inter-librarM services were made during the year, and studies were initiated in the possibility of providing on-line retrieval services for all staffBJ A brochure explaining the nature and availability of the library' new services was prepared for printing. Through its membershH the B.C. Union Catalogue, and its close co-operation with other education-oriented libraries and research institutes in British Columbia, the library was able to improve its support services toB research activities of the ministry. 70 JCIAL REPORTS Minister's tour toon after his appointment as Minister of Education in November, h9, the Honourable Brian Smith announced his intention of Ifflcting a personal survey of what he called "the vast enterprise the education system in B.C." His purpose was to ascertain the iirations of educators and the public alike for the education system ihis province. IR minister first made a series of visits to several school districts llftommunity colleges in the early months of 1980. Those sojurns i) the field gave him a quick reading of the diversity of the system |ffihe need for mutual understanding and co-operation to develop Iffitential. |Wrisits were very informal and consisted mainly of meetings with i Jents, teachers and administrators going about their daily routine. [ffesults were so positive that they strengthened his resolve to Iffiict a major and comprehensive series of public and professional [ffiis throughout the province. He said that no major changes <uld be made in the School Act, nor in the Administrative Guide to tientary and Secondary Schools, until the hearings were iroleted, an account published, and trustees, teachers and other ups given an opportunity to comment. K forums — 41 in all plus numerous meetings with students — Wield in the fall of 1980 and some 2,700 recommendations were Wed. Subsequently the minister published a report on the urns in which he outlined more than 100 specific changes which had made already or set in motion. jwthe report the minister remarked on the value of his province- ^Kour. ^included that it should not be a one-time venture. The mess and quality of advice that I received has hopefully been Red in the report. I feel that it is valuable for a Minister of Ration to visit the field regularly and listen to the educators, the dents, and the public. Consequently, I plan further visits on a ;ular, though necessarily more limited, basis each year." 71 MICROCOMPUTERS IN EDUCATION A pilot project to explore the use of microcomputers in pubTS school classrooms was implemented by the Ministry of Education September, 1980. One hundred Apple II microcomputers were installed in 12 sch districts at a cost of approximately $200,000 in order to obtain information about the value of the microcomputer as a teaching/learning aid for instruction, tutorials and enrichment, an to develop computer literacy among students — knowledge of hci computers work and how they affect everyday living. The microcomputers were used 48per cent in elementary schoi: 31 per cent in junior secondary schools and 21 per cent in senior secondary schools. About 39 per cent of usage was for tutorial ami special education, 28 per cent for enrichment, and the remaindSI general literacy and computer science studies. The approach used in the British Columbia pilot project on thai instructional uses of microcomputers has been described in an ami by Annette Wright, research associate at Joint Educational Management and Carl Daneliuk, Assistant Deputy Minister, Management Operations, Ministry of Education. Following are 1 excerpts from that article published in Education Canada and somi conclusions from the Ministry of Education discussion paper on th subject. As have other provinces, British Columbia has found particular difficulties with traditional computer-delivered education. Geographically remote communities wanting to participate in time sharing systems have to contend with (among other things) the lac of high speed transmission lines (or even the lack of adequate phc services); transmission breaks (particularly between Vancouver Islai and the Mainland); transportation problems and difficulty of acragj for suppliers and system breakdown specialists, and problems wffl getting participants to one place at one time for meetings. For all these reasons, and a few more, there is often a feelingHJ the business and economic centres of the province have benefited from educational experiments to a far greater extent than the large but sparsely populated region which constitutes the rest of the J province. This has often been true and the feeling that large pairo the province do not participate is difficult to overcome. Why? The impetus for integrating computer-oriented activities into school curricula has arisen from two major sources: the need to ,|l educate students about computers in general — their pervasivenes in society, their advantages and drawbacks (in short, computer ] literacy); and the potential use of microcomputer hardware and l| 72 (are as tools in the instructional process. /nore immediate reason to develop a project in British Columbia i hat the introduction of microcomputers was happening anyway. |mber of teachers had acquired machines and were l-imenting with them in school. More significantly, computer lyists among the students were becoming very skilful in using ^computers. The gap between the "computer literate" and the kiputer ignorant" seemed to be widening and a strong feeling lijpwing that only the school system could take the responsibility llfroducing students to computers in a reasonable, economical kiducationally sound way. /the first step, what was needed for preliminary investigation and tort had to be identified and the mechanisms to maintain this [ort had to be established within a framework acceptable to the iitry and the field. la province-wide effort, regular channels of communication were pitial so that classroom teachers could take advantage of the latest loest which microcomputer-augmented instruction had to offer. Bsfore the project team published a monthly newsletter entitled ISscope which allowed for the exchange of information of Biological development, in-service opportunities, conferences, pming events and microcomputer applications. be pilot project was known as the Instructional Use of liocomputers Project, and its successes so far are in large part due Iffiing the expertise available in the field to maintain the B-Sry support mechanisms. For example, many teachers had HJssed interest even before the project was launched. The final kltion of participants was made from those who had already 73 expressed a commitment and interest. In-service was provided project team, but was, and still is also being offered by universm and colleges. Co-operating in the project are the Ministry of Education, the B.C. Systems Corporation, schools districts, schcB universities, colleges, other educational agencies and computej agencies. Response to the project has been enthusiastic and many teachfl are requesting more equipment and the chance to diversify thai of it. Attention is also turning to special needs applications — fo.. handicapped or learning disabled children, for example, and for school administrative purposes or classroom management. A search of the literature regarding the instructional use of computers has revealed that for the most part, researchers are ' generally optimistic about its future in education. They feel that a hardware problems are being dealt with. However, it is also gentl accepted that the problem of ensuring an adequate supply of qui courseware and of training teachers how to use the computer in 1 effective manner will continue to impede the widespread integral of computer technology into the school system. It is also general accepted that solving these problems is going to be expensiveBB Until the research can be more specific, it seems reasonable tn the resources of institutions, schools and ministries should concentrate their efforts on areas where computer-assisted instruction has proven itself to be both effective and cost effecffll report to the Alberta Department of Education, noted that "thSI students who will benefit most from computer-assisted instructSI are those for whom the patience and repetitiveness of the coniBI are of great assistance in their learning, those who require indivh attention, those who for some reason have failed to learn in thai regular classroom environment, those who feel inadequate and inferior and do not seek help from a teacher for fear of displa™| their ignorance, those who do not have ready access to schools those studying subjects in which the computational and informati processing power of the computer enhance learning." They said that computer assisted learning must be given timeffl evolve while courseware builds up and irrational fears of compM are overcome. In this way, they believe that "computers shoulcBJ naturally find their place in the educational system." 74 KNOWLEDGE NETWORK OF THE 5T ie challenge of getting British Columbia's Knowledge Network of ■West on the air has been likened to a combination of starting a ( college and a major television station at the same time. The fact l only four months elapsed between the time the first full-time h members settled into their offices and the network's first day of •{ramming Jan. 12, 1981, was phenomenal. ie Knowledge Network of the West Communications Authority is rducational television system which co-operates with the various Ijational institutions — school districts, universities, colleges, and T'incial institutes such as the Open Learning Institute — in the i/ery of their programs via satellite and cable television to isolated kple throughout the province. was a long road from an idea in the mind of the Minister of I'ersities, Science and Communications, Dr. Patrick McGeer, to nestablishment of an educational telecommunications system in ■sh Columbia. It required extraordinary co-operation between the e of Dr. McGeer's ministry and that of the Minister of Education, f. Brian Smith. WitK&it their foresight and perseverance — not to hition government funding — the whole idea would have remained ■ a dream. liBfirst task, the selection of someone to lead the enterprise, was hie easier by the availability of Dr. Walter Hardwick who had just feed as Deputy Minister of Education. Dr. Hardwick's appointment May, 1980, as chairman of the board and president provided the IjSrk with the credibility needed to attract very special people. nee the network had been formally established as a non-profit cety on May 29,1980, Dr. Hardwick began assembling a small team |(:h had to combine expertise in both education and fecommunications — a combination not very common. Operating piof leased offices in a World War II army hut on the University of Kdria campus, its members began arranging for programming, pnical facilities and program sponsorship by the various licational institutions in the province. By the Jan. 12 sign-on there |v a weekly schedule of 77 hours of programming, 55 hours of Ivch was offered for credit by universities, colleges, provincial p tutes and school districts. ■ffi of the major tasks was arranging sponsorship of Knowledge pwork telecourses and interactive sessions by educational luitiitions across the province. The key to this was helping Bifjonal campus-oriented educators learn to think in terms of a Bjffle, innovative open-learning system. ie first element is the students and the public, without whom the 75 1 whole system would have no reason to exist. The second element is the educational institutions, the frontillB an open-learning system. They provide the courses, supplies, tutcai and administrative arrangements and ensure that students have tl resources they need to secure a full learning opportunity. The third element is the network itself. As a carrier — a utility •, the Knowledge Network transmits by television and also serves as; pool of technical expertise to assist the educational institutions to : provide the programming through their sponsorship of telecoursal and interactive sessions on the network. The development of the network would have been impossiblaB without the encouragement and support of educational institutSB and government agencies, including the British Columbia Institutoi Technology, North Island College, Vancouver Community Colleffil the University of Victoria, the University of British Columbia and e Provincial Educational Media Centre. The federal Department of Communications provided the key communications link, Canada'! Anik-B satellite. The province's mountainous terrain and widely dispersed population have always been barriers to access to education, but Anik-B, located more than 30,000 kilometres above the equatoiBJI provided the perfect means of overcoming topography and shrfHll distance. It allowed the Knowledge Network to beam into communities large and small. For the first time, educators were at1 to economically substitute instant communication for transportaljl Through co-operation among the network, the community colleges, school districts and B.C.'s cable operators, more than 40 communities had Knowledge Network programming within theBJI three months. Future plans for the network include a microwave and cable | closed-circuit television system linking the three universities, the teaching hospitals in Vancouver and Victoria and other selected™ facilities. There are also plans for a second satellite system which will be used for professional and educational purposes. Other technologil innovations under consideration for the Knowledge Network inclie slow-scan television and tele-text communications. 76 pwledge Network Centres O Whllehorse (Yukon) O Dawson Creek O Kamloops Campbell River Q q Powell River Kelowna Gold River O O Courtenay Port Alberni O Nanaimo O West Vancouver ^^^^^^ North Vancouver Q Kelowna Port Moody Coquitlam Port Coqultlai Pitt Meadows _/>>0 Frultvale Maple Ridge Rowland O**^ Oasis |k™ Warfletd Tralt^BaBBB.™ O Nelson Q cranbrook Saanich Oak Bay Victoria Esquimau 83 BN: Westminster Richmond Surrey Delta White Rock 77 YOUNG ARTISTS OF BRITISH COLUMBIA The Second Biennial Exhibition featuring works by young Bril Columbia artists was organized by the Outreach program of thai Emily Carr College of Art and Design with the assistance of the I Ministry of Education and the Vancouver School Board through tl use of the Teachers' Centre. The exhibition which featured 199 paintings, photographs, and] drawings selected from thousands of works submitted by young ll artists varying in age from 3 to 18 years, had its first showing at tfcl Robson Square Media Centre in Vancouver and then travelled toi other cities throughout the province. This special section of the annual report features a selection frc that exhibition which was described as important because of its promising optimism and zest for living. >aul Barron, age 17 'ancouver iusan Chambers, age 13 iummerland Erin Perry, age 5 Victoria Shelley Davles, age 18 Vancouver 79 Jean Kwan, age 12 Vancouver Suzanne Taskinen, age 15 Kitimat Ingrid Hansen, age 17 Summerland Maureen Brown, age 14 Vancouver sleeping crtiLD 80 r Mo rag Northey, age 17 Port Moody Sally Brown, age 17 Vancouver imie Fielder, age 14 81 t Yano, age 13 Moody \% Gary Stasiuk, age 13 Richmond 83 College and Main Campus: CAMOSUN COLLEGE Victoria CAPILANO COLLEGE North Vancouver CARIBOO COLLEGE Kamloops COLLEGE OF NEW CALEDONIA Prince George DOUGLAS COLLEGE New Westminster EAST KOOTENAY COMMUNITY COLLEGE Cranbrook FRASER VALLEY COLLEGE Chilliwack KWANTLEN COLLEGE Surrey MALASPINA COLLEGE Nanaimo NORTH ISLAND COLLEGE Comox NORTHERN LIGHTS COLLEGE Dawson Creek NORTHWEST COMMUNITY COLLEGE Terrace OKANAGAN COLLEGE Kelowna SELKIRK COLLEGE Castlegar VANCOUVER COMMUNITY COLLEGE Vancouver School Districts included in College Region: 61, 62, 63, 64 44, 45, 46, 48 24, 26, 27, 29, 30, 31 55, 56, 57, 28 40, 41, 42, 43 1, 2, 3, 4, 18, % Of 86, (South of Sanka Creek) 32, 33, 34, 75, 76 35, 36, 37, 38, 65, 66, 68, 69, 47 70, 71, 72, 84, 85, 49 59, 81, 87, 60 50, 52, 54, 80, 88, 92 14, 15,16,19, 21, 17, 22, 23, 77, 89 7, 9, 10, 11, 12, 13, Vi of 86 (North of Sanka Creek) 39, 38, 41 COLLEGE REGIONS AND SCHOOL DISTRICTS PUBLIC SCHOOLS 1. Pupils T3 2. Teachers T63 3. Finance T87 4. Schools T97 INDEPENDENT SCHOOLS 5. General T106 POST-SECONDARY EDUCATION 6. General T107 Continuing Education — Course Registrants T126 T1 1. PUPILS TABLE Page 1.1 Actual enrolment by type of school T4 1.2 Distribution of pupils by grade and sex X5 1.3 Average daily attendance by type of school T6 1.4 B.C. public school teacher and enrolment data — September 30, 1980 T7 1.5 Recapitulation of public school enrolment by type of school, grade, and sex of pupils September 30, 1980 T61 1.6 Changes in enrolment during the school-year, from September to September, and from June to June T62 T3 TABLE 1.1 ACTUAL ENROLMENT BY TYPE OF SCHOOL Enrolment in public schools decreased from 511,671 in September 1979 to 509,805 in September 1980. Elementary increased by 4,135 and secondary decreased by 6,001. Actual Enrolment, September 1980 Senior secondary 28 Secondary 148 Junior secondary H6 Elementary-senior secondary 25 Elementary-junior secondary 66 Elementary 1,217 TOTALS 1.600 13,407 13.315 26.722 53.751 52.790 106,541 30,008 28.580 58.588 4.279 4.005 8,284 7,218 6,823 14.04] 52.504 143.125 295,629 Source: September 1980 Form I. 1 Actual enrolment is defined as the number of pupils actually enrolled for whom an attendance record is required to be kept as of the reporting date. In addition to the number given above, there were enrolled: Secondaryschoolcorrespondenceclasses.regularstudents : 759 Secondary school-age students (exclusive of the 9,718 officially registered in other schools) taking correspondence courses (part-time) towards graduation 1,069 Elementaryschoolcorrespondenceclasses,regularstudents 1,670 Under section 19 of ihe School Act, pupils receiving instruction 61 T4 TABLE 1.2 DISTRIBUTION OF PUPILS BY GRADEANDSEX The following table provides a distribution of pupils by grade and sex for September 1980 and a comparison of the totals with September 1979. ... _ . Total Toial Ralio Grade Male Femalc Sept. 1980 Sept. 1979 1980:1979 Secondary Grade XII 18-264 18,441 36.705 36,792 0.998 GradeXI 20,059 20,432 40.491 40,811 0.992 Totals, senior secondary grades GradeX Grade IX Grade VIII Totals, secondary grades Secondary special Totals, secondary grades Elementary Grade VII 19.456 18.618 38.074 37,084 , 1.027 Grade VI 20.122 19.206 39.328 37.738 1.042 GradeV 20.711 19.634 40.345 38,807 1.040 GradelV 19.749 18,471 38.220 39,674 0.963 Totals, grade IV to VII 80,038 75.929 155.967 153.303 1.017 GradelH 18.863 18.041 36,904 37,529 0.983 Gradell 18.566 17.377 35,943 36.403 0.987 Gradel 19.104 17.641 36,745 35.948 1.022 Kindergarten 18.142 17.361 35,503 34,298 1.035 Totals, kindergarten to grade III 74.675 70,420 145.095 144,178 1.006 Elementary special 3,296 2.000 5.296 4,742 1.117 Totals, elementary grades 158.009 148.349 306.358 302,223 1.014 GRANDTOTALS 261,167 248.638 509.805 511,671 0.996 Source: September 1979FormB. September 1980 Form I. Note: Occupational has not been reported separately as it is now included with secondary special. 38,323 38.873 77,196 77.603 0.995 20.643 20.113 20,172 20,320 19.345 19,330 40,963 39.458 39.502 43.580 42.146 40.231 0.940 0.936 0.982 60.928 58.995 119,923 125,957 0.952 3.907 2.421 6,328 5.888 1.075 103,158 100,289 203,447 209.448 0.971 T5 TABLE 1.3 AVERAGE DAILY ATTENDANCE BY TYPE OF SCHOOL FOR 1980-81 SCHOOL YEAR Actual as Per Cent Average Actual Average Possible of Possible Daily Attendance Daily Attendance Attendance Senior secondary 22.905.8 24.800.4 92.4 Secondary ...,. 93.557.3 101,911.4 91.8 Junior secondary 50.919.1 55.474.7 91.8 Elementary-senior secondary " 6.995.0 7.617.1 91.8 Elcmcnia ry-junior secondary 15.051.1 16.069.3 93.7 Elementary 274.923.8 291,366.1 94.4 TOTAL.. Source: June 1981, Form I. T6 oi a 09 S UJ < p < Q I Z UJ s J o OS z w Q Z < oi OJ X u < W & J O o -ffi u u J co ' D 0. U CQ UJ -1 CQ 2 35 I I I I I I I I I I 3g i i i i i i i i i i 85 ! 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XE tS O o ^ 1 e 1 § tt, _; 5 0 © "2 00 P *° °* 0 "H « EJBglS o\"«C I O sTi -O (O 1 t\wi O B 62 | UJ _l ID §1 S Vlh 1 8 1 < p i < 1 < C/) 1- cn 5 1- T62 r PUBLIC SCHOOLS 2. Teachers TABLE Page 2.1 Distribution of full and part-time professional staff by type of school T64 2.2 Teachers' certificates T65 2.3 Teachers and principals with and without university degrees T66 2.4 Highest degree by faculty and level T67 2.5 New inquiries and sources of full-time and part-time teaching force T68 2.6 British Columbia public school full-time and part-time teacher flow, September T69 1979 to September 1980 2.7 Changes in numbers of full-time equivalent (FTE) teachers during the school T70 year 2.8 Sources of teachers beginning in British Columbia, September 1980 (those with T71 less than one year of British Columbia experience) 2.9 Numbers of trainees completing certification programs at British Columbia uni- T72 versifies in 1979/80 and teaching/not teaching in September 1980 2.10 Certificates issued during the 1980/81 school year (July 1, 1980 to June 30, T73 1981) 2.11 Number of full-time and part-time teachers by type of certificate and average T73 years of British Columbia experience 2.12 Certificates and degrees of full-time and part-time teachers, principals and super- T74 visors, September 1979 and September 1980 2.13 Certification of full-time and part-time British Columbia teachers according to T75 location of initial teacher training, September 1979 and September 1980 2.14 Statistical summary of British Columbia exchange teachers and their geographic T76 distribution Teachers' Full-Time Equivalent (FTE) Salaries by Type of School: 2.15 Supervising principals and vice-principals T77 2.16 School attached teachers (including teaching principals and vice-principals) T78 2.17 District-wide supervisory and instructional staff T79 2.18 Total district-wide supervisory and school attached teachers T80 2.19 Full-time equivalent district-employed — administrative and instructional staff T81 (not assigned to specific schools) 2.20 B.C. public school pupil/teacher ratios by school district T82 2.21 Age distribution of full and part-time B.C. public school teachers by sex in T83 September 1980 expressed as a percentage 2.22 Source of initial teacher training of B.C. public school teachers by year initial T84 teacher training completed for all B.C. public school teachers PROVINCIAL EDUCATIONAL MEDIA CENTRE 2.23 School broadcasts T85 2.24 (1) Distribution of audio-visual materials T85 (2) Distribution services circulation report T86 T63 TABLE 2.1 DISTRIBUTION OF FULL AND PART-TIME PROFESSIONAL STAFF BY TYPE OF SCHOOL Administrative Staff1 Instiuctio: Staff1 Total "ofcssional Staff Senior secondary Secondary Junior secondary Elementary-senior secondary .... Elementary-junior secondary Elementary District-wide instructional staff... Di strict- wide administrative staff . TOTALS 1.407 5.878 3.279 515 832 14.754 3.496 550 Source: September 1980 Forms I and J. 1 Administrative staff includes principals and vice-principals who spend 51 % or more of their time in administration 2 Instructional staff includes principals and vice-principals who teach at least 50% of their time T64 J. I B v> o "^ s I I1! 5 § s < lis 6 § £ 1 1 £ CJT1 u o. -g « a «« U o-s g « « C «J '> "« o.& 53 <-> sg-g OJ Oh S3 CM oi LU _l CD < l8*iS lis11? fi z\ ifl5||3 = Z £ b Z £ < £ u- £S T65 TABLE 2.3 teachers and principals WITH AND WITHOUT UNIVERSITY DEGREES SEPTEMBER 1980 Per Cent Masters or of teachers Doctorate in school type PerCent of teachers in school type PerCent of teachers in school type Senior secondary 1.044 Secondary 4,588 Junior secondary 2,731 Elementary-senior secondary 396 Elementary-junior secondary 608 Elementary 9,429 District-wide instructors 437 Total instructional staff District-wide supervisory staff Totalstaff 19.420 1.478 6.188 3.4% 550 891 15.660 21.0 11.9 19,233 3.564 77.3 6,221 21.1 29.018 98.4 187 246 1.5 33 0.1 466 1.6 29.484 100.0 Source: September 1980 Form J. Note: Part-time teachers are included. 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Finear Social Engine Scie Jouma Archib < T67 TABLE 2.5 new inquiries and source of FULL-TIME AND PART-TIME TEACHING FORCE Source of Initial Teacher Training New Inquiries Received in School Year First Certificat Issued in School Year 1980/81 to Persons Inquiring ■ Teaching in Sept. 1980 but not Teaching in B.C. Public School System in Sept. 1979 Total Sept. 1980 Teachers British Columbia: Number PerCent Prairie Provinces: Number PerCent Ontario: Number PerCent Quebec: Number PerCent Atlantic Provinces: Number PerCent Total Canada: Number PerCent United Kingdom: Number PerCent Other Europe: Number PerCent United States; Number PerCent Australia, New Zealand: Number PerCent Other Non-Canadian and Not Reported: Number PerCent Total Non-Canadian and Not Reported:. Number PerCent 46.4 527 2,230 82.2 2,549 72.1 3.230 91.4 22.123 75.0 1,013 3.4 2.739 100 3,535 100 3.383 29.483 Source: Teacher Services Branch records and September, I980FormJ. T68 mis -J CO Bh O os Hrl"- 1* s u. Urn g£ s*'l& i*i Hi aj|ji si**! HIP HI 3 0 0 013 ill c.£<3 IIP sill s.lll •"1 ID N LU S^ E J jjfj-l CD till Ijif lis" [JJ 0 I II0BB 8. O ■8 SJU-S ■g.s'E ■JJ; > DO "•oCJ .Su-8 8.11 1-g-g is a cs T69 j a? u vi r ^« E- ^ 1 oo r E Z S j s a - o p* a | CO Oh 5 H IS ttl u — c N B (rt °" u < UJ 1 i §; Ed c [Tj O IP : o d fro. "« H ttl o 0. CD 9 — < I u $ S £ «r g Oh tL) c i 1 3 ttl < CO X ■o So e * I ? 3 (rt B -l 2 §8 d5 E w I 85 4> "O £ a •5 S z y oS g CO s ttl FH Xs tt. m (2 D ■a Z g | j 3 tt1 £S "a ° O c/5 p- o 5 z tt, ™ < O u OO SJ 1 u o -g u | II Eg <y | Ov i - « CO D. S-2 *7* « r«- tU sU -S 6 c<i E'sS V -L. UJ a. 3 4) (j- j to =; ffi < 1 = § j < 'lb M H 1 c g cn Z T70 TABLE 2.8 source of teachers' BEGINNING IN BRITISH COLUMBIA SEPTEMBER 1980 (THOSE WITH LESS THAN ONE YEAR OF BRITISH COLUMBIA EXPERIENCE) Location of Initial Teacher Education Elementary Beginners PerCent ofEle- PcrCent of All PerCent ofSecon- PerCent of All Beginners British Columbia — UBC U.Vic SFU NDU B .C. Normal School, other and not reported TOTALS. PROVINCIAL Alberta Saskatchewan Manitoba Ontario Quebec Atlantic Provinces Yukon TOTAL, OTHER PROVINCES ... United Kingdom and Europe United States Africa Asia Australia New Zealand Other North America South America TOTAL, NON-CANADIAN NotReponed TOTAL, BEGINNERS 16 1.3 0.9 6 0.9 0.3 22 836 68.2 44.6 448 69.1 23.9 1,284 77 6.3 4.1 45 6.9 2.4 122 33 2.7 1.8 8 1.2 0.4 41 47 3.8 2.5 14 2.2 0.7 61 72 5.9 3.8 62 9.6 3.3 134 33 2.7 1.8 11 1.7 0.5 44 23 1.9 1.2 11 1.7 0.5 34 — — — _ — — — 287 23.4 15.3 151 23.3 8.0 438 39 37 3.2 3.0 2.1 2.0 21 1.7 3.2 0.5 1.1 50 58 89 7.3 4.8 38 5.9 2.0 127 13 1.1 0.7 II 1.7 0.5 24 648 100.0 34.5 1.873 Source: September 1980FormJ. 1 Includes school-attached and district-wide full-time and part-time public school teachers. T71 — o *" s < a o "5 H<3 5 R s - E § a I 8 1 = f- 1 1 1 1 i 1 i © oo S S| i 1 1 1 1 I 1 I ON :!> SI i-H ■S a. s 1 1 1 1 1 1 i Oh tt] 1 i — 1 — T, - s =■= CQ s> M 1 ttl J! |8 n. F3 - 1 1 1 ** " ! - tn co «, H rsi "j 1J * fj ill 1 "a S 1 1 oo o c ■a 8" g S ~° a * 3 o, g 2s5 apr - - ' h 2 £ 5 — *** — < ft tt. 3 _ c H § S « § - R i | u. Th 1 1 8 3 51 » S u g go 2 z i || h 2 | l h <3 s 5 1 i No —J OO !# "• s 1 1 2 r> ° » H 1 - t- 4 ESCO SIN 19 5 |S 1 1 1 - | ES w H & 2fS .= E- £ m — Q 4*i c 1 Hi P5 0, ■s J 2 » ? - 1 1 ss c § I H m |Spll ■* O 1 O — - a H CO & Oh »-J 73 w *"" — 1 — S S "* (N ? 1 S3 2! jj as tn n <-» £ R 1 *• -1 £5 s ! 3 I 1 > o i-5-g. 1 u o. X i CO i 1 1 1 03 ^ to 53 "1 1 cj •1 1 s i 1 UJ D o- o c 5 1 -I I < r~ e > jj 2 | B o. = Q < < i i 1 T72 TABLE 2.10 CERTIFICATES ISSUED DURING THE 1980/81 SCHOOL YEAR (JULY 1,1980 TO JUNE 30,1981) * Standard Professional ^. , ice Diploma 155 997 576 1,820 58 731 2.817 58 In addition, 200 Letters of Permission were issued forthe 1980/81 school year. Source: Teacher Services Branch records. Teaching Licence Standard Professional Instructor's Diploma Other Total imerim 155 576 997 1,820 58 - Non-expiring 2,454 TOTALS 11 731 2.817 58 3.617 TABLE 2.11 NUMBER OF FULL-TIME AND PART-TIME TEACHERS B Y TYPE OF CERTIFICATES AND AVERAGE YEARS OF BRITISH COLUMBIA EXPERIENCE Number of teachers Average years of British Columbia experience . Source: September 1980FormJ. T73 TABLE 2.12 certificates and degrees of TEACHERS, PRINCIPALS AND SUPERVISORS SEPTEMBER 1979 AND SEPTEMBER 1980 Sept mber 1979 Septembe 1980 Changes i of Staff 1 Qualifications Sept. - Sept. Number Percentage of Total Teachers Number Percentage of Total Teachers Number Per Cent Certificate — 22.887 4,645 66 1.029 79.4 16.1 0.2 3.6 0.2 0.4 23.658 4.564 52 998 72 140 80.2 15.5 0.2 3.4 0.2 0.5 771 - 81 - 14 - 31 7 11 3.4 - 1.7 - 21.2 - 3.0 TOTALS 28.821 100.0 29.484 100.0 663 2.3 Degree Doctorate 79 0.3 11.9 65.7 22.2 87 3.723 19.419 6.255 0.3 12.6 65.9 21.2 8 300 498 -143 10.1 6.398 TOTALS 28.821 100.0 29,484 100.0 663 2.3 Source: September 1980 Form J. 1 Including Professional Advanced. Professional 2 Including Elementary A. Jasic, Professional C. T74 TABLE 2.13 certification of full-time and PART-TIME BRITISH COLUMBIA TEACHERS ACCORDING TO LOCATION OF INITIAL TEACHER TRAINING, SEPTEMBER 1979 AND SEPTEMBER 1980 Source of Initial Teacher Training Current British Columbia Certificate British Columbia Other" Canadian Provinces Other Countries Not Reported Sept. 1979 Sept. 1980 Sept. 1979 Sept. 1980 Sept. 1979 Sept. 1980 Sept. 1979 Sept. 1980 Sept. 1979 Sept. 191 Professional 17.354 80.0 75.8 60.2 Standard2 3,348 15.4 72.1 11.6 Teaching Licence3 860 4.0 78.5 3.0 Instructor's Diploma 48 0.2 73.8 0.2 Letter o f Permission 80 0.4 ,, 62.0 0.3 TOTALS 21,690 100.0 75.3 75.3 73.1 11.3 3.7 77.7 0.2 76.4 3,094 78.0 3,340 2,433 80.0 " 77.6 14.1 10.6 15.2 13.9 18.6 12.8 0.4 0.5 68.0 10.9 10.7 13.2 0.0 0.1 0.1 3,137 3.138 25 100.0 100.0 100.0 10.9 10.6 0.1 10.9 10.6 0.1 22,887 23,658 79.4 80.2 100.0 100.0 79.4 80.2 4,645 4,564 16.1 15.5 100.0 100.0 22,123 100.0 75.0 75.0 3.969 100.0 13.8 28.821 29.484 100.0 100.0 100.0 100.0 100.0 100.0 Source: September 1980FormJ. N = Number of teachers from that jurisdiction who hold the type of certificate shown expressed as a percentage of: A = Percentage of teachers from that jurisdiction holding all types of certificates. B = Percentage of teachers from all jurisdictions holding that type of certificate. C = Percentage of teachers from all jurisdictions holding all types of certificates. 1 Including Professional Advanced, Professional Basic and Professional C certificates. 2 Including Elementary A certificates. 3 Including Elementary B certificates. T75 TABLE 2.14 STATISTICAL SUMMARY OF -BhRITISH COLUMBIA EXCHANGE TEACHERS AND THEIR GEOGRAPHICAL DISTRIBUTION Interprovincial School Year U.K. U.S. Ontario Quebec Saskatchewan Nova Scotia Australia Other Total I921 4 4 I922 5 — — — — — _ — 5 1923 3 — — — _ — — — 3 I924 3 — — — — — — _ 3 1925 9 — — — — — — — 9 1926 7 — — — — — — — 7 1927 9 — — — — — — — 9 1928 8 — — — — — — — 8 1929 8 — — — _ _ — — 8 1930 13 — — — _ — _ — 13 g 1932 8 _ _ — _ _ _ _ 8 1933 2 — — — — — — — 2 1934 5 — —- — _ _ — — 5 1935 9 — — — — — — — 9 1936 17 — — — — — _ — 17 1937 1938 1939 18 - — — — — — - 18 14 z _ _ _ _ 14 1947 16 — — — — — — — 16 1948/49 13 1 4 3 — 2 — 1 24 1949/50 17 6 8 3 — 1 — — 35 1950/51 12 2 6 1 1 — — — 22 1951/52 21 ! 5 — 1 — _ _ 28 1952/53 18 4 2 I — 1 — — 26 1953/54 19 2 4 1 — — _ _ 26 1954/55 18 4 3 — — 1 — — 26 1955/56 22 3 1 1 1 1 — — 29 1956/57 22 4 2 — 1 1 — — 30 1957/58 23 1 1 — _ — — _ 25 1958/59 26 1 2 — — — _ _ 29 1959/60 26 2 28 1960/61 26 2 1 — — — — 1 30 1961/62 1962/63 23 1 1 1 — — — — — 25 23 1963/64 22 — 1 — — — — — 23 1964/65 23 — — —- — — — — 23 1965/66 20 — 2 — — — — —- 22 1966/67 24 — 2 — — — — —- 26 1967/68 25 1 1 9 — — —- — 36 1968/69 16 _ — ]) — — —- — 27 1969/70 13 2 1 3 — — — — 19 1970/71 17 1 3 — — — — 21 1971/72 16 1 — — — _ _ _ 17 1972/73 15 — — — — _ — —- 15 1973/74 21 2 — — — — — — 23 1974/75 10 2 — — _ — 6 18 1975/76 10 2 _ — — — 7 — 19 1976777 10 2 — — 8 — 20 1977/78 12 2 9 — — — 14 37 1978/79 17 2 7 — — — 17 43 1979/80 14 3 2 1 — — 15 4 38 1980/81 12 1 5 I — — 15 2 36 TOTALS 792 53 73 38 4 7 82 8 1.056 T76 TABLE 2.15 school-attached full-time EQUIVALENT (FTE) SUPERVISING PRINCIPALS AND VICE-PRINCIPALS Cumula *»"»- Sr S J™ Seen- Se„i„, Total tive PerCent FTE Salaries $ 51,499—51,998 — — — — 8.0 8.0 100.0 50.999—51,498 — — — — 1.0 — 1.0 99.5 50.499—50.998 — — — — 1.0 1.0 99.4 49.999—50.498. — — — 1.0 1.0 99.4 49.499—49.998. — — — — 4.0 — 4.0 99.3 48.999—49.498. — — — — 5.0 3,0 8.0 99.1 48.499—48.998. — 1.0 — 1.0 8.0 1.0 11.0 98.6 47.999—48.498. 2.0 - — — — 7.0 — 9.0 97.9 47.499—47,998. — 1.0 — 1.0 1.0 1.0 4.0 97.3 46.999—47.498. 1.0 6.0 1.0 1.0 9.0 97.0 46.499—46.998 — — 2.0 4.0 1.0 7.0 96.5 45.999—46.498. 1.0 1.0 4.0 5-0 2.0 13.0 96.0 45.499—45,998. — 1.0 8.0 5.0 2.0 16.0 95.2 44,999_45,498. — — — 1.0 4.0 2.0 7.0 94.2 44,499—44.998. 49,0 — 2.0 4.0 5.0 3.0 63.0 93.8 43.999—44,498. — — — 6.0 15.0 21.0 89.8 43,499—43.998. 13.0 — 1.0 9.0 14.0 5.0 42.0 88.5 42.999—43,498. 7.0 1.0 1.0 8.0 6.0 2.0 25.0 85.9 42.499—42,998. 13.0 2.0 10.0 12.0 2.0 39.0 84.3 41.999—42.498. 20.0 — 2.0 6.0 14.0 6.0 48.0 81.8 41.499—41,998. 13.0 2.0 1.0 6.0 9.0 2.0 33.0 78.8 40.999—41.498. 40.0 1,0 4.0 7.0 7.0 1.0 60.0 76.8 40.499—40,998. 46.0 — 2,0 8.0 11.0 2.0 69.0 73.0 39.999—40.498. 29.0 3.0 — 11.0 10.0 2.0 55.0 68.7 39.499—39.998. 52.0 1.0 3.0 6.0 11.0 2.0 75.0 65.2 38.999—39.498. 23.0 2.0 1.0 6.0 12.0 7.0 51.0 60.5 38.499—38.998. 25.0 2.0 2.0 8.0 8.0 2.0 47.0 57.3 37.999—38.498. 69.0 1.0 2.0 6.0 13.0 3.0 94.0 54.3 37.499—37.998. 39.0 2.0 1.0 6.0 13.0 2.0 63.0 48.4 36.999—37.498. 53.0 2.0 9.0 10.0 2.0 76.0 44.5 36.499—36.998. 47.0 2.0 9.0 10.0 1.0 69.0 39.7 35.999—36.498. 33.0 1.0 4.0 9.0 5-0 52.0 35.4 35.499—35.998. 28.0 4.0 1.0 5.0 13.0 51.0 32.1 34.999—35.498. 41.0 1.0 1.0 7.0 5.0 55.0 28.9 34.499—34.998. 44.0 2.0 1.0 7.0 11.0 3.0 68.0 25.4 33.999—34.498. 32.0 2.0 1.0 10.0 10.0 2.0 57.0 21.2 33.499—33.998. 29.0 3.0 — 7.0 6.0 45.0 17.6 32.999—33.498. 18.0 2.0 1.0 1.0 3,0 1.0 26.0 14.8 32,499—32,998. 26.0 2.0 2.0 3.0 2.0 2.0 37.0 13.1 31,999_32,498. 17.0 1.0 — 6.0 4.0 1.0 29.0 10.8 31.499—31.998. 16.0 3.0 1.0 1.0 4.0 25.0 9.0 30.999—31.498. 8.0 — — 3.0 2.0 13.0 7.4 30,499—30.998. 24.0 1.0 — 2.0 3.0 1.0 31.0 6.6 29.999—30,498. 7.0 2.0 — 1.0 3.0 13.0 4.6 29,499—29.998. 6.0 2.0 8.0 3.8 28.999—29,498. 11.0 1.0 — — — 1.0 13.0 3.3 28.499—28.998. 1.0 1.0 1.0 4,0 — 7.0 2.5 27.999—28.498. 5.0 — — — — 5.0 2.1 27,499—27.998. 7.0 — — — 1.0 8.0 1.8 26.999—27.498. — — — 1.0 1.0 — 2.0 1.3 26.499—26,998. 4.0 1.0 — 1.0 — 6.0 1.1 25.999—26.498. 1.0 1.0 2.0 0.8 25,499—25.998. 1.0 — — — — — 1.0 0.6 24.999—25,498. 1.0 1.0 — — 1.0 1.0 4.0 0.6 24.499—24.998. 1.0 — — — — 1.0 0.3 23.999—24,498. — _ _ — — — — 23.499—23.998. 2.0 — — — — 2.0 0.3 22.999—23.498 — _ _ _ _ — — ! 22.499—22.998. _ _ _ _ — 21.999—22.498 — 1,0 — — —. 1.0 0.1 21.499—21,998 — 1,0 — 1.0 0.1 Not Reported ... ----- TOTALS 905.0 57.0 35.0 217.0 307.0 71.0 1.592.0 MEDIANS $37,400 $35,687 $38,874 $39,124 $40,124 $41,249 $38,132 1 MedianSalary = $38,132;MeanSalary = $38,209. Source: September30,1980FormJ. T77 TABLE 2.16 SCHOOL-ATT ACHED FULL-TIME EQUIVALENT (FTE) TEACHERS (INCLUDING TEACHING PRINCIPALS AND VICE-PRINCIPALS) Elcm- tary Elem.- Junior Secondary PerCent FTE $ 44,499—44.998 1.0 43,999—44,498 — 43,499—43,998 — 42,999—43,498 — 42.499—42,998 — 41,999—42,498 — 41,499—41,998 — 40,999—41,498 — 40,499—40.998 — 39,999—40,498 — 39,499—39.998 7.0 38,999—39,498 1.0 38,499—38,998 2.0 37,999—38,498 29.0 37,499—37,998 9.0 36,999—37,498 6.0 36,499—36,998 16.0 35,999—36,498 11.0 35,499—35,998 12.0 34,999—35,498 25.0 34,499—34,998 28.0 33,999—34,498 28.0 33,499—33,998 22.8 32,999—33,498 24.0 32,499—32,998 25.0 31,999—32,498 91.1 31,499—31.998 172.7 30,999—31,498 150.1 30.499—30.998 71.4 29,999—30,498 53.5 29,499—29,998 56.9 28,999—29,498 419.5 28,499—28,998 527.9 27,999—28,498 450.6 27,499—27,998 135.8 26,999—27,498 172.9 26,499—26,998 180.2 25,999—26,498 ......... 214.8 25,499—25,998 462.9 24,999—25,498 940.6 24,499—24,998 647.9 23.999—24,498 316.7 23,499—23,998 372.9 22.999—23,498 343.5 22,499—22,998 478.7 21,999—22,498 492.8 21,499—21,998 1,065.6 20,999—21,498 908.7 20,499—20,998 434.6 19,999—20,498 618.3 19,499—19.998 515.9 18,999—19,498 607.3 18.499—18,998 413.2 17,999—18,498 341.8 17.499—17,998 426.8 16,999—17,498 354.3 16,499—16,998 282.7 15,999—16,498 273.0 15,499—15,998 174.6 14,999—15,498 99.6 14,499—14,998 157.1 13,999— 14,498 39.3 13,499—13,998 50.3 12,999—13,498 15.5 12,499—12,998 — 11,999—12,498 — 11,499—11,998 — 10,999—11,498 — 10,499—10,998 — 9,999—10,498 1.0 Not Reported 3.0 — — — 1.0 '/-,— " 1.0 100.0 — — — 1.0 "1__— 1.0 100.0 1.0 1.0 — — — 2.0 100.0 — — — — — 7.0 100.0 — — — _ 2.0 3.0 99.9 — — — 1.0 — 3.0 99.9 — — — — — 29.0 99.9 1.0 1.0 — — 1.0 12.0 99.8 — — — 2.0 — 8.0 99.8 2.0 — 1.0 1.0 — 20.0 99.7 — — 1.0 3.0 — 15.0 99.7 — — 1.0 2.0 _ 15.0 99.6 — 2.0 1.0 — 1.0 29.0 99.5 1.0 1.0 1.0 — — 31.0 99.4 3.0 1.0 5.0 74.0 6.0 117.0 99.3 2.0 3.0 7.0 62.0 12.0 108.8 98.8 3.0 7.0 22.0 51.0 21.0 128.0 98.4 2.0 2.0 29.0 37.5 17.0 112.5 97.9 6.0 7.6 34.0 228.0 35.0 401.7 97.5 10.0 12.0 64.1 283.0 98.0 639.8 95.9 15.3 12.0 106.5 234.6 112.7 631.1 93.4 6.0 10.0 45.7 115.0 29.0 277.1 90.9 13.0 6.0 68.5 120.3 26.0 287.2 89.8 14.4 5.0 52.5 76.0 30.0 234.8 88.7 13.0 29.9 139.0 507.5 55.0 1.163.9 87.8 37.8 9.0 315.9 411.1 214.6 1.516.3 83.2 35.0 2.2 278.9 457.3 154.8 1,378.8 77.3 28.7 6.0 62.0 152.1 27.0 411.6 71.8 11.5 20.0 72.6 124.6 30.5 432.1 70.2 21.1 7.0 47.0 116.1 32.0 403.4 68.5 22.7 7.6 68.6 133.2 44.0 490.9 67.0 17.0 11.0 110.5 180.2 33.0 814.6 65.0 28.4 24.5 162.9 198.3 52.0 1,406.7 61.8 23.4 14.0 144.6 225.3 39.0 1,094.2 56.3 28,6 9.6 80.5 154.8 28.0 618.2 52.0 15.4 18.5 113.5 149.6 32.0 701.9 49.6 31.6 19.0 91.1 177.5 25.5 688.2 46.8 17.8 19.0 118.8 165.6 29.5 829.3 44.1 37.0 22.0 97.0 173.2 20.0 842.1 40.9 29.7 25.0 123.1 129.6 34.8 1,407.8 37.6 22.6 14.5 115.5 191.3 35.5 1.288.2 32.1 28.2 17.8 99.0 105.6 15.7 700.8 27.0 44.0 21.0 83.5 146.1 16.4 929.3 24.3 36.8 32.5 81.6 120.4 20.0 807.2 20.6 41.3 28.0 68.3 111.5 17.5 873.9 17.4 26.5 16.4 69.4 94.5 10.0 630.0 14.0 24.3 8.0 56.7 78.5 4.5 513.8 11.5 21.6 3.5 57.9 81.6 13.0 604.4 9.5 20.5 12.0 45.3 37.8 6.8 476.8 7.2 12.1 14.0 18.3 24.9 _ 352.0 5.3 13.5 8.0 30.6 32.8 2.8 360.7 3.9 11.0 4.0 4.0 6.0 — 199.6 2.5 5.5 — 12.4 4.5 4.0 126.1 1.7 3.0 7.0 5.0 3.0 2.0 177.1 1.2 5.0 — 1.0 4.0 — 49.3 0.5 1.0 5.0 — 3.0 59.3 0.3 — _ 4.0 1.4 — 20.9 0.1 TOTALS MEDIANS $22,111 794.2 $22,909 503.6 $22,950 3,224.8 $25,261 5,793.4 $27,193 1,394.4 $28,381 25.493.4 $24,082 Median Salary = $24,082; Mean Salaiy = $24,141. T78 Source: September30,1980FormJ. TABLE 2.17 district-wide full-time EQUIVALENT(FTE) SUPERVISORY AND INSTRUCTIONAL STAFF (NOT ATTACHED TO SPECIFIC SCHOOLS) Salary Range Cumulative Salary Number of PerCent lid-Point FrE Persons FTE Salaries $ 50,499—50,998. 49,999—50,498 . 49,499—49,998 . 48,999—49,498 . 48,499—48.998 . 47,999—48,498 . 47.499_47.998 . 46,999—47,498 . 46,499—46,998 . 45.999—46,498 . 45,499—45,998 . 44,999—45,498 . 44.499—44,998 . 43.999—44,498 . 43,499—43,998 . 42,999—43,498 . 42.499—42,998 . 41,999—42,498. 41,499—41,998 . 40,999—41,498 . 40,499—40,998 . 39,999—40,498 . 39,499—39,998 . 38,999—39,498 . 38,499—38.998 . 37,999—38,498 . 37,499—37,998 . 36,999—37,498 . 36,499—36,998. 35,999—36,498. 35.499—35,998 . 34,999—35,498 . 34,499—34,998 . 33,999—34,498 . 33.499—33.998 . 32,999—33,498. 32,499—32,998 . 31,999—32,498. 31,499—31,998 . 30,999—31,498 . 30,499—30,998 . 29,999—30,498 . 29,499—29,998 . 28,999—29,498 . 28,499—28,998 I 27,999—28,498 . 27.499—27,998 . 26,999—27,498 . 26,499—26,998 . 25,999—26,498 . 25,499—25,998 . 24.999—25,498 . 24,499—24,998 . 23.999—24.498 . 23,499—23,998. 22,999—23,498 . 22,499—22,998 . 21,999—22,498. 21,499—21,998 . 20,999—21,498 . 20,499—20.998 . 19,999—20,498 . 19,499—19,998 . 18.999— 19,498 . 18,499—18,998. 17,999—18,498. 17,499—17,998 . 16,999—17,498 . 16,499—16.998 . 15,999—16,498 . 15,499—15,998 . 14,999—15,498. 14,499—14,998 . 13,999—14,498 . 13,499—13,998 . Not Reported 50.749 50,249 49.749 49,249 48,749 48,249 47,749 47,249 46,749 46,249 45,749 45,249 44,749 44,249 43,749 43,249 42,749 42.249 41.749 41,249 40,749 40,249 39,749 39,249 38,749 38,249 37,749 37,249 36,749 36,249 35.749 35,249 34,749 34,249 33,749 33,249 32,749 32.249 31,749 31,249 30,749 30.249 29,749 29,249 28,749 28,249 27,749 27,249 26,749 26,249 25,749 25,249 24,749 24,249 23,749 23,249 22,749 22,249 21.749 21.249 20,749 20,249 19,749 19,249 18.749 18,249 17,749 17,249 16,749 16.249 15,749 15,249 14,749 14,249 13,749 10.0 18.0 14.0 16.0 17.0 19.0 17.0 48.0 29.0 25.0 25.0 18.0 29.7 62.6 35.0 18.5 18.8 22.6 31.4 15.5 44.2 29.0 21.8 23.3 18.2 10.3 11.9 9.2 13.6 100.0 99.9 99.8 99.0 98,6 98.3 97.9 97.7 97.5 97.4 96.9 95.8 95.4 94.4 94.2 92,7 92,1 91.9 91.0 89.5 88.5 87,0 85.3 84.5 82.7 81.9 81.0 80.2 79.0 77.6 77.1 75.2 73.8 71.4 69.9 68.3 66.9 62.8 60.4 58.2 46.8 43.8 42.2 40.6 38.7 36.9 34.7 30.6 27.6 26.4 24.7 22.8 20.1 18.8 10.7 8.8 TOTAL 1,180.8 - MEDIAN T79 M>ri;»„ ci ^OJM^|jiiS|1|[s^^2^DL TABLE 2.18 TOTAL FULL-TIME EQUIVALENT (FTE) DISTRICT-WIDEAND SCHOOL-ATTACHED TEACHERS Salary Mid-Point Number of FTE Persons Cumulative PerCent FTE T80 51,499—51,998 . 50,999—51,498 . 50,499—50,998 . 49,999—50,498 . 49,499—49,998 . 48,999—49,498 . 48,499—48,998 . 47,999—48.498 . 47,499—47,998 . 46,999—47,498 . 46,499—46,998 . 45,999—46,498 . 45,499—45,998 . 44,999—45,498 . 44,499—44,998 . 43,999—44,498 . 43.499—43,998 . 42.999—43,498 . 42,499—42,998 . 41,999—42,498 . 41,499—41,998 . 40,999—41,498 . 40,499—40,998 . 39,999—40,498 . 39,499—39,998 . 38,999—39,498 . 38.499—38,998 . 37,999—38,498 . 37,499—37,998 . 36,999—37,498 . 36.499—36,998 . 35,999—36,498 . 35,499—35,998 . 34,999—35,498 . 34,499—34.998 . 33,999—34,498 . 33,499—33,998 . 32,999—33,498 . 32,499—32,998 . 31.999—32.498 . 31.499—31.998 . 30.999—31,498 . 30,499—30.998 . 29,999—30,498 . 29,499—29.998 . 28,999—29,498 . 28.499—28,998 . 27,999—28,498 . 27,499—27,998 . 26,999—27,498 . 26,499—26,998 . 25,999—26.498 . 25,499—25.998 . 24,999—25,498 . 24,499—24.998 . 23,999—24,498 . 23,499—23,998 . 22,999—23,498 . 22,499—22,998 . 21,999—22.498 . 21.499—21,998 . 20.999—21,498 . 20.499—20,998 . 19,999—20.498 . 19,499—19.998 . 18,999— 19,498 . 18,499— 18.998 . 17,999— 18,498 . 17.499—17,998 . 16.999— 17,498 . 16,499— 16,998 . 15.999— 16.498 . 15,499— 15,998 . 14.999— 15.498 . 14,499—14,998 . 13,999—14,498 . 13,499—13,998 . 12.999—13,498 . 12,499—12,998 . 11,999—12,498 . 11,499—11,998 . 10,999—11,498 . 10,499—10,998 . 9.999—10,498 . Not Reported..... TOTAL MEDIAN 51.749 8.0 51,249 1.0 50,749 2.0 50,249 2.0 49,749 4.0 49,249 18.0 48.749 15.0 48,249 13.0 47,749 9.0 47,249 11.0 46,749 10.0 46,249 14.0 45,749 16.0 45.249 13.0 44,749 77.0 44.249 25.0 43,749 54.0 43,249 28.0 42.749 57.0 42,249 55.0 41.749 36.0 41,249 71.0 40,749 88.0 40,249 69.0 39,749 99.0 39,249 75.0 38,749 59.0 38,249 144.0 37,749 84.0 37.249 95.0 36,749 99.0 36,249 81.0 35,749 82.0 35.249 90.0 34.749 121.8 34.249 190.0 33,749 182.8 33.249 171.0 32,749 168.5 32,249 447.7 31,749 712.8 31.249 673.1 30.749 333.1 30.249 325.2 29.749 260.8 29.249 1.206.6 28.749 1.585.9 28,249 1.418.8 27,749 438.1 27.249 452.9 26.749 432.0 26,249 513.9 25,749 841.9 25.249 1.459.2 24.749 1.131.0 24,249 631.6 23,749 723.8 23.249 711.4 22,749 860.7 22,249 858.6 21.749 1,453.0 21.249 1.317.2 20,749 722.6 20.249 952.6 19,749 825.4 19.249 884.2 18.749 641.9 18,249 523.0 17,749 618.0 17.249 483.6 16,749 364.8 16.249 367.8 15.749 202.0 15.249 129.8 14,749 181.6 14.249 50.3 13,749 61.3 13,249 20.9 12,749 1.0 12,249 — 11.749 — 11,249 _ 10.749 — 10,249 1.0 100.0 100.0 100.0 100.0 100.0 99.9 99.9 99.8 99.8 99.7 99.7 99.7 99.6 99.6 99.5 99.2 99.2 99.0 98.9 98.7 97.5 97.2 96.9 96.7 96.2 95.9 95.6 95.2 94.9 94.6 94.3 93.9 93.2 92.6 92.0 91.4 82.6 81.6 77.4 71.7 66.7 65.2 63.6 62.0 60.2 43.3 40.8 37.7 34.7 29.5 24.9 22.3 19.0 16.0 12.9 10.6 fT TABLE 2.19 FULL-TIME EQUIVALENT DISTRICT-EMPLOYED ADMINISTRATIVE AND INSTRUCTIONAL STAFF (NOT ASSIGNED TO SPECIFIC SCHOOLS) l-Widc ativc StalT District-Wide Instructional StalT Total ct- Wide StalT 1. Femic 2. Cranbrook 3. Kimberlcy 4. Windermere 7. Nelson 9. Castlegar 10. Arrow Lakes 11. Trail 12. Grand Forks 13. Kettle Valley 14. Southern Okanagan 15. Penticton 16. Keremeos 17. Princeton 18. Golden 19. Revelstoke 21. Armstrong-Spallumcheen.. 22. Vernon 23. Central Okanagan 24. Kamloops 26. North Thompson 27. Cariboo-Chilcotin 28. Quesncl 29. Lillooet 30. South Cariboo 31. Merrill 32. Hope 33. Chilliwack 34. Abbotsford 35. Langley 36. Surrey 37. Delta 38. Richmond 39. Vancouver 40. New Westminster 41. Burnaby , 42. MapleRidge 43. Coquitlam 44. North Vancouver 45. West Vancouver 46. Sunshine Coast 47. Powell River 48. Howe Sound 49. CentralCoast 50. Queen Charlotte 52. Prince Rupert , 54. Simmers 55. BumsLake 56. Nechako 57. Prince George 59. Peace River South 60. Peace River North 61. Greater Victoria 62. Sooke 63. Saanich 64. Gulflslands v£a& 65. Cowichan 66. LakeCowichan 68. Nanaimo 69. Qualieum 70. Alberni 71. Courtenay 72. CampbellRiver 75. Mission 76. Agassi/.-Harris on 77. Summerland 80. Kitimat 81. FortNelson 84. Vancouver Is. West 85. Vancouver Is. North 86. Creslon-Kaslo 87. Stikinc 88. Terrace 89. Shuswap 92. Nisgha TOTAL 8.0 11.0 19.0 12.0 10.0 22.0 12.0 15.0 27.0 3.0 2.0 5.0 8.8 7.0 15.8 6.0 6.6 12.6 8.0 9.5 17.5 9.0 12.3 21.3 14.0 20.7 34.7 23.0 94.S 117.5 14.0 12.0 26.0 22.0 18.0 40.0 40.5 64.0 104.5 9.0 9.1 18.1 17.0 25.5 42.5 12.5 17.4 29.9 11.0 14.9 25.9 16.0 12.8 28.8 6.0 15.6 21.6 4.0 10.0 13.4 38.4 16.5 23,5 8.0 16.0 70.0 84.0 10.6 22.6 7.0 15.0 2.6 3.6 6.0 14.0 2.7 3.7 60.0 71.2 1.8 3,8 12.0 21.0 9.1 17.1 21.0 25.0 2.5 7.5 Source: September 1980 Form J. T81 TABLE 2.20 B.C. PUBLIC SCHOOL PUPIL/TEACHER RATIOS BY SCHOOL DISTRICT SEPTEMBER 30, 1979 TO SEPTEMBER 30, 1980 FTE Pupils September 30. 1979 FTE Teachers FTE Pupils September 30, 1980 FTE Pupil/ Ratio 1. Femie 3,463.5 2. Cranbrook 4,673.0 3. Kimberley 1.918.0 4. Windermere 1,350.5 7. Nelson 4,005.5 9. CasUegar 2,719.0 10. Arrow Lakes 984.0 11. Trail 4.276.5 12. GrandForks 1,385.5 13. Kettle Valley 712.0 14. Southern Okanagan 2,277.0 15. Penticton 4,740.5 16. Keremeos 603.5 17. Princeton 979.5 18. Golden 1.439.0 19. Revelstoke 2,074.5 21. Armstrong-Spallumcheen 1,378.5 22. Vernon 8,317.0 23. Central Okanagan 15,640.0 24. Kamloops 17,294.5 26. North Thompson 1,287.5 27. Cariboo-Chilcotin 8.267.0 28. Quesnel 5,221.0 29. Lillooet 1,020.0 30. South Cariboo 1,832.0 31. Merrill 2,440.0 32. Hope 1,585.0 33. Chilliwack 7.750.0 34. Abbotsford 9,217.0 35. Langley 12.559.5 36. Surrey 28,332.5 37. Delta 17,812.5 38. Richmond 17,823.5 39. Vancouver 55,800.0 40. New Westminster 4,224.5 41. Burnaby 20,380.0 42. Maple Ridge 7.520.5 43. Coquitlam 21,901.0 44. North Vancouver 17,942.0 45. West Vancouver 6,094.5 46. Sunshine Coast 2,635.0 47. Powell River 4,069.0 48. Howe Sound 2.812.5 49. Central Coast 754.5 50. Queen Charlotte 1,213.5 52. Prince Rupert 4.074.5 54. Smiihers 2,806.0 55. Bums Lake 1.907.0 56. Nechako 3,201.0 57. Prince George 20.205.5 59. Peace River South 5,180.5 60. Peace River North 5,748.0 61. Greater Victoria 23,487.0 62. Sooke 7,696.5 63. Saanich 6.009.5 64. Gulflslands 1.013.0 65. Cowichan 7,398.5 66. Lake Cowichan 1,260.0 68. Nanaimo 11,774.0 69. Qualicum 2,664.5 70. Alberni 7,425.5 71. Courtenay 7,121.5 72. Campbell River 5,799.0 75. Mission 4,445.0 76. Agassiz-Harrison 770.0 77. Summerland 1,345.5 80. Kitimat 2,961.5 81. FortNelson 1,139.5 84. Vancouver Is. West 1.056.0 85. Vancouver Island North 3.040.5 86. Creston-Kaslo 2,343.0 87. Stikine 558.5 88. Terrace 5,414.5 89. Shuswap 5,420.5 92. Nisgha 530.0 GRAND TOTAL 494,522,0 201.50 247.50 116.12 82.60 233.10 149.40 68.68 239.90 83.30 44.90 134.70 250.90 36.35 59.50 86.20 125.50 81.50 443.10 855.00 986.39 78.00 454.10 310.70 64.70 116.05 142.30 93.00 430.50 491.00 676.23 1,541.80 971.90 981.10 3.005.56 247.00 1.155.30 430.87 1.201.80 1.022.84 334.75 153.25 234.70 158.39 59.05 82.00 248.90 160.15 118.40 194.50 1,138.29 299.70 323.40 1.272.63 426.12 338.60 67.30 434.50 82.13 680.10 142.37 428.10 373.02 333.00 246.90 48.00 75.75 174.70 67.00 66.00 197.10 140.95 42.36 307.20 313.45 43.50 17.19 18.88 16.52 16.35 17.18 18.20 14.33 17.83 16.63 15.86 16.90 18.89 16.60 16.46 16.69 16.53 16.91 18.77 18.29 17.53 16.51 18.21 16.80 15.77 15.79 17.15 17.04 18.00 18.77 18.57 18.38 18.33 18.17 18.57 17.10 17.64 17.45 18.22 17.54 18.21 17.19 17.34 17.76 12.78 14.80 16.37 17.52 16.11 16.46 17.75 17.29 17.77 18.46 18.06 17.75 15.05 17.03 15,34 17.31 18.72 17.35 19.09 17.41 18.00 16.04 17.76 16.95 17.01 16.00 15.43 16.62 13.18 17.63 17.29 12.18 3.593.5 4.639.5 1,945.5 205.10 260.45 120.40 85.80 4.046.5 240.10 2.716.5 154.37 997.5 68.34 4.267.0 244.45 1.353.5 81.70 638.5 44.50 2,191.0 134.03 4.701.5 251.77 566.0 35.25 987.5 59.50 1.432.0 85.80 2,086.0 129.70 1.430.5 82.50 8.189.0 449.60 15.623.0 854.80 17,233.5 995.30 1.279.5 80.00 8.307.5 467.30 5.168.0 307.75 1.006.0 66.30 1.826.0 113.10 2,379.0 141.70 1.573.5 96.50 7.581.0 430.10 9.672.0 510.50 13.137.5 730.70 29.262.0 1,647.90 18,073.0 1.002.90 17,808.0 1.017.60 53.770.5 2.959.30 3.895.0 244.60 19,417.0 1.152.19 7.608.5 452.57 21.844.5 1.240.70 17.048.0 996.35 5,727.0 332.28 2.733.0 161.56 4,067.5 241.90 2,919.0 168.37 468.0 40.80 1,202.0 82.00 4.052.5 246.85 2,907.0 165.85 1.841.0 118.60 20.113.0 5.070.5 5.896.0 22,706.5 7,546.0 6,180.0 1.036.5 7,398.5 1,230.0 12.052.0 2.939.0 7,267.5 7,063.0 5,933.0 4.777.5 797.5 1,347.0 3,038.0 1,150.5 1,113.0 3.083.0 2,270.5 587.5 5.607.0 5.505.5 540.5 198.70 1.166.63 297.17 338.60 1.287.06 431.10 358.80 70.90 426.10 80.53 714.40 166.89 428.60 382.57 339.90 264.20 48.50 74.75 176.90 75.50 73.50 197.31 141.33 44.10 321.90 323.20 43.50 17.52 17.81 16.16 16.02 16.85 17.60 14.60 17.46 16.57 14.35 16.35 18.67 16.06 16.60 16.69 16.08 17.34 18.21 18.28 17.31 15.99 17.78 16.79 15.17 16.15 16.79 16.31 17.63 18.95 17.98 17.76 18.02 17.50 18.17 15.92 16.85 16.81 17.61 17.11 17.24 16.92 16.81 17.34 11.47 14.66 16.42 17.53 15.52 16.20 17.24 17.06 17.41 17.64 17.50 17.22 14.62 17.36 15.27 16.87 17.61 16.96 18.46 17.46 17.17 15.24 15.14 15.63 16.07 13.32 17.42 17.03 12.43 TOO Source: September 1979, 1980 Form I and J. TABLE 2.21 agedistributionoffull and PART-TIME B.C. PUBLIC SCHOOL TEACHERS BY SEX IN SEPTEMBER 1980 EXPRESSED AS A PERCENTAGE Age Mule Female Total <20 20 — — — 21 0.3 0.2 22 0.1 1.2 0.7 23 0.7 2.4 1.6 24 1.1 3.2 2.2 25 1.4 3.9 2.8 26 2.0 3.8 3.0 27 2.4 4.0 3.2 28 2.8 4.4 3.7 29 3.4 5.1 4.3 30 4.2 4.8 4.5 31 4.4 5.0 4.7 32 4.7 5.1 4.9 33 5.5 4.8 5.1 34 4.9 4.0 4.4 35 4.4 3.2 3.8 36 4.7 3.5 4.0 37 4.5 3.3 3.9 38 4.2 2.9 3.5 39 4.1 2.7 3.4 40 3.7 2.6 3.1 41 3.5 2.2 2.8 42 3.0 2.0 2.5 43 2.4 1.9 2.1 44 2.5 1.8 2.1 45 2.2 1.9 2.0 46 2.0 1.6 1.8 47 1.8 1.5 1.7 48 2.0 1.7 1.9 49 2.0 1.7 1.8 50 1.9 1.6 1.7 51 1.8 1.5 1.6 52 1.5 1.4 1.5 53 1.5 1.3 1.4 54 1.5 I.I 1.3 55 1.2 1.0 I.I 56 1.2 1.0 1.1 57 1.1 0.9 1.0 58 0.9 0.8 0.9 59 0.8 0.8 0.8 60 0.5 0.6 0.6 61 0.4 0.5 0.5 62 0.4 0.4 0.4 63 0.2 0.4 0.3 64 0.3 0.3 0.3 65+ — 0.1 0.1 TOTAL 100.0 100.0 100.0 Source: September 1980 Form J. T83 O Tj IT, u 0- H Oh UJ 00 Oh UJ X CQ u < UJ H U. x o u g 2 < Ui o o < ^ LU ( j oi H on H Oh UJ 33 U UJ y J OJ D <: >- UJ >- U , 1 CO OJ <j m oi -J -J £ UJ a u < < U. Oh O O UJ u Oh UJ H -J O Q UJ F- [il D (J _l o x Oh 00 u s O u u J « CM CM CM UJ -I m < »i 0?52 ror—ceoorjf.1 '$ SSSSS2' !SS IS SSI-""I IS SI CQ > j? Q 55 _ SbuZZOZU isas-g i£J 5 D < z Jons|S ■ ■ a ■§ a -a». Hi T84 J j TABLE 2.23 provincial educational media centre SCHOOL BROADCASTS Television Programs Broadcast 173 Schools Reporting Use 581 Radio Programs Broadcast 162 Schools Reporting Use 417 TABLE 2.24(1) distribution of AUDIO-VISUAL MATERIALS Total Films Supplied 43,810 PEMC K-12 Films/Videotapes/Audiotapes Catalogue 7,000 PEMC Post-Secondary Films/Videotapes/Audiotapes Catalogue 2,800 Singout! 1980-81 (Students' Booklet) 80,000 Songs & Stories of Canada (Guide) 5,000 Ear Bending (Teachers'& Students'Material) 45,000 Bric-a-Brac '81 (Students' Booklet) 20,000 Chantez! '81 12,000 FaitesVosIeux 2,000 Broadcast Guides 24,000 Broadcast Calendars 12,000 Media Resources Guides —Secondary P.E 3,000 —Elementary Language Arts 13,000 —Business Education 1,100 —Elementary Science 18,000 Alphabet Drawing Masters & Frieze 3,000 Promotional Material (Fernie, B.C.) 2,000 Videotape Programs 18,902 Audiotape Programs 10,342 T85 TABLE 2.24 (2) DISTRIBUTION SERVICES CIRCULATION REPORT 16mm Films Supplied T86 Cranbrook Kimbcrlcy Windermere Nelson Castlcgar •Arrow Lakes Trail Grand Forks Kettle Valley Southern Okanagan Penticton Keremeos Princeton Golden Revelstoke Armstrong-Spallumcheen . Vemon Central Okanagan Kamloops North Thompson Cariboo-Chilcotin Quesnel Lillooet South Cariboo Merritt Hope Chilliwack Abbotsford Langley Surrey Delta Richmond Vancouver New Westminster Burnaby Maple Ridge Coquitlam North Vancouver West Vancouver Sunshine Coast Powell River Howe Sound Ocean Falls Queen Charlotte Prince Rupert Smithers Bums Lake Nechako Prince George Peace River South Peace River North Greater Victoria Sooke Saanich Gulf Islands Cowichan Lake Cowichan Nanaimo Qualicum Alberni Courtenay Campbell River Mission Agassiz-Hamson Summerland Kitimat Fort Nelson Vancouver Island West.... Vancouver Island North ... Creston-Kaslo Stikine Terrace Shuswap Nisgha Provincial Colleges Independent Schools Miscellaneous 1,278 1.082 i PUBLIC SCHOOLS 3. Finance TABLE Page 3.1 Comparison of enrolment and expenditure for public education at June 30 T88 3.2 Expenditure for education, calendar year 1980 T89 3.3 Cost per pupil, calendar year 1980 T90 3.4 Expenditure by school district for the calendar year 1980 T9I 3.5 Revenue by school district for the calendar year 1980 T93 3.6 Transportation costs T95 3.7 Summary of school dormitory data, 1980/81 T95 T87 TABLE 3.1 COMPARISON OF ENROLMENT AND EXPENDITURE FOR PUBLIC EDUCATION AT JUNE 30 Teachers Employed Average Daily Atten- Percentage Atten- Total Operating Expenditures Total Expenditure 1882/83 69 1887/88 128 1892/93 267 1897/98 429 1902/03 607 1907/08 816 1912/13 1.597 1913/14 1,859 1917/18 2,246 1922/23 3,118 1927/28 3,668 1928/29 3,784 1929/30 3,854 1930/31 3,948 1931/32 3,959 1932/33 3,912 1933/34 3,873 1934/35 3,942 1935/36 3,956 1936737 4,025 1937/38 4.092 1938/39 4,194 1939/40 4,220 1940/41 4,248 1941/42 4,224 1942/43 4,055 1943/44 4,162 1944/45 4,354 1945/46 4,512 1946747 4,833 1947/48 5.116 1948/49 5,496 1949/50 5,873 1950/51 6,272 1951/52 6.598 1952/53 7.105 1953/54 7,574 1954/55 8.185 1955/56 8,690 1956/57 9,474 1957/58 10.171 1958/59 10.839 1959/60 11.513 1960/61 12,137 1961/62 12,772 1962/63 13,571 1963/64 14,415 1964/65 15,327 1965/66 16,173 1966/67 17.7426 1967/68 19.191 1968/69 20,481 1969/70 21,828 1970/71 22,678 1971/72 23,224 1972/73 23,365 1973/74 24,5857 1974/75 26,877 1975/76 27,870 1976/77 28,390 1977/78 28,820 1978/79 28,866 1979/80 28,821 1980/81 29,483 2,693 1,383 6,372 3.093 11,496 7.111 17,648 11,055 24,499 16.357 33,314 23,195 57,608 43.274 62,263 49,377 67,516 54,746 94,888 77,752 108,179 91,760 109,588 94,410 111,017 96,196 113,914 99,375 115,919 103,510 116,816 104,978 115,792 103,389 117,233 101,893 116,722 101,873 118.431 104,044 120,360 106,515 120,934 107,660 120,459 108,826 119,634 103,192 118,405 102,085 115,447 93,473 119.043 102.999 125,135 107,599 130.605 114.590 137,827 121,334 146.708 129,859 155,515 138.941 164,212 147,583 173,354 154,077 183,112 163.364 195,290 176.138 210,174 191.061 223,840 204.239 240,674 218,303 260,069 235,396 277,070 252,490 291.223 267,052 305,837 281.513 321.760 298,175 340.290 312,173 358,905 332.585 378.64] 348,472 400.080 367,718 420.790 379,045 445,228 408,452 467,486 425,514 489,596 447.643 513,079 466.264 527,106 476,643 534,523 481,353 537.106 481.686 548,999 489.303 553,991 494,877 555,238 495,715 547,994 484.226 539,198 478,792 528.752 477,145 525.491 477,169 522,888 464,352 48.54 61.85 62.64 66.76 69.62 75.12 79.30 81.09 84.82 86.17 86.65 87.23 89.29 89.86 89.30 86.91 87.27 87.85 88.49 89.02 90.34 86.26 86.22 80.96 86.52 86.08 87.91 88.36 88.81 89.67 90.26 89.19 89.58 90.62 91.25 91.63 91.12 90.98 91.71 92.32 92.61 93.23 92.69 93.76 93.23 93.25 91.50 93.28 92.64 93.87 93.74 93.41 93.38 93.20 92.86 93.13 92.95 93.13 92.89 93.07 93.35 93.40 60.758.752 113,689.36* 174,775.43 290,255.26 473.802.29 544,671.60 1,663.003.34 1,885,654.11 1,653,796.60 3.176,686.28* 3,532,518.95 3,765.920.69 3,743.317.08 3,834.727.19 4.015.074.37 2,849,972.02 2,611,937.80 2,835,040.74 2,972,385.04 3,277.660.23 3,524,962.69 3,630.670.78 3.585.769.00 3,963,848.24 4,028.397.88 3,924,243.53 4,244,898.82 5,022.534.59 5,765.205.50 9.398,473.46 12,468,653.18 17,363.430.94 22.809,631.23 25.830,076.88 26,885,980.43 26.555.080.24 24.060,233.15 34,279,302.27 41,067,740.34 43.989,524.32 50.861,473.63 53,288.028.94 59,472,055.06 70,174,999.84 77,632.903.48 83,782,121.79 95,497,375.16 105,017,594.75 119,871.278.31 144,702,607.40 181,854,578.21 251,827,287.92 292.556,398.29 354,470,298.48 382,221,877.00 425.505,748.00 481,823,740.00 551,647,880.00 704,839.307.00 822,600,150.00 923.735.364.00 939,872,187.00 1,082.192,325.00 1.213.874,699.00 215.056.223 425.555.10 604,357.86 1,220.509.85 4,658,894.97 4,634,877.56 3,519,014.61 7,630,009.54* 9.261.094.98 11.149,996.27 10.008.255.66 10,061,387.99 9.719.333.81 8.941.497.34 8.213,369.04 8.458.156.00 8,775,353.78 9,593.562.64 10.193.367.08 10,640,740.47 10.521.684.92 10,982.364.49 11,120,801.94 11.502.291.35 12,231.029.35 13,683.538.18 14.818,625.81 20.176,930.53 25,768.392.09 35.538.079.88 47.726.750.37 54,195.133.95 57.881,559.48 58,401.121.15 70,791.844.25 80.823,263.71* 69,314.181.24s 77,653,192.32 90.483.765.63 101.351.107.94 115,941,018.06 133,401,622.84 145,535.715.48 157.614,783.79 177.539.584.16 199,114.313.75 227.937.392.31 269,217,969.40 332,702,367.21 384,336,617.68 437,743,656.54 516,309.118.90 557,875,205.00 612,808,108.00 694,357.161.00 832.876.042.005 1.068.408.139.00 1.223.758,028.00 1,374,983,287.00 1.514,050,579.00 1,689,934.617.00 1,695,906,543.00 T88 1 Average daily attendance as a percentage of FTE net enrolment. Since 1968/69, percentage of attendance is total actual attendance as a percentage of total possible attendance. The total expenditure for public schools was borne by the Government. Excluding unknown expenditure made for incidental expenses in city school districts. Since 1922/23 this amount includes the annual grant from the Government to the provincial universities and since 1963/64 to school district and regional colleges. Since 1955/56 this amount is exclusive of capital expenditures from by-law funds. The numbers of teachers reported from 1966/67 on include district-wide teachers with supervisory and administrative duties. These district-wide teachers were excluded from this table priorto 1966/67. 7 Since 1973/74 the number of teachers is reported as of September 30 rather than June 30. J (N r- o Cft rsi oo <N On ON rft oo Os rN O «■ 1—1 VO Cft P- rf On to o vo fN O <N ON •n <n oo vo VO _^ v» z o Q Z p Uh < >< P o < S Bi rt 5P E M 5 B 111 O >* Q tt. Oi Z uj < tt. S* Q & BS§ s. o- uj u UJ O ttl > D -J U X m CM CO UJ _l in < ■■a o Q CO Pill: O sS oo 2; _ <o -fr rft m vO r- m vO >n o 00 r- vo CN o .a Ii -=._--, cd CQ o u 3 •a s *3 o > O C co o cn D i Z ttl Ol ttl < H O H Q Z < OS O T89 OS < ttl 1 OS < Q z ttl -4 < I -J s, D o. OS ttl 0. H CO O U ' ON o ~) m o Cft 1 tn VO 0 -fr" CN CN vO O — CN vo -fr in o -3- CN O oo in ^ \o r- m ON -Sf --fr in ON CO Cft .> O NO V? ee CN CN vo t^ oo in vo -fr oo CN 00 vO Cft ON ON CO in Cft cft Cft vO VO -fr o o o ON >n oo vO o Cft a e CO X CO *«3 lu o -J H m T3 < ra Oh <!> n u CO CO a o o Z Q Z E E 3 -2 So C/J O C HH ° g S a" e-c U o „_ U 2 o & U Oh O ■a 2 o Oh.0 ajsa < d u 2 2 8 * o SmU 8 HI » tt, < 00 H-, C ■ — CQ O J3 § U . O >» U S sU ra co O OS co O <j o g OS ttl Oh O -J < O H 5 ° ra w X> G '§-■§1 O -o o ral o- e T90 ^son^N^N|s.os^^OC>--wt^C?sOoorsio*siOsOn[^sDccp oricsiOs>N^c>'^«^oc^ooo^f^so()eis.'sTos^«ftsti>c>r seonnoi'iWQOiosMtT » * o ^ n o O O mo ^ n a a' I -OOM^MinOst*i;NsO»vtNnl^Q'-'--™tt;r%OsO' ■ *-"^n»nnrtsftvDOm0^oo^ri*sOhC*-'OC)'tonc foV"rio«Nv5--fii,«noe>]ovtMstn^>ovoiN-V'f 8138888® — 3 8 in § 5 r-" o>* tt rsf o S w o r- — c CAdwstciwiMOr'i os si soo-ne^spoosoor-oooos Soooor^Ttowoor^oo©© 3©©_t3>Ttr^sri\Dfs)©-isoe«©(s) to. n ^* h* t~ m* M* sO* -' M l(i o* sO so Si I O s5 O fsi m © si j W", sD sO so -. sO C tooospesioorrr-o.o OS < ttl Oi < Q Z ttl -J < u ttl 3 a OS o U 2 P CO s -J O o a o CO a CQ ttl OS 5 H 3 z tti Oh X ttl co UJ _l m 2 S8S5 ItSiS^NSi 1 3 ^ S j? 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O in — -t <r, — \otn^Ght^Qr^^zt^Q^^ttrA^^ — r^Qf^Q*^*-*^~t^tnr:*^o*&*or*-~*QQtnc'\ nccrsx-TCs^^xoxOCa-■ -t s© r- f , r^ f . m — -t Os f , *-". r-j'Or-. w-, f, n a: k — «"j ^ r^- r^- ft nV' M -' * ^ sO g to* O 1 rn to o S3 cs j id in o n so '5955! ^^->0--r^©t>sor^t>-*socJs?sic-; — c-j oo ■<)■_ .— 1*1 o os to m © P 3s o in r.© |©oOcO©©©0©©QO,2soor'.inos©oO©©-~ ©©OOsOwiOeslOOOO I— © -Tit inMO-nosooftf^r-©©© cs ui co r- in O oo pfeoo-r, r-i — csso^o — ©©so <n o" - &l *N oo o o © so O Os o C S3SS8J ssss 2 3-JRSJ > 8 «n S 8 — Bffio — --§t?ea'oo-i5 ; -' ^' - 6 - r-V: o - n x <! - -t <-i C* r > oo in oo © C - © as © t— — t-wor-ncow- so*f o ..TMOO'aco.sOr-osf-s-istsO — sOr > ■* *j> oT stf o so' «i o N JJ r- rsi tsT of o m «n — -nTj-r-o — t—Mn — tt — 0--r — *fnsonr.sOin*f-r "1 P; * O « Oi t_ M « SO M -t M rl t s5_ T "1 T if M cl "1 W (^ - NstMO-'»iOiooi-"'-0»*ias — oo©sj5©sosniNrsirjTtc c^ -n *» r- — (nOOTfoosnininminossooinin — eo — sowiw >Os2»Tfi*i^o^M*Jft«mi»^-iin--sO|s|(s|'nst*/[>.i/ *csviTfsoijnir>*t 'O o *f sS st> *t ( >rsi*j-jq-n2fil?3;**1SSi Jt>ftMOsp^rinMNspsti*ih.s )oo»n-0('ic»n0i^f->6l Ncis[-.n™»^--Oso>OMsn»(nc»Ni*iNNaoa — m m oo ee fi so in s?NNoo^r'Ost**ic5'0««ooooOVM^^~T>t-e>0^sOco-' T>00-mOsNOsS*>wroN»n*ioo*Js9n-e4»NsN»snstl»aiit>s mOs — irts*OpDTf©©(*ir-OsOsO©sOjn( •n —■_ S i> in t^^ocisooo-srfr^e^esi oo *ft ' [* Oi O (jj 5 I'll - w co Os m — O m P- -t N t CO (0 tn 11S11 i I I'fi i"ITI IJ^: IJI -i i -gr rii -1 i i 111 Vs nScS:z:*3_.:S3SlJ.,l£l£^Jou3f^ TSCS^^tMwdNTfansa'i^e/icj-. fiMTt'wsdodttd — rsivisDp^d— SOT*^Mmjy VTTvrf^^*frr^insn*)iniiinii,*v3iDsovg\Ovoiosni^i* 00,00 00 os 00 00 00 os T92 in co Ul .J CD < I- o oo 1 -1 ON i—r OS < ttl ^ a t- OS < Q z ttl ' z o | s £ < H U | W 1 s jjj 3 a K </) g. 1 Q SCJ OS o a 00 h ■•= u 2 i H CO Q ■J. ffl £ O i« a z X oi H UJ CO ja .2 >■ U tn g oa ES Es o 0. Z ■a ttl > 0 pj OS s!)inf;OigQniJC l«'«OOsc«S*a'i*|iOM^<< j Os* »' n vf -' OS \o o «' n O C rTtr-iNsOTtstrsinso—- :g§5§ ■ ostiA^n |s.s6i*sMinnsOst — r t oo — « vo in sj rt — r 2S*-st's,|CrtiS'j; ISSP! i?. i as i i ? © in 3 o sa'SeSE ■Osoiooor- 1 *J *? 8 8 S8 IVtPSf I s I i ass i i ssi rser-Ooo — Tf—■ as •* r- ov csi do c i «d r-* o ©" w :OnsOi/i jojia j 3QisOviiftf-(s|*>c .383? }«5rtOOMP>Mst — sOinr.N^WrtaOMrtff'stOC'sOV iiOOinSin ",00 « ftv5Nr«rt«inso*-"sni>sb*jRtNaii - — Tco-rrisDric^oofafir"! — r-snmor~insO_sqr~, Os_ os-t" 3ir.>n*roTtsoo30s--©o\--oCisersn--TJ"--'^©sOsooo iin-i^#f«ieN5«stt%^(h-ftno\i^r))rsnN|s.(j(sit ,,88 .111 l.3 siliipii-SijiH, s-s^-af-s-s s-aBl1llii1llfllf=iI: ; E-=orCGu35-rooc5u35ai3=nuoS :u55zu<HO^w£w£oa:<>uwzuai-Jco'Sxu<JwQS>z T93 i©i~^^vorsis5c>oocsisOsiS--f s 5 o » q co q 4 O; -_ t_ o ^ f, r >V o' si M O "t r. K O O 51 t * V ls5-*f-*JrtrtrtOs(s|,stSa)'r'' sOrtinsoini/iOSTj'stto — *r-t ." - oo' (sf */ o" I* «i o Q n * so 00 s sooosO'j'Oivovisocor If 55 (*i n *j" ^ o fi O 01 ' iosr~-os©OTf«LftNcj>r - so 00 — *>i — oof. — o - s J « so — Ni*sps*j-o^&sor^ — OQrtCsl j-^M'iNf'icsrisO^ o — f^ti-iminf, 3 CN rt —_ rsi_ oo_ tt — rt rt Os rt tn © i> 8 O in 3 rt 00 pJ rt H S 3 C 1* r~ sd * so" so" 00 s* < :g3SS;s; s inv^Ns006sNO*)V,Ta'sort-■t5sso*tOs'n,*(-~©"n*tosDOsf. — -*i ^Tr©so--.i--OTts>inTrr-e«eSo--^©oo--i*i--©in*JTTtrtsor--ooos -' so d so' »' r-' so' —' *' oj -' d sp 10 iN -' so" s/i m [-■' Os o> r- "T so r-- t r-_ n' - n' d »' co m s*»»oon*aiibo*j'0 0*l'sp(s.isi -nosONr.-iis.iBsOr. =0 — © [— os. 00 00 i*>ortO>rtCN'^iiSoorti*iTt--cJi--iN--iN--<s'ooi*ainr-i t— <n esi — — tn c* tn & rr-.OMso^rtOssooinTtoo*NiOrt — os"nrtOCN^TtsSoor^fnfi'si-(noooosp 5l?Wi'ts*OiWO»N-ogft-ooinN*/,0|05^TS*NsS'it,-0"twO ^Ocs,|s0^nT|■Ol'nsf*^sr.^ts»tonsS-•ooloqc^rtrtqr«>sO_q^ »*t©i~--id©"aCa\idsd<Nrt'oCinos"f-.'fn — rs)r-iTrsoinoo>o«»}©«-'r-r-'dr"*t 33oNosos}*inicnr-MingsOhoo>oi2»oidijsB^ oj I <2 § 2 * ^ ^ JQ ^ © S £ 3. ^"" — */ jsj ~m"92S2r J3 S£ rtfo) o 2 3 £ R § R 3 3 = ji 111 3 -OvTt'rtoo'vtrtOssi 1 O (N — 06 T > rt r-"M 133! y in co UJ -i CD < : S B i 8 ° •£ ! 5 s s- -5« c jS>TEK<-*£2US-3i"il •uzS5_.a.(3dvl s o .a j § fill § 12 § § i3 a | sa L T94 J TABLE 3.6 T.RANSPORTATION COSTS Conveyance Total District Conveyance Costs as a r"ear Expenditures Costs Percentage of District Expenditures S $ 2,477,202 2,611.370 2,721,510 2,886.696 3.125.447 3.475.895 4,009.393 4,610,089 5.355.378 5,891,894 2.0 2.0 1.9 1.9 1.9 1.9 1.9 1.87 1.82 127.616.486 19691 323.153,465 1970' 361,429,563 6,556,422 1.81 7,216.520 8,072.883 1.89 1.84 19721 438,901.005 19731..... 502,596,294 9,688,206 1.93 12,548,230 16,363.823 19,298.273 2.09 2.19 2.24 1976' 863,163,406 1977' 972,529,889 21.930,833 2.25 19781 1.051,344.671 24,253.143 2.31 1979' 1,161,912,446 26,618,014 2.23 1980 1,287,129,312 30,404,769 2.36 1 Excluding college expenditures. TABLE 3.7 SUMMARY OF SCHOOL DISTRICT DORMITORY DATA, 1980/81 Capacity Occupancy Staff Grade Limits Number and Name Male Female Male Female Time Time 7 — 4 I 8 12 8 12 29. Lillooet 30 30 30 30 4 1 12 4 8 12 8 12 92. Nisgha 47 47 47 47 27 6 ■ T95 PUBLIC SCHOOLS 4. Schools TABLE Page 4.1 Number of public schools in operation by type, September 1975 to 1980 T98 4.2 Senior secondary schools X98 4.3 Secondary schools T99 4.4 Junior secondary schools T100 4.5 Elementary-senior secondary schools T101 4.6 Elementary-junior secondary schools T101 4.7 Elementary schools T102 4.8 Summary of all schools T103 4.9 School organization for schools enrolling secondary students, (September 1978 to 1980) T104 4.10 School organization for schools enrolling secondary students by type of school and by size of school T105 T97 TABLE 4.1 NUMBER OFPUBLIC SCHOOLS IN OPERATION BY TYPE, SEPTEMBER 1975-80 Type Numbers Open in September 1975 1976 1977 1978 1979 1980 Change 1975-80 Senior secondary Secondary Junior secondary Elementary-senior secondary.. Elementary-junior secondary.. 1 1,232 1.229 1,234 1.235 1,225 1.217 -15 1,582 542,688 1,602 536,192 1,611 527.771 1,615 517.786 1,606 511,671 1,600 509,805 Source: September 1980 Form Band I. TABLE 4.2 SENIOR SECONDARY SCHOOLS :t Number and Nar Number of Schools NumberofFTE School-Attached Teachers September 30 Enrolment 15.00 209 62.00 1.245 119.00 2.190 37.00 720 38.00 667 212.50 3,624 68.00 1,195 173.50 3,229 111.00 1,991 199.00 3,722 73.00 1,205 38.50 694 94.79 1,893 55.00 1,064 85.10 1,566 45.00 852 39.00 656 21. Armstrong-Spaliumchccn . 22. Vemon 24. Kamloops 27. Cariboo-Chilcoiin 28. Quesnel 36. Surrey 37. Delta 38. Richmond 41. Burnaby 43. Coquitlam 44. North Vancouver 47. Powell River 61. Greater Victoria 65. Cowichan 68. Nanaimo 71. Courtenay 89. Shuswap TOTAL Source: September 1980 Form I. T98 TABLE 4.3 SECONDARY SCHOOLS :t Number and Name Number of Schools Number of FTE Sc hool-Attached September 30 Teachers Enrolment 73.00 1.218 50.00 851 28.00 455 29,00 502 49.50 782 46.50 828 21.00 273 74.00 1,292 36.00 588 19.00 258 62.33 999 62.67 1.128 17.50 236 27.00 401 35.00 624 50.00 775 24.00 416 306,50 5.533 114.30 1.681 28.00 464 23.50 463 2.00 25 24.00 401 43.00 625 40.00 680 25.00 414 102.50 1,819 85.51 1.617 178.60 3,299 136.50 2,381 187.00 3.271 1.258.40 23.781 107.00 1.813 197.70- 3.296 155.00 2,491 268.65 4,962 158.78 2,776 48.00 777 53.00 879 12.00 145 20.00 232 36.00 653 50.25 841 30.60 482 38.50 601 350.75 5,806 38.50 713 42.00 803 230.28 4.231 13160 2,289 116.40 2,133 22.00 357 35.00 562 28.50 370 34.50 528 44.00 780 97.00 1,648 37.00 662 76.00 1.359 39.50 676 37.75 628 74.50 1,286 14.60 208 57.60 888 48.00 757 65.60 1,118 47.50 711 1. Femie 2. Cranbrook 3. Kimberley 4. Windermere 7. Nelson 9. Castlcgar 10. Arrow Lakes 11. Trail 12. GrandForks 13. Kettle Valley 14. Southern Okanagan 15. Penticton 16. Kcrcmeos 17. Princeton 18. Golden 19. Revelstoke 22. Vemon 23. Central Okanagan 24. Kamloops 26. North Thompson 27. Cariboo-Chilcodn 28. Quesnel 29. Lillooet 30. South Cariboo 31. Merrill 32. Hope 33. Chilliwack 34. Abbotsford 35. Langley 36. Surrey 37. Delia 39. Vancouver 40. New Westminster 41. Burnaby 42. Maple Ridge 44. North Vancouver 45. West Vancouver 46. Sunshine Coast 48. Howe Sound 49. CentralCoast 50. Queen Charlotte 52. Prince Rupert 54. Smithers 55. Burns Lake 56. Nechako 57. PrinceGeorge 59. Peace River South 60. Peace River North 61. Greater Victoria 62. Sooke 63. Saanich 64. Gulf Islands 65. Cowichan 66. Lake Cowichan 68. Nanaimo 69. Qualicum 70. Alberni 71. Courtenay 72. Campbell River 75. Mission 77. Summerland 80. Kitimat 84. Vancouver Island West.. 85. Vancouver Island North . 86. Creston-Kaslo 88. Terrace 89. Shuswap TOTAL Source: September 1980 Form I. T99 TABLE 4.4 JUNIOR SECONDARY SCHOOLS District Number and Nar Number of Schools Number of FTE September 30 Teachers Enrolment 59.95 1,034 35.00 597 24.50 394 54.00 886 22.00 399 77.00 1.401 79.00 1.353 200.16 3.197 101.50 1,745 79.00 1,268 17.00 233 94.80 1,539 104.59 1,883 91.00 1,535 291.40 5,128 118.00 2,083 210.00 3,886 160.60 2.687 26.00 441 322.00 5,532 72.90 1.126 17.06 213 65.40 1,042 14.00 211 46.60 737 19.50 318 86.10 1,431 53.17 832 64.00 1,070 215.62 3,841 35.00 599 98.50 1,605 164.00 2,810 28.00 449 91.70 1.543 35.50 580 59.10 989 1.00 17 53.50 988 54.70 966 2. Cranbrook 7. Nelson 11. Trail 15. Penticton 21. Armslrong-Spallumchecn . 22. Vemon 23. Central Okanagan 24. Kamloops 27. Cariboo-Chilcotin 28. Quesnel 31. Merritt 33. Chilliwack 34. Abbotsford 35. Langley 36. Surrey 37. Delta 38. Richmond 41. Burnaby 42. Maple Ridge 43. Coquitlam 44. North Vancouver 46. Sunshine Coast 47. PowellRiver. 48. Howe Sound 52. Prince Rupert 54. Smithers 57. Prince George. 59. Peace River South 60. PeaceRiverNorth 61. Greater Victoria 62. Sooke 65. Cowichan 68. Nanaimo 70. Mbemi 71. Courtenay 72. CampbellRiver 75. Mission 84. Vancouver Island West 88. Terrace 89. Shuswap TOTAL Source: Septemberl980FormI. T100 TABLE 4.5 ELEMENTARY-SENIOR SECONDARY SCHOOLS :t Number and Name Number of Schools Number of FTE September 30 Teachers Enrolment 27.50 358 18.00 258 7.00 128 17.00 252 67.50 1,162 32.50 479 21.00 344 26.00 394 69.00 1,070 16.25 199 25.00 424 13.50 171 31.00 539 26.00 382 29.00 414 24.00 362 26.80 422 21.10 320 14.00 201 26.50 406 7. Nelson 10. Arrow Lakes 27. Cariboo-Chilcotin 32. Hope 39. Vancouver 41. Burnaby 50. Queen Charlotte 55. Bums Lake 56. Nechako 57. Prince George 59. Peace River South .... 60. Peace River North .... 70. Alberni 76. Agassiz-Harrison 81. FortNelson 84. Vancouver Island West 86. Creston-Kaslo 87. Stikine 88. Terrace 92. Nisgha TOTAL Source: September 1980 Form I. TABLE 4.6 ELEMENTARY-JUNIOR SECONDARY SCHOOLS District Number and Name Number of Schools NumberofFTE School-Attached Teachers September 30 Enrolment 1 18.50 249 1 31.60 494 1 11.40 145 1 23.17 415 1 17.00 266 1 26.00 478 1 20.40 435 1 4.10 67 8 35.50 671 2 7.90 98 1 8.80 108 1 13.00 222 I 37.00 637 1 32.10 524 1 47.90 885 1 26.00 368 2 11.10 158 1 2.00 38 2 12.00 198 3 34.00 418 1 11.50 169 3 10.50 143 4 45.40 760 1 26.14 456 4 86.30 1,518 2 11.70 151 1 14.00 267 2 45.19 805 3 54.00 907 3 40.80 726 1 1.00 14 1 5.50 76 3 48.70 729 3 18.00 248 I 6.00 37 1 9.00 161 I. Bernie 3. Kimberley 4. Windermere 9. Castlegar 11. Trail 22. Vernon 24. Kamloops 26. North Thompson 27. Cariboo-Chilcotin 28. Quesnel 30. SouthCariboo 32. Hope 37. Delta 38. Richmond 41. Burnaby 44. North Vancouver 47. Powell River 49. CenlralCoast 50. Queen Charlotte 52. Prince Rupert 55. Bums Lake 59. Peace River South 60. Peace RivcrNonh 61. Greater Victoria 63. Saanich , 64. Gulf Islands 66. LakeCowichan 69. Qualicum 70. Alberni 72. Campbell River 81. FortNelson 84. Vancouver Island West.. 85. Vancouver Island North . 87. Stikine 88. Terrace 89. Sbuswap TOTAL Source: September 1980 Form I. T101 TABLE 4.7 ELEMENTARY SCHOOLS District Number and Name 1. Femie 2. Cranbrook 3. Kimberley 4. Windermere 7. Nelson 9. Castlegar 10. Arrow Lakes 11. Trail 12. GrandForkS 13. Kettle Valley 14. Southern Okanagan 15. Penticton 16. Keremeos 17. Princeton 18. Golden 19. Revelstoke 21. Armstrong-Spa! lumchccn 22. Vernon 23. Central Okanagan 24. Kamloops 26. North Thompson 27. Cariboo-Chilcotin 28. Quesnel 29. Lillooet 30. SouthCariboo 31. Merrill 32. Hope 33. Chilliwack 34. Abbotsford 35. Langley 36. Surrey 37. Delta 38. Richmond 39. Vancouver 40. New Westminster 41. Burnaby 42. MapleRidge 43. Coquitlam 44. North Vancouver 45. West Vancouver 46. Sunshine Coasi 47. Powell River 48. Howe Sound 49. Central Coast 50. Queen Charlotte 52. PrinccRupert 54. Smithers 55. Bums Lake 56. Nechako 57. Prince George 59. PeaceRiverSouih 60. Peace RiverNorth Number of Schools Number of FTE School-Attached Teachers 111.60 143.00 57.80 43.40 121.10 78.20 27.34 119.95 43.70 25.50 66.70 131.10 16.75 31.50 48.80 73.70 45.50 241.60 447.30 514.44 42.90 247.00 168.25 41.30 60.30 79.70 38.50 215.30 299.10 426.40 890.00 566.90 562.00 1,528.91 119.50 560.00 241.67 693.80 527.00 151.90 92.50 113.10 96.37 23.80 28.00 116.85 92.10 48.00 81.20 675.13 148.50 157.70 Sepiember30 Enrolment 2,287 2.905 1.067 769 2.457 1,565 496 2,441 802 407 1,255 2,833 9.232 10,349 3.310 646 1.163 1,539 737 4.493 6.579 8,833 19,357 11,528 10.832 30.596 2,223 10.726 4,990 13,353 9,928 3,106 1.858 2,305 1.957 303 479 2,417 1,883 871 1,676 13.467 3,181 3,322 636.23 241.90 141.10 33.60 223.60 34.30 359.60 73.90 197.60 191.77 162.60 158.10 21.50 37.00 96.40 40.50 27.40 87.01 62.53 4.00 174.30 150.50 13.00 20 13 4,933 2.726 569 4.415 34 7,582 70. Alberni 19 3.984 4,259 87. Stikine 88. Tetrace 92. Nisgha 3,203 159 TOTAL 14,691.10 Source: September 1980 Form I. T102 J TABLE 4.8 SUMMARY OF ALL SCHOOLS District Number and Name NumberofFTE School-Attached September 30 Teachers Enrolment 203.10 3,754 252.95 4,790 117.40 2.016 83.80 1.416 233.10 4.194 147.87 2,808 66.34 1.027 235.45 4,393 79.70 1.390 44.50 665 129.03 2.254 247.77 4,847 34.25 588 58.50 1.022 83.80 1.483 123.70 2.164 82.50 1.482 430.60 8,474 832.80 16.118 968.30 17.852 75.00 1.332 451.50 8.609 295.15 5,368 65.30 1,047 112.10 1,896 136.70 2,452 93.50 1,625 412.60 7.851 489,20 10.079 696.00 13.667 1.530.40 30.490 976.90 18.714 977.60 18.471 2.854.81 55.539 226.50 4,036 1.109.70 20.064 422.67 7.922 1,214.80 22.607 967.55 17,589 310.68 5.882 157.56 2,848 228.10 4,199 163.37 3,047 37.80 486 81.00 1.253 233.45 4,225 161.85 3,042 116.10 1.916 188.70 3.347 1,128.23 20.903 275.67 5.293 322.60 6,126 1,203.06 23,403 408.50 7,821 343.80 6,377 67.30 1.077 412.10 7.646 76.80 1.279 643.20 12.486 163.09 3.056 407.60 7.527 365.47 7.3)6 314.90 6.171 256.70 4.993 47.50 821 74.75 1,382 170.90 3.167 70.50 1,206 72.50 1,159 193.31 3,216 137.33 2,348 43.10 617 313.40 5.814 300.70 5,697 39.50 564 1. Femie 2. Cranbrook 3. Kimberley 4. Windermere 7. Nelson 9. Castleg.tr 10. Arrow Lakes 11. Trail 12. GrandFoitcs 13. KetUe Valley 14. Southern Okanagan 15. Penticton 16. Keremeos 17. Princeton 18. Golden 19. Revelstoke 21. Armstrong-Spallumcheen . 22. Vernon 23. Central Okanagan 24. Kamloops 26. North Thompson 27. Cariboo-Chilcotin 28. Quesnel 29. Lillooet 30. SouthCariboo 31. Merrill 32. Hope 33. Chilliwack 34. Abbotsford 35. Langley 36. Surrey 37. Delta 38. Richmond 39. Vancouver 40. New Westminster 41. Burnaby 42. MapleRidge 43. Coquitlam 44. North Vancouver 45. WestVancouver 46. Sunshine Coast 47. Powell River 48. Howe Sound 49. Centra] Coast 50. Queen Charlotte 52. Prince Rupert 54. Smithers 55. Burns Lake 56. Nechako 57. Prince George 59. Peace River South 60. Peace River North 61. Greater Victoria 62. Sooke 63. Saanich 64. Gulf Islands 65. Cowichan 66. LakeCowichan 68. Nanaimo 69. Qualicum 70. Alberni 71. Courtenay 72. Campbell River 75. Mission 76. Agassiz-Harrison 77. Summerland 80. Kitimat 81. FortNelson 84. Vancouver Island West 85. Vancouver Island North... 86. Creston-Kaslo 87. Stikine 88. Terrace 89. Shuswap 92. Nisgha TOTAL Source: September 1980Form I. T103 TABLE 4.9 school organization for SCHOOLS ENROLLING SECONDARY STUDENTS, SEPTEMBER 1978 TO 1980 Partial School Year Semester Semester Semester and Partial 10-Month Other Total 1978/79 145 48 3 12 136 24 368 1979/80 155 45 4 11 135 21 371 1980/81 161 37 2 13 131 30 374 Source: September 1978,1979and 1980FormK. T104 ■g ^. OS O OS * ^. H | O Uh FOR UDENTS BY TYP CHOOL Partial Semester r and Partia 10-Monil c 9- E- m SMB. 2 >. o H in» 1 c 2 1 oo^c (" (/ w < < N S Q tn Z Z >- < O CQ 0 u I OLOR INGSE OLANI el 1--1 1 ! i 0 — 0 c O -J O x -j ¥ uog tn oi io Z [1. « O «j -J 0 O O n »._ 1 1 | c 1 X U 00 0 "JSS 5 £ Vf1" £ s 0 pa 0 00 Cl O s^1 i| i 0 UJ -I 1 j> secondary itary-junioi 3 < § 0 3 < H O H Q. u 00 to h ■g 6 ,2 E E a £ gig; gig u 1 0 ■+ "J c ilii 9 O T105 INDEPENDENT SCHOOLS TABLE 5.1 GENERAL INFORMATION, 1980-81 1. PUPILS Number of qualifying pupils (group 1 and 2 schools) 19,624 2. TEACHERS Number of teachers (group 2 schools) 1,416 3. FINANCE Percentage of average operating costs of the school district in which the independent school is located applicable to grant. Group 1 schools 9 Per Cent Group 2 schools 30 Per Cent 4. SCHOOLS Number of schools receiving grants 115 Classification of group 1 and 2 schools Elementary (K-VII) 78 Elementary-junior secondary (K-X) 8 Elementary-senior secondary (K-XII) 12 Junior secondary (VII-X) 2 Secondary (VIII-XII) 15 115 T106 tn D 1 < H <z> tn [_ W Z Q W ta s 1 5 o 2 ■ z z ~ \W j:°i s a o H k u U < 0- m s 3 < o — areas z S3 — Ui Oi O -J <* — O5O mo t l_ .. Os to h 1^ S 3 2 <-> £3 fe ^ O w >• § 3d P CO UJ _J m < is* ;g- 3£H :rs : Ul J 111 , a B ^ ™ "3 2 a Q 8 sU — CJ) o HHi 4s e ■= fe 1 n 5 n 3 w a b _ c o litis '•ill ™ u </> 2 sP o £ c s3 0 aa - t> o « SP1^ T108 CO UJ R l_> H H CO PI J < U z > o a Oh z Oh < Q C) z § < I UJ m H a rl On < Oh u i > -J Uh < ►4 O tt. UJ ( ) hJ 1 a _1 < Uh H Z tt. L-> OO <S CT\ s o l=> -J u OO 0^ Oh D O UJ H 5 CQ (- r- H < Os _J — ■ -J F- p V, OS Uh Ul — -J 2 ^ _i H (j O 04 H z UJ -J < u i—( u UJ UJ Uj 0. CM < u (O UJ -1 CO < ; Os O O t^ ( Oi JJ - 9i * O ' sill: I I! 58 I I 5S ! I 2 I IS: ijJHSbIh SO I ^ C O o & 2 c m iS G 1) <W « O -D UJ ??3 oo T109 Q H 2. % < .-."SO z\*i git u o — > O S2 &- ft. S M f OO z £ 2 -3 ft. —' I o o rj CQ os • CO —" 5 = H >- fc <c j co co sSh < 3 S u. u £ °SQ os > _i UJ O Oh « 9 s D Q 1 CO cd Ul -J m 2 ■L?sS5 t; B III ■a fr » o o. 22 4J Oh HI ■0 A "P s « e %fe 8, „ o .» to H s|UT5 && i I O 00 e w « S « hi H S s— -a _ u ■- 12 J S -| -s fi -* •= H |if.l| « ^ — 00 Oh a g — HH'S £> •- -- ^ ■IliS § -.§•11 — « "9 ■ SS -5 KS^Se T110 TABLE 6.4 ENROLMENT1 INB. C. COMMUNITY COLLEGES AND PROVINCIAL INSTITUTES OCTOBER 31,1980 University Career/ College Institution Transfer Technical Preparatory Vocational Total INSTITUTES [ BCTT Full-time — 3,936 — 23 3,959 Part-time 11.667 — — 11,667 Total 15,603 — 23 15,626 B.C. Mining School Full-time — — — 45 45 Part-time — — — — — Total — — — 45 45 Emily Can-College of An ... Pull-time — 524 — — 524 Part-time — 16 — — 16 Total — 540 — — 540 Open Learning Institute Full-time 14 2 24 — 40 Part-time 789 883 518 — 2,190 Total 803 885 542 2,230 Pacific Marine Training Institute Full-time 83 83 Part-time — — — — Total — — — 83 83 I Pacific Vocational Institute.. Full-time — — — 2,347 2,347 Part-time — — — — — Total — — — 2,347 2,347 I Sub-total Full-time 14 4,462 24 2,498 6,998 Part-time 789 12.566 518 — 13,873 Total 803 17,028 542 2.498 20.871 COLLEGES Full-time 476 723 311 1,091 -2,601 Part-time 834 308 245 — 1,387 Total 1,310 1,031 556 1,091 3,988 Capilano Full-time 645 639 — 432 1.716 Part-lime 1.173 768 — — 1.941 Total 1,818 1,407 —- 432 3,657 Cariboo Pull-time 428 316 44 984 1,772 Part-time 546 424 186 _H 1,156 Total 974 740 230 984 2,928 Douglas Full-time 1,685 653 — 832 3,170 Part-time 2,666 593 — — 3,259 Total 4,351 1,246 — 832 6,429 Full-lime 76 41 317 434 Part-time 239 254 85 578 Total 315 295 85 317 1.012 1 Fraser Valley Full-time 332 212 11 416 971 Part-time 570 313 80 — 963 Total 902 525 91 416 1,934 Full-time 452 396 61 888 1.797 Part-time 1,008 491 81 — 1,580 Total 1.460 887 142 888 3,377 New Caledonia Full-time 359 387 — 835 1,581 Part-time 474 385 — — 859 Total 833 772 — 835 2.440 [ North Island Full-time Part-time 133 22 1,100 160 16 469 187 358 1,729 Total 1,233 182 485 187 2.087 Northern Lights Full-time 28 14 9 353 404 Part-time 166 322 9 497 Total 194 366 18 353 901 Full-time 49 32 — 572 653 Part-time 286 66 21 — 373 Total 335 98 21 572 1.026 Okanagan Full-time 643 556 88 803 2,090 Part-time 531 469 106 — 1.106 Total 1,174 1,025 194 803 3.196 Selkirk Full-time 312 401 21 382 1.116 Part-time 252 197 25 — 474 Total 564 598 46 382 1.590 Full-time 1,695 1.120 257 2,402 5,474 Part-time 2,075 494 1.065 _ 3.634 Total 3,770 1.614 1.322 2,402 9,108 Full-time 7,313 5.512 818 10.494 24,137 Part-time 11.920 5,244 2.372 19.536 Total 19,233 10,756 3.190 10,494 43,673 TOTAL Full-time 7,327 9,974 842 12,992 31.135 Part-time 12,709 17,810 2,890 — 33,409 GRAND TOTAL 20,036 27,784 3,732 12,992 64.544 Source: Academic/Technical data: College Statistical Reports. Data reported as at October 31,1980 Vocational Data: Form TV-21 Note: Continuing Education enrolments are excluded from this tab e. 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Ministry of Education One Hundred and Tenth Annual Report July 1, 1980, to June 30, 1981 British Columbia. Legislative Assembly [1981]
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Title | Ministry of Education One Hundred and Tenth Annual Report July 1, 1980, to June 30, 1981 |
Creator |
British Columbia. Legislative Assembly |
Publisher | Victoria, BC : Government Printer |
Date Issued | [1981] |
Genre |
Legislative proceedings |
Type |
Text |
FileFormat | application/pdf |
Language | English |
Identifier | J110.L5 S7 1982_V01_11_001_T127 |
Collection |
Sessional Papers of the Province of British Columbia |
Source | Original Format: Legislative Assembly of British Columbia. Library. Sessional Papers of the Province of British Columbia |
Date Available | 2018-09-19 |
Provider | Vancouver : University of British Columbia Library |
Rights | Images provided for research and reference use only. For permission to publish, copy or otherwise distribute these images please contact the Legislative Library of British Columbia |
CatalogueRecord | http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=1198198 |
DOI | 10.14288/1.0372106 |
AggregatedSourceRepository | CONTENTdm |
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