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Economics, Credentials, and Our Educational Expectations
 
April 12, 2002Mr. C. Turner 
“The mere existence of school discourages and disables the poor from takingcontrol of their own learning.”
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Part I : Outline, Thesis and Rationale
This research paper will examine the current policy of accreditation in theeducational system of Ontario as it relates to the economic conditions of the people of Ontario. I believe the study of dropouts is of particular relevance in the context of recentchanges in the educational system designed to entrench standards of excellence andstudent/teacher testing. As more students fail these standards we can expect a greater number of dropouts. With increased dropouts we can also expect a larger number of  people returning as adults to achieve credentials at one institution or another.The research in this is a self-styled archeology of educational norms and valuesobservable within the educational discourse of historical Ontario. A historical analysis of the origins of our current credential system in Ontario will help us understand somethingabout the ground in which our current educational expectations have formed.This research works toward constructing a statistical picture of historicaldemographic trends relating to education and studies that emphasize the economiccondition of individuals in relation to achievement and educational certification. An
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Illich, Ivan.
 Deschooling Society
. New York, 1970. p.11.
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attempt has also been made to collect relevant statistics from accessible research studiesrelating the economic disadvantage suffered by high school dropouts.This study will look at high school enrolments, the development of the credentialsystem and the sorting impact that this publicly funded institution created as it relates toassumptions between income and credentials.
Part I : Thesis
The origins and purposes of schooling have always had a strong economiccomponent. In our daily adult lives this impact is felt and much of our activity is directedtoward satisfying needs that relate to our personal economic condition. In our society weallow expectations about credentials to guide daily employment decisions. We believethat credentials are relevant to occupations and higher incomes.This paper proposes a reconceptualization of Ontario’s credential system tominimize the negative economic impact of our existing educational credentials and normson the least advantaged in our society. A division between adult and adolescent credentialsystems that coincided with the termination of compulsory education would help studentsto graduate in Grade 10 with adequate credentials to gain entrance to the labour market,future vocational or higher educational institutions. Such a division would create an adult public educational system with increased responsibilities to contribute to accessible life-long adult learning.If the educational community were define and support a new Grade 10 diplomarecognizing the basic achievements of advanced literacy and numeracy at the age of sixteen rather than the Grade 12, they would reduce the number of dropouts, and avoid perpetuating and maintaining institutional barriers that have obstructed the economicsuccess of historically marginalized groups.2
 
Although from an economic and administrative perspective it might be moreadvantageous to dispense with the Grade 12 diploma altogether, such a radical departurefrom policy is unnecessary to acknowledge the accomplishments of our youth in the formof a Grade 10 diploma. Overall, I think the proposal for change in this paper isconservative in application and scope.
Part I : Rational
Educational policy is part of a political process that attempts to balanceeducational outcomes with economic goals, whether it be cost-efficient institutions or amore competitive workforce. The authority to create and regulate economic andeducational policy in Ontario is divided among two levels of government as set out ins.91 and s.92 of the
Constitution Act 
1867. In Ontario, our schools are shaped by policiesmade by Provincial politicians and local school boards as authorized by the Constitutionand delegated via legislation and regulation.The
 Education Act 
in Ontario legislates compulsory education from the age of sixto sixteen which for most people means education beyond Grade 8. The current Grade 12diploma essentially connects two years of compulsory education with two years of noncompulsory education. The average pupil completes approximately half of the thirtycredits required for the senior diploma while legally obligated to attend. For a variety of reasons after sixteen, the statistics report, many people temporarily drop out or quitschool altogether.An education system directed at children and adolescents ought not result in anunfair distribution of credentials at the “starting gate” of life in a competition for  positions and opportunities for employment and higher education. Our public credentialsystem ought to recognize a “coming of age” transition from adolescent to adulteducation and recognize the basic achievements of conscripted youth in order tomaximize the benefit of all involved rather than create a large number of “failures” whothen potentially suffer a lifetime of consequential economic prejudice.3
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