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Issues That Matter in Education >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/26492

Title: Public attitudes toward education in Ontario 1978: The OISE survey report
Authors: Livingstone, David W.
Keywords: Education
Public policy
Education in Ontario
Survey
Relation of education to other public issues
Satisfaction with the schools
Social role of schools
Educational financing
Curricular objectives
Freedom and authority within the school
Politics of education
Issue Date: 1978
Publisher: Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)
Series/Report no.: OISE/UT Survey
1
Abstract: This first OISE/UT survey is an effort to determine the educational concerns of Ontarians. It is based on the assumption that in a democratic society everything possible should be done to enhance the public's collective awareness of its own policy preferences, as a basis for representative decision-making. The survey looks at the relation of education to other public issues, satisfaction with the schools, the social role of schools, educational financing, curricular objectives, freedom and authority within the school, and the politics of education. Despite a stagnant economy and declining enrolments, the survey finds that education appears to have retained its importance as a policy priority in the minds of the Ontario public over the past five years. There is a high degree of satisfaction with school services in general, even though few people now see the quality of education as improving and there are many complaints over specific concerns such as student discipline problems and education taxes.
Description: The OISE/UT Survey has been conducted and published annually from 1978 to 1980, and biennially from 1980 to present. It is the only regular, publicly disseminated survey of public attitudes towards educational policy options in Canada. Its basic purpose is to enhance public self-awareness and informed participation in educational policy-making.
URI: http://hdl.handle.net/1807/26492
Appears in Collections:Issues That Matter in Education

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