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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/26544

Title: Public attitudes toward education in Ontario 1980: Third OISE survey
Authors: Livingstone, David W.
Hart, Doug
Keywords: Education
Public policy
Education in Ontario
Survey
Relation of education to other public priorities
Public perceptions of education
Funding priorities
Curricular goals
Equal educational opportunities
School organization
Schooling and work
Politics of education
Issue Date: 1981
Publisher: Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)
Series/Report no.: OISE/UT Survey
3
Abstract: This third OISE Survey finds that the Ontario education system appears to have reached a turning point. Most evidently—in response to declining enrollments, a fiscal crisis, and even more fundamental factors such as growing drop-out and youth unemployment rates—major educational policy initiatives are now underway to reorganize a number of the main components of this system. The downward trend in the Ontario public’s overall satisfaction with education appears to have stabilized for the moment. Such stabilization does not appear to be the result of any public perception of improving quality of educational services, but may rather be a consequence of Ontarians having become more attentive to educational problems and more generally conscious of the difficulty of educators doing any better under existing resource and organizational constraints. The survey looks at: the public’s overall assessment of education, the relation of education to other public priorities, funding priorities within education, curricular goals, equal educational opportunities, school organization, schooling and work, and the politics of education.
Description: The OISE/UT Survey was conducted and published annually between 1978 and 1980, and biennially from 1980 to the 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/1807/26544
ISBN: 0-7744-5035-5
Appears in Collections:Issues That Matter in Education

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