The VSB controversy: What
the real public needs to
know
The report from the comptroller-general references an organized advocacy campaign by the current majority on the Vancouver school board to convince citizens that public schools are underfunded and cannot operate effectively without substantial infusions of new funding.
In the midst of this campaign, how can the public know what it should be concerned about? How can the public know whether projected deficits are real or whether they represent a "wish list" or a plea to "maintain the status quo"? The comptroller-general's report provides partial answers to these questions and should be read by anyone with an interest in public education and particularly by all boards of education.
During the recent advocacy campaign in Vancouver , I received more than 400 e-mails from parents whose children are in programs targeted for possible reduction or elimination. The campaign was organized; communications were targeted and seemingly effective. The media were onside. One rarely heard other points of view.
As a trustee, did I conclude from this campaign and 400-plus e-mails that "the public" supported the general campaign for more funding to education? Or was it more reasonable to conclude that parents of children in the programs targeted for elimination believe, as I do, that music programs and programs of choice are necessary to ensure comprehensive and quality education for students in public schools? I chose the latter.
As a trustee, my responsibility is to consider all views, not just the views expressed in organized media campaigns. I must consider views expressed by parents whose children are enrolled in Vancouver public schools. I must identify and consider carefully representations from stakeholders.
From these, I must determine whether what is presented is a special appeal by an interest group to protect the status quo for their members or whether it is useful and accurate information to which a response is required. I also must keep firmly in mind that "the public," those who voted for me and those who did not, expect more from trustees than advocacy campaigns and verbal battles with the minister of education fought in the media.
The public has a right to expect that elected trustees will govern the public education system with the province in an effective and fiscally responsible manner. The public wants to have confidence in its public education system, to know that the funding available is used in the most effective way possible and that our children will receive an education within the public system that is recognized as one of the best in the world.
In the midst of the advocacy campaign, I also heard from people whose views were ignored. They were angered by the focus and the tone of the campaign. Some no longer have children or grandchildren in schools. They were disturbed that the board's communication strategies do not keep them informed about public education. Their taxes provide support to public education, yet they hear only what seems newsworthy at the moment.
Some are business owners experiencing financial challenges in their businesses. Many support public education but are impatient with a board that seems unable to manage within its budget. Some are parents seriously considering options to public schooling.
Overwhelmingly, these members of the public report a lack of confidence in public education influenced by seemingly relentless "negative messaging." They question how they can have confidence in a system that is seemingly so underfunded and riddled with conflict.
Parents within this segment of the public are considering online learning, home learning or moving to jurisdictions in which funding provided for public schools appears to be better managed. Some are strongly committed to public schooling and still very seriously considering private schools.
Hyperbole and rhetoric aside, our public education systems in Canada and in B.C. are among the best in the world and recognized as such.
A recent publication, Journeys, written and produced by the students of David Lloyd George elementary school with assistance from the teachers and administrators, tells a story about how and why students and their families came to Canada, whether they arrived recently or several generations earlier.
Repeatedly, students speak about their parents' decision to come to Canada being influenced by the high quality of education available to them in public schools. They also speak about the inclusive communities in schools composed of friends from many different countries with whom they learn.
As trustees, we need to celebrate what is great in our system of public education; to preserve and manage it effectively and to be pragmatic, not dogmatic, as we make educational and fiscal choices to meet the demands of the 21st century.
Carol Gibson is a Non-Partisan Association trustee of the Vancouver school board.
