Royal Commission on Learning

Royal Commission on Learning
Name	Royal Commission on Learning
Formed	1994
Dissolved	1995
Jurisdiction	Ontario
Chair	Patrick LeSage
Commissioners	Betty Kennedy, Michael Horgan, Michele Landsberg
Report	1995

Royal Commission on Learning The Royal Commission on Learning was a public inquiry established in Ontario in 1994 to examine public policy on primary and secondary education across the province. Chaired by Patrick LeSage, the Commission conducted hearings, collected submissions, and produced a report in 1995 that influenced discussions among stakeholders including the Legislative Assembly of Ontario, school boards such as the Toronto District School Board, and provincial ministries. Its work intersected with debates involving figures and institutions like Mike Harris, Bob Rae, Kathleen Wynne, and national organizations such as the Canadian Teachers' Federation.

Background and Establishment

The Commission was created amid fiscal and policy debates shaped by the aftermath of Meech Lake Accord discussions, the rise of the Common Sense Revolution rhetoric, and pressures from unions including the Ontario Secondary School Teachers' Federation and the Elementary Teachers' Federation of Ontario. Provincial political dynamics involving premiers Bob Rae and Mike Harris provided context for the decision of Lieutenant Governors and cabinet ministers to appoint a royal commission. Prominent education administrators and trustees from boards like the Peel District School Board and the Durham District School Board testified about trends seen in reports by organizations such as the Conference Board of Canada and the Canadian Centre for Policy Alternatives.

Mandate and Terms of Reference

The terms of reference directed the Commission to assess role and structure of schools, funding models exemplified by the Public Accounts of Ontario and the Education Act (Ontario), and outcomes tied to standardized measures used by entities like the Ontario Teachers' Pension Plan indirectly through workforce effects. The mandate referenced international comparisons involving systems in Finland, Ontario's counterparts like British Columbia, and assessments by bodies such as the Organisation for Economic Co-operation and Development. Commissioners were tasked with recommending changes to governance, accountability frameworks reflected in the Auditor General of Ontario reports, and links to post-secondary pathways exemplified by institutions like University of Toronto, York University, and the Ontario College of Teachers.

Proceedings and Methods

The Commission conducted public hearings held in venues across Toronto, Ottawa, and regional centres including Sudbury and London, Ontario, receiving submissions from stakeholders such as the Ontario Principals' Council, parent groups like the Ontario Federation of Home and School Associations, business organizations including the Toronto Board of Trade, and advocacy bodies like the Ontario Human Rights Commission. Methodologies included statistical reviews using data from the Ontario Ministry of Education, comparative policy analysis referencing the Education Reform Act 1988 (UK) and reports from the World Bank, and expert panels with academics from Queen's University, McMaster University, and Western University. Procedural elements invoked administrative law precedents from the Supreme Court of Canada and administrative tribunals such as the Ontario Labour Relations Board.

Key Findings and Recommendations

Major findings highlighted disparities in funding that affected boards such as the Ottawa-Carleton District School Board and outcomes reflected in reports by the Fraser Institute and research by the Canadian Policy Research Networks. Recommendations included formula redesign inspired by practices in New Zealand and calls for enhanced accountability mechanisms akin to provincial frameworks used in Alberta, strengthened teacher certification linked to the Ontario College of Teachers, expanded early childhood initiatives paralleling pilot programs in Manitoba, and targeted supports for Indigenous learners referencing partnerships with Nishnawbe Aski Nation and Six Nations of the Grand River. The Commission urged revisions to provincial legislation including the Education Act (Ontario) and proposed a timeline for implementation coordinated with the Ministry of Education (Ontario).

Implementation and Impact

Following publication, several recommendations were debated in the Legislative Assembly of Ontario and influenced policy shifts under subsequent premiers such as Mike Harris and Ernie Eves. Changes in funding formulas, accountability reporting akin to practices of the Ontario Auditor General, and initiatives affecting curriculum standards referenced by the Royal Ontario Museum in outreach programs were implemented in varying degrees. The report shaped discourse among teacher unions like the Ontario English Catholic Teachers' Association and trustees in boards such as the Halton District School Board, and informed later reviews including provincial commissions on post-secondary pathways and early learning led by figures linked to Kathleen Wynne and other ministers.

Controversies and Criticism

Critics from groups like the Canadian Union of Public Employees and media outlets including the Toronto Star argued the Commission's recommendations risked promoting centralization and austerity similar to policies criticized during the Common Sense Revolution. Academic commentators from OISE at University of Toronto and think tanks such as the Institute for Research on Public Policy debated the evidence base and comparative methods; controversies also involved Indigenous organizations citing inadequate consultation with communities like Assembly of First Nations affiliates. Legal commentators compared procedural fairness to precedents in cases before the Ontario Court of Appeal, and public protests organized by parent coalitions and union affiliates highlighted tensions over implementation by subsequent ministries.

Category:1995 in Canada Category:Education in Ontario