Alberta is updating its Education Act again. And just like the last update, which took steps to remove gender ideology from schools, this update is another step in the right direction.

Bill 51, the Education Amendment Act makes several changes, but two are notable to us.

Boards can’t expel elected trustees

First, Bill 51 prohibits a public school board from removing a trustee from their position for violating the school board’s code of conduct. The provincial government is basing that change on the principle that only voters – not other politicians – should be able to throw an elected trustee out of office. Voters can make this decision by either not re-electing that trustee in the next election or through a local recall initiative.

While the government didn’t cite a specific instance of a school board trustee being kicked off a school board, one high profile case in Alberta was the removal of Red Deer Catholic school board trustee Monique LaGrange for comparing LGBTQ+ ideologues with Nazis.

In other provinces there have also been issues with school boards calling for the removal of their fellow elected trustees. In 2024, we wrote about Durham (Ontario) school board trustee Linda Stone, who was banned from attending school board meetings after questioning puberty blockers for minors. Earlier this year, Abbotsford (BC) school trustees Jared White and Mike Rauch were censured for liking and sharing a post announcing President Trump’s executive order on reserving women’s sports for biological women only. Former Chilliwack (BC) school trustees Barry Neufeld and Heather Maahs were censured several times for standing up for a traditional view of gender and sexuality. Most of these censures were based on boards concluding that the trustees violated the code of conduct requirement to foster “inclusive” school environments.

From “private” to “independent” schools

Second, Alberta’s Bill 51 changes every reference to a “private” school to “independent” school in provincial legislation. In his remarks on the bill, Education Minister Demetrios Nicolaides explains:

“There can be a negative connotation associated with the term ‘private school.’ Unfortunately, many of our exemplary independent operators are unnecessarily viewed in a negative way as a result of some of this terminology. We have fantastic independent schools who serve in an incredible way students who need customized learning and specialized learning in many different circumstances… These are not elite institutions charging thousands and thousands of dollars in tuition fees. These are institutions that work to provide the very best education to individuals that require customized and tailored programming. I believe it’s important that we ensure our Education Act, our governing legislation here, is updated in accordance with these provisions and terminology to better reflect the very nature of schools operating and the work that they do.”

This is a semantic change, but an important one, because it affirms that independent schools serve the broader public good and help shape students into good citizens. Alberta’s Education Act states that education “is the foundation of a democratic and civil society” and education’s purpose “is to develop engaged thinkers who think critically and creatively and ethical citizens who demonstrate respect, teamwork and democratic ideals.”

The previous distinction between public and private schools suggests that public schools further the interests of society while private schools further only the private interests of a select few. Nothing could be further from the truth. Independent schools serve the public good as well. They too form citizens that will contribute to the public good, whether that be informed voters, regular volunteers, or hard-working employees. The entire country – not just the students themselves – benefits from having well-formed students.

And there is good evidence that independent schools do a better job than public schools of forming good public citizens. As we note in our policy report on educational diversity, graduates of independent schools tend to have better grades, higher graduation rates, greater charitable giving, and more volunteering than their public school counterparts. On top of such metrics is the critical importance of raising the next generation in the fear of the LORD (a key focus of many independent schools) and equipping them to be a salt and light (the greatest possible public good).

Referring to private schools as independent schools, then, refocuses on who is running the schools rather than who benefits from them. Public schools are operated by the government for the public good. Independent schools are not operated by the government but still promote the public good. British Columbia, Saskatchewan, and Manitoba all refer to “independent schools”, so this change in Alberta brings them in line with the other western provinces.

Conclusion

These two changes – giving school trustees more freedom to speak out on topics like gender and updating the terminology around independent schools – are little steps in the right direction of having a more pluralistic education system. Please consider sending your MLA a note expressing your support for these changes in Bill 51.

Education. Palliative Care. Elder Care. Conscience. These issues have been covered in ARPA Canada’s recent policy reports. The reports, along with their recommendations, are excellent tools to help us present a biblical perspective to our civil authorities. Do they get read? Do they work? YES!

Here are some life-affirming initiatives from Alberta’s February 22, 2022 throne speech:

Continuing Care Act: The provincial government plans to introduce this Act as part of a “broader effort to protect vulnerable women and girls from sexual violence.”

Palliative Care: The government will continue efforts to improve access to palliative care. The throne speech states: “Improvements will focus on beginning palliative care as soon as possible, and keeping individuals in their homes and communities with support from those they know and love for as long as possible.” This is what ARPA Canada recommended in our Elder Care and Palliative Care policy reports. The throne speech rightly asserts that “patients facing end-of-life decisions must know that there are life-affirming options to physician-assisted suicide.”

Human Trafficking Task Force: The government “will expand its efforts to combat the scourge of this modern form of slavery.”

Missing Persons Act: Amendments will be made to this Act “to equip law enforcement with new tools to find victims of human trafficking and bring their captors to justice.”

Helping vulnerable pregnant women and girls: The government will significantly increase and expand prenatal benefits to mothers fleeing abuse and receiving income support.

Child, Youth, and Family Enhancement Act: The government will “ensure full implementation” of this act to include a motion “to simplify and accelerate the adoption process.” This will also be an opportunity for ARPA Canada to suggest amendments to family law contained in the Act. Lobby efforts have already begun on this front and will continue in the coming months.

Loss of an unborn child: Bereavement leave will be extended to employees who experience a miscarriage or stillbirth. This is the first throne speech to use the term unborn child, recognizing the humanity of our pre-born children.

Parents know what’s best for their kids: This line, often quoted by Premier Kenney, appears once again in the throne speech. The government, as recommended in our Educational Diversity policy report, will continue to support pluralism as a key principle in Alberta’s education system. Regulatory improvements are forthcoming to help new schools, including charter schools get established. Our home education supporters will be pleased to know that “home-schooled children with special needs” will be provided “access to specialized services.” Regardless of their educational choice, all Alberta students will receive the supports they need to succeed.

Well, there you have it. Our policy reports recommendations are being accepted! How cool is that? Praise God for government initiatives that support parents, preserve life, and protect the vulnerable!

Keep up the good work with relationship building and send Honourable Jason Kenney ([email protected]) a thank you note. I don’t think you’ll struggle to come up with a thank you list.

Here in British Columbia, we recently wrapped up our Fall Tour presentations where we briefly mentioned the topic of education. But we didn’t have time to do the topic justice. The Christian community in British Columbia needs to spend some time looking at the trajectory of Christian education so that we can be proactive to ensure that we are able to raise and educate our children in the fear of the LORD in the coming decades.

David Hunt and Deani van Pelt, researchers at the Christian think tank Cardus, recently wrote that, “of Canadian provinces, British Columbia arguably has the most balanced and robust approach to independent school funding and regulation.”[1] That’s quite a statement. Is it true? And if it is, how can we make sure this continues?

Let’s look at developments in British Columbia’s educational history, evaluate where we stand now, and prepare for the future.

Looking Back

British Columbia didn’t always have a system of education conducive to Christian education. The first schools in British Columbia were run and paid for by a variety of actors; the Anglican and Catholic church, local governments, parents, and even the dominant businesses of the time, such as the Hudson’s Bay Company. By the mid-1800s, the provincial government largely took over education in British Columbia with the passage of the Common School Act in 1865, the Free Public School Act of 1872, the Public School Act in 1872, and the School Tax Bill of 1876. Although these schools began on a Christian basis, this Christian foundation flagged by the 1920s. Today, the Schools Act stipulates that all public schools “must be conducted on strictly secular and non-sectarian principles” and that “no religious dogma or creed is to be taught in a [public] school.”

After the provincial government largely took over responsibility for education, some schools continued to operate independently (particularly Catholic schools), but few thrived until 1977 when the Independent Schools Support Act radically changed the nature of British Columbia’s education system for the better. The strength of British Columbia’s current independent education system rests on three main factors: independence, accreditation, and public funding.

Independence

Independent schools in British Columbia are by and large and as the name suggests, independent. While most Christian schools give up some independence in exchange for public accreditation and public funding (these are called Group 1 independent schools), they retain a significant level of freedom over how they meet the standards set by the provincial government. For example, even the independent schools that are subject to the most government regulation (these Group 1 schools) have the flexibility to develop their own curriculum, hire credentialed teachers based on their own standards (and even hire non-credential teachers if necessity requires it), control their own admission policies, and teach from a distinctly Christian worldview.

If Christians seek to maximize independence as much as possible, Christians can also set up Group 3 independent schools, which have almost unfettered independence to teach and operate as they see fit, with the trade-off that they do not receive any public funding and they cannot award a Dogwood diploma. Alternatively, parents can choose to homeschool their children free from any government influence.

(For those who are curious, Group 2 independent schools are “elite” schools whose per student tuition is higher than the average spending per public school student. They largely follow the same regulations as Group 1 independents schools but receive less public funding. Group 4 schools primarily serve international or out-of-province schools.)

Accreditation

Accreditation mostly refers to the ability of a school to award a Dogwood diploma, the official certificate of graduation from high school in British Columbia. Now, a Dogwood diploma isn’t necessary per se; most universities and employers accommodate students who choose not to complete high school, attend Group 3 independent schools, or are registered homeschoolers. But an official Dogwood diploma certainly allows for a smoother transition into university or college, particularly for interprovincial or international education.

Funding

Many independent schools also receive public funding. Although the level of funding varies by the type or classification of independent schools, the vast majority of Christian schools are Group 1 independent schools, meaning that they receive 50% of the operational funding that their public counterparts receive. This applies to both brick-and-mortar and distributed learning independent schools. By comparison, independent schools in Ontario receive no public funding, and independent schools in Alberta have a more complicated and intrusive method of calculating grants from the government.

Of these three strengths in British Columbia’s education system, independence is the most important factor. This is what gives us the freedom to teach from a distinctly Christian perspective. But we shouldn’t dismiss the benefits of public accreditation and public funding either. Together, they provide convenience and legitimacy.

Of course, Christian students, parents, and teachers ultimately do not need the approval of the government to recognize the legitimacy of Christian education. But Christians can embrace this opportunity provided by our government because it makes Christian education more attainable for more parents. Many Christian parents outside of Reformed churches cite the high cost of Christian education as one reason they send their children to a public school instead. If Christian schools can lower their tuition because they receive some public funding, more parents will be able to afford to send their children to Christian schools. And Christian parents who would send their children to a Christian school regardless of the financial cost can redirect these savings to other worthwhile causes.

But even more importantly, what the civil government funds and accredits – rightly or wrongly – helps shape a public narrative about what is a public good for society. Rather than simply tolerating Christian education, the provincial government approves of it and legitimizes it in the public eye through accreditation and funding. Again, Christian schools ultimately don’t need the approval of governments but, if Christian schools can receive that approval without compromising their biblical foundations, this approval can encourage more parents to use Christian education and can help the public see Christian education as contributing to the general public good in British Columbia. (Check out our policy report on Educational Pluralism to see for yourself that government support for independent education does really improve education for all British Columbians.)

This system of education is why British Columbia can be cited as the best province in Canada for independent education, including Christian education.

Warning signs

So, we’ve started with a strong system, but there have been some worrying developments in the last five years.  Back in 2017, the government encouraged schools to use SOGI 123 resources, policies, and infrastructure to promote the acceptance of transgender and homosexual identities. (SOGI stands for Sexual Orientation and Gender Identity.) Although independent schools are allowed to opt out of most SOGI curricula, the province did require independent schools to incorporate gender identity and sexual orientation into their anti-bullying policies. This might lead to greater demands of SOGI inclusion down the road.

Back in the spring of 2020, the provincial government also reduced funding to independent distributed learning programs with very little warning or consultation. If the government is willing to reduce funding to some schools at the snap of a finger and sees how easily they could “get away with it,” will they soon be looking to eliminate funding for other independent schools?

Another growing concern is the increasing number of orders and regulations that independent schools are required to abide by. Now, this trend is nothing new – we see a growth in the bureaucracy in almost every sector in society – but this is a special concern when it impacts the ability of Christian parents and teachers to teach the truth to their children.

So, although British Columbia has an educational system that is very conducive to Christian education, the freedom for Christian education has been trending the wrong way in the past few years. We need to be proactive and take action.

The Back to Basics Campaign

With thankfulness for our current system, and with eyes open to the warning signs, we’ve put together a campaign to strengthen Christian education here in British Columbia: the Back to Basics campaign.

The goal of this campaign is to communicate the basics of how Christian education is good for society and why the provincial government should continue and even increase independence, accreditation, and funding for Christian education.

The action needed is simple!

First, thank your MLA, our education minister, and our education critic for the system of education that we have now! Thank our elected officials for the accreditation, the funding, and the independence we enjoy here.

Second, make the pragmatic case to your MLA why the government should continue to support independent schools. Here are some arguments that you can use:

• Independent schools save public tax dollars. Christian parents pay the same taxes as everyone else to support public schools, yet their kids aren’t in those schools, saving the government money. Almost 69,000 students attended Group 1 independent schools. Remember that Group 1 independent students only receive half as much operational funding as their public school counterparts. If you do the math, Group 1 independent schools will save the government approximately $318 million dollars this year in just operational funding. (This is a low-ball figure that doesn’t take into account the savings from the requirement that independent schools cover their own capital expense or that other independent school groups cover the entire cost of education.)
• Independent schools promote diversity. Public schools are largely a melting pot where diverse students are all taught using the same curriculum, the same teaching methods, and the same secular worldview. Independent schools, on the other hand, reflect and reinforce the enormous diversity in British Columbia. Independent schools teach based on a variety of religious perspectives (Christian, Sikh, Islamic, Jewish), serve a particular set of students (Indigenous students, international students), or use a special method of instruction (Montessori, Classical, or Waldorf schools).
• Independent schools improve learning outcomes. Independent schools and homeschooling exist to provide an education that better fits the religion, culture, language, or learning method of their students, leading to increased participation by parents and better outcomes for students. Independent schools and homeschooling also increase the quality of all education through competition for students. Numerous studies show that the mere presence of independent schools in an area positively impacts test scores in neighbouring public schools. For a list of studies and more evidence on how independent schools help improve the overall education system, read the fourth section in our Educational Diversity policy report.

Conclusion

Here in British Columbia, we are blessed to raise and educate covenant children in a context where Christian parents and schools enjoy significant independence, accreditation, and funding. Let’s be active in promoting and defending that freedom, with thankfulness to God who grants it. Together, we can get Back to Basics in our conversations with our provincial representatives in the realm of education.

[1] David Hunt and Deani Van Pelt, “WHO CHOOSES INDEPENDENT SCHOOLS IN BRITISH COLUMBIA AND WHY?,” n.d., 10.

In British Columbia, we have one of the most conducive systems for independent Christian schooling. Most Christian schools (Group 1 independent schools) receive 50% public funding, are accredited to award high school diplomas, and still retain a fair degree of independence. If Christian educators and parents prefer, they have almost unlimited independence (though no public funding and no accreditation to award a high school diploma) by registering as a Group 3 independent school or as a home school family.

Yet, this strong education structure is starting to be eroded. Independent distributed learning schools have recently seen their funding reduced. Most Christian schools are being required to comply with more state regulations to retain their funding and accreditation, such as requirements to include statements on sexual orientation and gender identity in their school policies.

We need to go back to the basics. We need to proactively remind our elected leaders why they should continue to provide independence, accreditation, and funding to Christian education.

We can help shore up the foundations of Christian education in two ways.

First, contact your MLA to thank them for the system of education that we have.

Secondly, go back to the basics with your MLA, explaining why independent Christian education should be supported and recognized by the civil government.

What’s the school of thought on education in Manitoba?

I’m sure there have been times when you were deep in thought. Even lost in thought. Someone shared something with you as food for thought. Or told you to hold that thought. Well, I want to take you to the school of thought. The school of thought in Manitoba. It’s the thought that counts.

Do your part in revamping the system

They’re calling it the most major education overhaul in Canadian history. Bill 64, The Education Modernization Act, has been tabled in the Legislature. The actual debate of the bill, including public hearings, will take place in the fall. However, you can expect this to be an ongoing topic for discussion. In Manitoba politics, school won’t be out for the summer.

The Act is built on four pillars. One is improving learning and outcomes. The second is student engagement and competence for future careers. The third is ensuring teachers and staff have the tools they need to teach effectively. The fourth is governance.

The government consulted with Manitobans and asked for input on how to strengthen the education system. Many of you completed an online survey and took the opportunity to promote independent schools and of course our Reformed schools. But there is more to do! And ARPA is here to help. Please take part in our School of Thought education campaign. We will endeavour to educate, equip, and encourage you on this important political issue so you can take action and present a Biblical perspective to your provincial government.

The first phase of this campaign will focus on parents. When school starts in September, we’ll resume the campaign and cover the four pillars mentioned above, starting with student engagement and competence for future careers. I look forward to working with you to deliver a positive message to our government.

What can you do?

Two things:

1.) Relationships first, policy second. Send a respectful message to Manitoba’s provincial government about parental engagement. Please take the time to send a note of encouragement to Honourable Cliff Cullen, the Minister of Education. I have some suggestions here:

• Pass on encouragement, well-wishes, and a huge thank you for coming alongside schools during the COVID pandemic.
• Mention that you will be praying for him.
• Consider adding one of these recommendations from our Educational Diversity Policy Report
  • Enshrine in provincial legislation the right of parents to select schooling for their children in line with their religious, philosophical, or cultural commitments or traditions.
  • Increase parental involvement in education by requiring schools to make all curricula publicly available, to encourage parental review of curricula and classroom settings, and to invite parental participation in the extra-curricular activities their children are involved in.

You can do this by sending a thank you card. We have them all printed and ready to go. For our Reformed school supporters, the cards will be sent to the Reformed schools and be available for pick up. For those of you in the Winnipeg and Carman areas you can reach out to your local chapter representatives to get your cards. Carmanites can contact Phillip Rook ([email protected]) and Winnipegers can contact Kenton Slaa ([email protected]). You can also contact me (ed@arpacanada) and I’ll make sure you get the cards.

2.) Check out the Better Education Starts Today website. A Parent Engagement Task Force has been launched consisting of 15 local town halls, where community leaders, MLAs, parents, and school staff will discuss how the proposed parent advisory councils and other aspects of an updated education system would work. This task force will lead 15 regional town halls to hear from each region about how to improve parental voice and engagement. Check out the website for regular updates about a town hall coming to your area. Use the Educational Diversity Policy Report to let your voice be heard.

Parents know what’s best for their kids

ARPA supporters will be pleased to hear that there is some solid content pertaining to parental choice, parental involvement, and parental engagement in this education revamp. In fact, the Act makes specific mention that independent schools are exemplary in this regard.

Our Educational Diversity Policy Report supports parental responsibility in education. “The primary responsibility of parents for their children’s education is a Christian principle, and many other religious and non-religious people hold the same view. Throughout the Bible, God commands parents to teach their children the law of God, their shared history, and their religious practices.”

The report affirms that “numerous studies show that parental engagement, or at least involvement, in education is a central influence on students’ academic performance.” Resources such as Visible Learning for Teachers by John Hattie and the Centre for Real World Learning provide the latest research on parental participation and parental engagement. Both sources highlight the positive impact of what is called the parental engagement effect.

Parent engagement is better than parent involvement. Parent engagement signals a more active and personal level of participation in learning that takes place in the family. Family learning describes all those informal learning activities undertaken at home by parents with their children. The more parents and children talk to each other, the better students achieve.

A good education system is one that encourages and enables parental engagement. Our governments need to demonstrate leadership but allow engaged parents to continue to play an important role in shaping their children, in supporting their children’s needs at school, and in participating in decisions that impact their children’s future.

Don’t give it a second thought

Please join me on this important campaign and have a positive impact on the future of education in Manitoba. May God bless our efforts in promoting an educational environment where we can educate His children as we ought.

We will tell the next generation the praiseworthy deeds of the Lord. (Psalm 78:4)

Well, you live and learn, don’t you?

I’m sure you’ve all learned a thing or two. You learned the ropes. Sometimes you learned your lesson. You had to learn the hard way. You learned to live with someone. You learned to live with something. You learned by heart. You learned by rote. You learn something new every day. So, I invite you to join me and continue to live and learn.

Do your part

The government is consulting with Albertans and is asking for input on the new K-6 curriculum. Many of our Alberta supporters completed an online survey and took the opportunity to use the recommendations in our Educational Diversity Policy Report. But there is more to do! And ARPA is here to help. Please take part in our Live and Learn education campaign. We will endeavour to educate, equip, and encourage you on this important political issue so you can take action and present a Biblical perspective to your provincial government.

The first phase of this campaign will focus on parents. The next phase will be launched in September and will focus on governance. The third phase will focus on curriculum and we’ll wrap things up with the final phase on school choice. I look forward to working with you to deliver a positive message to our government.

What can you do?

One simple thing.

Relationships first, policy second. Send a respectful message to Alberta’s provincial government about parental engagement. Please take the time to send a note of encouragement to Honourable Adriana LaGrange, the Minister of Education. I have some suggestions here:

• Pass on encouragement, well-wishes, and a huge thank you for coming alongside schools during the COVID pandemic.
• Mention that you will be praying for her.
• Consider this recommendation from our Educational Diversity Policy Report:
  • Increase parental involvement in education by requiring schools to make all curricula publicly available, to encourage parental review of curricula and classroom settings, and to invite parental participation in the extra-curricular activities their children are involved in.

How do I do this?

You can do this by sending a thank you card. We have them all printed and ready to go. For our Reformed school supporters, the cards will be sent to the Reformed schools and be available for pick up. You can also contact me (ed@arpacanada) and I’ll make sure you get the cards.

Parents know what’s best for their kids

The Government of Alberta affirmed that parents know what’s best for their children and have the primary responsibility for the education of their children. The Education Act has certainly paved the way for more parental engagement.

Our Educational Diversity Policy Report supports parental responsibility in education. “The primary responsibility of parents for their children’s education is a Christian principle, and many other religious and non-religious people hold the same view. Throughout the Bible, God commands parents to teach their children the law of God, their shared history, and their religious practices.”

The report affirms that “numerous studies show that parental engagement, or at least involvement, in education is a central influence on students’ academic performance.” Resources such as Visible Learning for Teachers by John Hattie and the Centre for Real World Learning provide the latest research on parental participation and parental engagement. Both sources highlight the positive impact of what is called the parental engagement effect.

Parent engagement is better than parent involvement. Parent engagement signals a more active and personal level of participation in learning that takes place in the family. Family learning describes all those informal learning activities undertaken at home by parents with their children. The more parents and children talk to each other, the better students achieve.

A good education system is one that encourages and enables parental engagement. Our governments need to demonstrate leadership and allow engaged parents to continue to play an important role in shaping their children, in supporting their children’s needs at school, and in participating in decisions that impact their children’s future.

It’s never too late to learn

Please join me on this important campaign and have a positive impact on the future of education in Alberta. May God bless our efforts in promoting an educational environment where we can educate His children as we ought.

We will tell the next generation the praiseworthy deeds of the Lord. (Psalm 78:4)

“Train up a child in the way he should go; even when he is old he will not depart from it.” ~ Proverbs 22:6

The central importance of Christian education in the life of Reformed Christians inspired ARPA’s latest – and perhaps long overdue – Respectfully Submitted policy report on the topic of Educational Diversity.

God commands parents to raise their children in the fear of the LORD and to pass along the covenant promises to their children (Deuteronomy 6:7, 11:19, Joshua 4:7, Exodus 12:26-27). Reformed thinkers such as Louis Berkhof have frequently raised the idea of the antithesis in education, the idea that there cannot be “neutrality” in the field of education; a system of education will either reinforce a Christian worldview or promote a non-Christian worldview.

The purpose of the Educational Diversity policy report is to carve out space for Christian education to flourish in Canada. By promoting a diversity of educational institutions based on the values or preferences of parents, this policy report aims to increase public acceptance of Christian education. It provides well-articulated reasons as to why provincial politicians, local school boards, and individual school administrators – both Christians and non-Christians – should embrace a diversity of educational institutions.

Why support diversity?

The foundation of our position is that parents have a unique responsibility to direct the education of their children. Current educational policies minimize parental involvement and responsibility in education. By failing to support alternative public, independent, and homeschooling options, provincial governments across Canada are inappropriately assuming responsibility that belong to parents. Returning that responsibility to parents will result in a diverse education system in which public schools, Christian schools, independent schools, distance learning programs, and homeschooling alike can flourish.

The second argument in favour of a diversity of educational institutions is that our legal and constitutional system supports educational diversity. The Charter of Rights and Freedoms guarantees the fundamental freedom of association and religion (section 2(a) and (d)) and directs that all rights and freedoms be aimed to enhance the multicultural heritage of Canadians (section 27). This forms a solid constitutional basis for supporting independent schools operated by like-minded parents.

The third rationale as to why politicians should support a diverse educational system is that it improves the quality of children’s education. By meeting the varied needs of unique subsets of students and by introducing an element of competition, a diverse school system has been proven to improve test scores, increase graduation rates, and increase university application rates, particularly for disadvantaged segments of the population. A diverse educational system with numerous Christian schools, French immersion schools, distance learning programs, specialty schools, and homeschooling is objectively better than a school system in which every student attends a cookie-cutter public school.

Recommendations

In light of these arguments, ARPA recommends that provincial governments implement the following policies:

1. Enshrine in provincial legislation the right of parents to select schooling for their children in line with their religious, philosophical, or cultural commitments or traditions.
2. Increase parental involvement in education by requiring schools to make all curricula publicly available, to encourage parental review of curricula and classroom settings, and to invite parental participation in the extra-curricular activities their children are involved in.
3. Allow more choice among public schools by opening catchment boundaries, providing an adequate number of spaces for out-of-catchment students, and offering a greater number of public French immersion, charter, alternative, and distributed learning schools.
4. Allocate education funding according to a per-capita formula for all public school, independent school, and homeschooled students.
5. Require the “flow-through” of any federal per-capita student funding to follow the students, whether they are attending public schools, independent schools, or home schools.
6. Decentralize decisions over budgeting, hiring, curricula, pedagogies, school policies, and religious or philosophical orientation to local school boards and individual school administrative staff.

Collectively, these policies will preserve or enhance the accreditation, independence, and financial support of all schools, but particularly independent Christian schools.

What can you do?

Over the coming weeks, we will be sending every provincial MLA and MPP and select local school trustees a copy of this policy report. Once a copy of the report is in their hands, reach out to them and encourage them to make these policy recommendations a reality.

Until then, we invite you to join our British Columbia and Alberta Managers, Levi Minderhoud and Ed Hoogerdyk, on Wednesday, February 24^th for a webinar discussing this newest Respectfully Submitted policy report. Register by clicking on the image below!

Two weeks ago, British Columbians went to the polls to elect a new provincial government. A little over a year ago, Canadians also elected a new federal government. We all know the outcomes: the BC NDP won a solid majority at the provincial level, with the BC Liberals bleeding seats and BC Greens maintaining their support. At the federal level, the Liberals won a minority government. The Conservatives formed the official opposition, though under-performed expectations. The NDP staved off collapse. The Bloc Quebecois made a resurgence in Quebec. The Greens failed to capitalize on recent provincial successes. And the upstart People’s Party failed to gain a seat.

But imagine a parallel universe in which British Columbia and all of Canada were ruled not by adults, but by students.

Student Vote Results

This parallel universe is constructed by CIVIX, the facilitator of Student Vote. Student Vote allows students at elementary, middle, and high schools across a province or across the country to vote for their preferred candidate, even though these votes do not count in the actual elections. Student Vote counted and calculated their own electoral results.

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In this alternative universe, 86,121 British Columbian students elected a majority NDP government with 58 seats and 40% of the popular vote. That result is comparable to the 55 seats the BC NDP are projected to win in British Columbia. Where the results from the student election and the actual election diverge, however, are for other parties. The students elected 17 BC Green, 12 BC Liberal, 1 BC Conservative and 1 BC CHP MLA, while the adults are projected to elect 25 BC Liberal and only 3 BC Green MLAs. That is quite the difference.

The federal Student Vote results paint a similar picture. Exactly 1,199,939 students participated in Student Vote, electing Justin Trudeau’s Liberals with a slim minority government with 109 seats and 22.3% of the popular vote (compared to their actual 157 seats and 33.1% of the vote). Jagmeet Singh’s NDP came in second with 99 seats (compared to 44 seats in the real election) and actually garnered a greater percentage of the popular vote than the victorious Liberals at 24.8% (compared to 16.0% of the vote in the official election).

Real progress in education!

The past two years on the Alberta education front have been anything but dull. To name just a few memories… The court challenge against Bill 24. The emails. The phone calls. The Gideon Project. The appeal hearing and ARPA’s intervention there. The Education Amendment Act. And now, finally, the Choice in Education Act. Below, we’ve put together a timeline of legislation from limiting parental involvement to legislation promoting the idea that parents know what’s best for their children.

An Act to Support Gay Straight Alliances

In November 2017, Alberta’s education legislation under Bill 24, An Act to Support Gay Straight Alliances, caused confusion, tension, and a healthy fear about the future of Reformed education. The law had an ideological bent, requiring schools to adopt a view of sexuality and gender that is harmful and contrary to scripture. The policy also supported kids and teachers keeping secrets from parents. Along with this, the Ministry demanded that our schools remove from their safe and caring school policies all references to the infallibility of scripture and the Lord as the true source of wisdom.

In response, the schools joined a court challenge against Bill 24. Parents sent emails, made phone calls, and participated in the Gideon Project to respectfully speak against unconstitutional legislation and speak up for their Christian freedoms.

ARPA Canada’s legal team sprung into action and was granted intervenor status. André Schutten, director of law and policy, stressed to the court that our schools are protecting all students within their walls, including those who struggle with gender dysphoria or who are attracted to others of the same sex. However, the love and support for these students is done, and can be done, in a way that is true to the religious identity and theological commitments of the Reformed community.

The Education Amendment Act

One year later, our new government, the United Conservative Party (UCP) introduced Bill 8, The Education Amendment Act. It passed third reading in the Legislative Assembly on Friday, July 5, 2019. During the election campaign, the UCP pledged to proclaim the Education Act. This act would remove the secrecy provisions under Bill 24. Our supporters held the UCP accountable to this promise. Through emails and phone calls, they expressed support for the proclamation of the Education Act and requested amendments that would not conflict with their conscience and Christian beliefs.

Bill 8 was a step in the right direction as it opened the door to parental engagement. But there was (and always is!) still more work to do and more legislation needed to protect faith-based schools and their religious freedoms. We took a stand and made it clear that it is our Christian duty to raise children as God directs us. You, our supporters spoke up for your freedom to have schools that remain true to the Christian faith and the Word of God. You participated in the discussion. Your voice mattered. Your voice had an impact.

The Choice in Education Act

The Government of Alberta continued working to affirm that parents have the right to choose the kind of education they feel is best for their children. Bill 15: The Choice in Education Act was passed on June 26, 2020, affirming parental choice in education and the primary responsibility parents have for their children’s education.

Alberta has always had a strong reputation for its excellent education system. I know this from 16 years of experience as a former school principal in Calgary. Thousands of ARPA constituents in Alberta and many more Albertans can support legislation re-affirming that parents have primary responsibility for their children’s education. Premier Jason Kenney has consistently asserted that parents know what’s best for their children and have the fundamental right to make decisions about the best interests of their children and families.

It’s exciting that the Choice in Education Act will be the first in Canada to incorporate language from the Universal Declaration of Human Rights that parents have a prior right to choose the kind of education that shall be given to their children. ARPA Canada applauds our government for taking leadership in this regard. This is a great follow up to the Education Act which supports parental roles and responsibilities in their child’s education.

The legislation now recognizes faith-based schools and home education programs as valuable and integral in providing educational choices for parents. It notes that one of the key strengths of Alberta‘s education system is school choice, and the Choice in Education Act provided another opportunity for parental choice to be defended in the Alberta legislature.

In short, this new legislation will provide more protection for parents to maintain responsibility for their children’s education. This government was elected on a platform that embraces school choice, and the Choice in Education Act affirms this stance.

Kudos to our grassroots for their diligence and engagement on this file! Praise God for providing us the freedom to continue to operate our Reformed schools according to a Biblical mission and vision.

For dominion belongs to the Lord and he rules over the nations. (Psalm 22:28)