Th.,. ~ .alit~ ~f thiS 'mjc"r~f!C~, iS lle~V~ '1 'dep~e\

-r: _{tC/30 l98I}

J

,-- Y

··Cln~iUl Thnes c:.;

M>c:r0tichl ~

",OtU';';i,C&r'lIdi

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BitIIioIl'leqUe~OJ Q:n,;la • • OiIll;liondu dew~menl.desco l "':tlonl S....iCltdtl rMte,~n.odi.."n..

.......mjpof~.

' . .

NOTICE

Th.,. ~ .alit~ ~f thiS 'mjc"r~f!C~, iS lle~V~ '1 'dep~e\

upontn,qualitycftte Of19'nalthesis' mitt . mlCrOfllmi"9-'Everyetforthasbeenmade ensure

~hehighestqtJIlity,ofr,eprod~etiOnpossible••

~VIS

Laqualit,dG'ClInemiCr~l1ched~pendgrandemen1'

de ." ,

[aQUalit" deI.thesesccmtse aumicrofilmage.,Nous.

avo nl toutfll,tpour iSsum unequah!'supl!:n eure dereproduC1ion.

IIPages .re·mi$Sing"contKttheuhiYemtywhich'.: S11manq uedes~:veuilla,'~~muniquer gritnted.thedegree. . _~I'uniYersit"qu; lI C01'1lffjlegrade., . .

•'-~ ~miV~indistjoC:t_prin;~'Y U qual11! d'imp<"e'S1ionde~inesI8!l"pII,ll

ifthe origiNIpagesweretyl)edwith Ipoo(typewritel'"_ •taisserIidesirer,iunoutIiIe$Pf9!$originalesont tIe

~bOoO!"if theuniw.~itv

s;mt

^us;

'PO?'

pho,tOCOl'Y. daetylO!1'ilphiEft •l'l idecrun ruban useouIiI'un i_·

~::ali~a.~itf¥Wnir.U~-pho~,i~dema~~

."us

d~rMl'Its'Qui'tontdejal'Objet'(l'undroit

.d'auteerlar:ticlel; ee~,examt nspublies, etc.} ne sontpllS mi.crofil~.

.' -

. .

- ^"

. .

PrrAou51ycoPvri\lllled miteri,Is(journalarticles.

pUbt.sh.dt.eus. etc.lare notfilmed. .

,- .' .

:F!ep~Oductioninfull'orinpMl'ofthi!';ilm' is

p.

L,'reprod~ction,

':"' mll

part1elkt,:de cemicrofilm emed bythtCanadian CopyrightAct,·R.S.C.1970, .estscumiseaIiLolc.n.d ienn-e surIe droitd'euteur, c. e·30.Pl13wreadtheluthorlzationforms which .'SRC1970.

c ;,

C·30.Veuillu prendre eonnais5/lncedes .a(:COmp~nythisthesis;,,'-- . , " fD:rm~les'~:autorlsati~nQulacccmpeqnentcette tnese.

THIS·DISSERTA TION:- HASBEENMICROFILMED EXACTLYASRECEIVEO

LATHESE A ETE '. MICROFI LMEETElL EQUE:·.

NOUS L'AVONS RECUE.

. Canada

r .

,

-

^-,

- .

--~

....--

.':'.'

,se,John's-

\

-- I

f

. ~,

"

-',~," .

-.10

-

U~ " G TJlt'S~'SH EXPEHI";~S

01 ^{TO STU6y}'THE EFFECTS'

.I

.-OFOFFSHOREOIL DEVELOPMENT OR THESCHOOL SYSTEMI~NIDlTOUNDLAND AND LABRADOR

by

MarinaEli;~.~ethHe wle tt,'B.A,"(~d.l", Sp. Ed.~ill' ) .

"'f

A :

Theli1s.· ·s·ubmitt.~d

in

parti~l'fU~fil1D':ent ot..the requirement sfor the-deg re e .of

Haliterof Educa tlod":~

:OePAftm'entof.E~ucat1onalps ychOlO gy."

-;

MemOrial"unl,:,~r~~ty o f Ne"'fO~dlan~ "

", March_1983

r:

£ .

Newf o ifndland

. .

.

. .

,... '.

---_._- - -.-

. ^..

-

"

. .

^.

The.'p u r po s e- of this'thesis'wa~ examin'etl;\e"'""'potenUal.:...;

.

.

^{'. '-. . "."} ,~ ,',..," '.:

impa.ctof,th~deveIopJ!1"nt~f_' o f!~hore. ~1lend q~sen.the, st~:tur~andp~occ.ssofthe,P~bl.1C e~upat.ion·,Sys.tem^in"

N~wfoundlandand,La b r a d o r ., Toaccomplh~~th~s•.H,was

·~e;'ld.ed^{to study the}~ffects^.O,t.t~e N'6~th^?iea.oil eeverop-

·rnent.6~··the.ed~:ation'~_l^{systemIn the}?ram~ian ; She~larid"and"

'orkn~~: r~gions.of'Sco.:t1ano.'ThiS-info~ation ·was ln t e ,:d ed

·to'be

use'd,as

backqrouIld

datawhen examiriin{the' Newfoundiand

, /"' e . >! . . ' .

'. -The';d at a we;cco.llected::t:hro ugha.c a s e study method .:

Tne.Author'travelledt.o

s~otiand' and~';'ter~lewed'-a ~u~6e'J,

of

~~; personn~-l.

^1l;t

d1ff~r~~~,-ieVeis '?f ~'th~ ScO~tish .educat~~~

ays tem.. The result~.o f''th e:i n ve s t i g a tio n were"di~id~dinto

' .

"

^{. " ',,' .}

fOU!areaae AdministrativePlanni.ngl.LearningClimate'j

· . , ", ,"

TeacherSuppiyl'and,Vo c a t i on a l'Dev~iopment•

.

^{, . ' '}. .

in.Scotland were very'lo c a li z e d"and differences'were found'

..' , . " ,. ' i'~. ". •

within.t.he three geographicalregibns,.1mpactedby develop-

' .,.

\

. .

. , . . ^{• .}

ment. ,Admi n ist r at i v e'pla nn ing in both,theGramp fan'and

'Sh e t l a nd are as'wa s dis rupted

'by

the'significant"i n'd'uxof

new'students'ass o c iat e d ,withpapula't1ori·movellients. Large

.

^{' :}

. ' .

-. " ..

!lcaleschOolconstructio~was'nec~s~ary.:'In ~he'areaof learning

.

climate;'.cha n g e s had taken place" " " .Ln tne classroom

Em~iromll~nt

^to

acco~6dat~' a ,multicul't~rai '

PRPu'lation.

, '.·:'L.~'k

;.11

1/

:':a

" a.~~Omi~a~i.Ori~~··,~~~:tl~~:::gste.~,;: ' ,:·~he,:'.d~:Str~i~u.u_~n·,~of

.':fin.anC.~5 a,nd.:t,~ea,I~,OC~~~n~.;{~f.._res~~r~~s.:tos: ve:ral:.~~.p'~r~te

~OhOOl:.~r.d~:w~th.inthe:,~amedistr1

7t

^~ddS·.·~'c,omPl~ity

~

whi ch did'

,,:?~, ~a.~~· ·to bedea :~t

^tWHh

.~.~ _·scO~land,.\·, ~ r~edil11 appr~ac"h ~:,oived:.iri

^{Scot t' l!Jh.sc h'oois}

.~o ~C~~~d~t~.'l~co~irig.

s.tude~tsj.1<he.~eis.'som~,ques~~on...u,~,.whefh~rthis,.ap~t-oach'^.

C~Ul~. be"lm~lemen'te~ ·ln.Newfou~~lll~d d~~ ,~.

^a

mu~~

^{.'higb er}

PUPll~ te4~her

^ratio.',:Cha n g'e s

'~ay

^be

· n~~e·~·Ba~ a"ri' _{th~ par~}

"," ,"" ',', ...',. I

.'o f:someteachersto meet the'needs.o f a hete rogene01JSpopu",

"_{l;a t:io n. This}"_{will depe~d_}

. . ,

_to

'

_alarge degree on^{" . ' .'} .t\he

"

,.r a te.a nd

's i ie~f"arry offsho r e-"r ela te dde v e l opmel}t.

'. ' ,' - ' ^{", ,'} .'.,

From theinfo rrna,ti o n"coillpiledoa . teacher , su p p l y', it,can .c- .be concluded thatN~wfoundland'does not.'hav e thesp ecia li st

..» :

ch~P7er '. \- ~ " .',/ . :' :, " :"". : :,.' t

.

i-;:-."ou·TLI~E o~·_ s~~ri..~ :,,~'

^.•

',~:;,~, ~'''. ~

^{..:.::;.,.•.}

~,:-:

^'._,...

^{" .-"' <}

. ~~i~~~l~!;~.~~~rH~!::E~:rflf·i ^{1 1.[ 1 j • . 1 f 1j11; ·· ··}

. ~g~~mi~:!~:fr:::?: ! IV : ~~) ) ~:~~ ~ ~ ... .

T HE ~?'?TT;SH-.:S.~~:i-N? ·' :'.: .. ,-;...::':... '~' ;, .. ...; : ._ ;:;:. ~ . 16'

Demography and Ge9graphy of Scotland•• • _.' 0' 16 The dOrga~~_za:tionofth~Sc~t:l;s,~. -r:'. , ' , 22

: ~~~~~!~:t~;:~;:;~~~i~:i~~~~~:~~~~~~~~~.~: ~-~ ~~.:."

T~~x~~~n~~~ ~~~~~;I;~~~ . . ~.~; ~~~;~~~;~: ..;" ./ -27

~;~~~~;~n:~~lx=~~~ ,~Si~thb'~lti~,l·.-:-_:-:·:;::': :',-:'~ ~i'

~ Te~~~~~~:~;;~~!~i :{ : ' ; ,. :.. : : : : : ' : : :,: E: ': : ~; : ~ :, : ' ' ,' ~~

Genera lChaz;acteriStic s.ofSCl?tti s~schoo:~_s>•.-:29', PrimarySchools ••. •- •••••,'., ~,••, 30 'The prlmary.,~ur:r;i6ul\lffi .:•• "•••;••: ••.•"',' ",'31 Comp r ehe ns i v e-Se conda r y School s •••.•l-. ;'.~ ~2.

" Sh:i;~~:r~~te~r:~~:.,~~~~~~~~;,~~.~~~; .' ~ .

^{. .••}

~ ,

³⁶

. , ", ~ "_ " ,: ', ."",,'"L '.':'..." "

3 . T"H~e:~~i:~~:n~~~E:~:N~:p~.~~:~~:~.,~:j~:_~.i : . : ' : ~': : , ," :: '

> Admin istrative"Pl a n n i ng'.•••••.: ••;:.•;.•. • •• ;. "4.2 Th

7 ,

Shetland.~?~Orkriey:ts l,ands

i..." .. , :.,..

^~,.

< :

46

J

.

^.

. ' .L~~~~6i/i~~~:~d~L.bri-;' ~ :: : ':' :: : ..:: : : >:: _{::.-:~'~: :'~}

i~~~~~~t~~~i~g~~:~~~t~b~' :: : : : : . :. :::::' ::: .:

._~~~~d~i~~·::~: ,: : : -: : :: : : : : : : : : :::·: :_:

.Teacher.suppty ; •••••••"."••~ ~ ';','.

Vocationa lDev elop ment ,-••.•.••••••••••'••• ••^{0'• •".} THE

N~F6UiiDiAN~ , ANO':'LAB~D~i/SE~;~G " ~ ~" ; ^'::'" ~" ^{- .} ~",

⁸³

Deil\oqraphi,C,Features .:•••••"•••••••'•••••~•••'•••:83

T~:~N~~:.~~~~a~,~,.,~~~.~~;:~~.~:'~~~~~::;" . : ";' ..; ~ . . _ : ~ ; 83

sc~oqlBoards and:,F.l,nanc l nq ••••.•." •• •'..•••• .~

>su:::;::~::::;~;~~t: : :::: : :::i : : ~:::::: : :~

,Adml~i~'trat;lvePlan~inq'•• • •.~" •••• .;••:••:'•••• '•.98:.

~~~~g~:~!~:~I::~~7: ~~:~: : : :::: \::: . . ^{:!!. ·}

: ~~~~~~~~.~lff~'i;ri~~~':: :' ?:-::::.:: ': :::::: . ~-g ;

, <~~;;!:;~*~~E:~~~:~d~~~~1:,: : ,':::: :.: :::::.: : :-:tg~"

~,~~~~~~~!~~g~~ei~~~~t' >::.::. ::::: ~. :: : .:- ::::::: - t~g

..Secondary•••••.•••:.• • ••..••',:~•.•••••~'••. •••.'. II I

•po.st-·sec,ond ary._•••••• .•• ••••.'••• ••.• .'••';.:.~.~.'1 12 Recommendat ionsfor Furth e;-nes eexcb'•••' • ;'•• .·114

.: ·. .- ;' ' .ii..6,.

Page..

17 23 33

"35"

""~

,

-

~ ' '. . ,. . '., . ' " '

"

-.,.':':"'~:'~'- --, ~ ~~ -:-:-,

.. . -

":."

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,.: '.'

",C·: ',',,

':" .-

.-: ;,.:.,.

.';

. '

. ..,'.'.~.,,' .

. _" ;' ::.,,.:.:'~~''''~: _<:'';

^'2

•.•..[.

.

C

.

., ,

. I

,

', "

^'.

..'~ece~t d~scover.ie·Bof.o U:and gasoff·th~cpast,o ~ N'~~f~undland'^andLabrado r," 'andthe~rospectB'for dev elopment

. " " ' ," '. .'

in these'are a s,poi ntto"thei~~rtance'^Ofstudyi ng't he

~:ss1ble ' iJltP.a:c~~s.o~ . su~~ .deve lo~ent

cn-eeuceetc n in thi.S

. . , ', ,iii> '. '. ", . .,',

area ,.the r e are's.ome cha r acteristi c soft~edevelopmen t

",

~h~C~,

^{are commonto}

~th!' b~t.~~y}e ~ore'pr :noun:f'-

^.1n·a.

rur a lse t ti ng . Themolt impor t ant.o f-these charac teristics,

. _. ' . • .. .. ;I.-." - . .

sincei t~ne vi~ly'lnf1uence sall.theothers , isdemoqre.paic IDOv eme n't . Expe;le n c e haa

sho~ th~t. ~

^major'''deveiopment

~fte~

l~ada ' to·

lll.igra tion,both

in~e'rnal;Y '~d

^{extemall y •.This'can}

b~ ill'ustrate~

^by

ObS:f!!~ln9'

^{.o anypre c es}

i.rhe~~

^{va rious.}

\yp~s :~

'~f

^development

have ~~ken

^{Pljl.Ce·, such}

~s Ch~'rChli l

^Falls, .

A.i~e~~' ~nd

^S(i:OUand"., ':'-r h e

un'~PIOyed ~iqrated

^"tothos e"areas

to obta i n wo;k: Suchaninflux9f -a·t ra ns':!.entPOPulatlo~

; 'ObYi~U~lY

^{pl a c e s}

pre,~BU~'es

^on

' th~~,.:Xist~nq

^SOcia·I',·

'f~b~l~.

HOUB1~9 '

frequentlybecomes tnshort:sup ply, an£'mor'e

C~'liItl~'.

~ocia:l<,'Ork: f~Cilit1eS'-\1SUal~Y

^{ne ed}

·~o

be expand'ed'to deal.

w1.ththe}lic; e a se dand cha nqinqpopulatio~. Health sEl.rvices m\yne~d.tQbeincreased.and the."cos t a'nd.standard of'livinq

~ay"ch~nq~ .

^{. . ... . ''.i}

,4.-. . '.

.

~ ', . " ,

. '

..1'heeduca t~ona:l.I Yl t e malsorefl-ec~s.the socie ty~n whichitisimbedd ed . x'tmay alsobe'ad d that' i ti& a con-'

J .

.' , . . .

~e~llt1ve'f~~c::e^{·wh i chis}de~iqnedtocpera ee i~,^{and pre-} SEl:ve

'~e exi~t1nCJ ;.Iltructure .

^It fC?l l owsthllt a.

de'.'e~o~ent

^.

'whi~h

^{dis'turbs that}

structur~t

^beaccommodated',bythe

educati on a l eystem.:

Ch~~ge~' ~~ ~duC'a~i,o~

^wiil

~e ,

^{;equ·ir ed-.'}

:tomatch th"e chang esoccur~in9^in"the,soci~ty^a;ound'it".

\

·

^{".' .}

·province.

. r The

Resear chPro blem

'.Th~pu~s.eof ~sth"esisisto exami ne.thepoten~iai Imp; ct ofth~ develo~entofoffshor eall'andgasonthe

·~tructure4ri.dpro c e ssof.e e c ca e r cn in'Newf o u ndland'and Labrado r.-·'To

d~ '~h1s '

^j,"twas

d~c lded

^{.ec's tUdY}

·the _{" ~cott1'~~­}

"exper ience,

_.

with

_.

respect'

_{: <}

to the

~e~~ _, 10~'en~' _{, '}

^of

offsho~e _{" -} . 6 11 _"

andses~neduc ation in.that country;and.to,us\t thisInf or.,:",

ca t orsIhthispro vi nce.

8efO~e^{outliiiingthe}.pro~ess.of_-data-coi lection a~d'

~nalYs1. ,:it isapprop ria teto eXPlain th~reasons fo'r se lecting"

. .

Sco tlanda8

the

ar e a of inve s

.

tigat ion.

.TheExpe rience in Scotl a nd

Newf ound land educa tor sar'e1n.d'uniq~e~nd"f or tunate'

-'positi on"to

b e:

^{abl e to'study}area s suchas

S cotland

^where

. ,..the re

hav~

^{hee. 011}deve.6p;:,,, .More than

~ny

^other

I

dev e.lopnent; site',1n:th~vorie,th~Scott1Sh:·exp.erienCehas b~en~OnS15te"n't1y Vie~dby'ot her secbe ableto prov1~e

~ns1qht8forNew.(C?undland.).~'to:theproblems ofoffshore,.

. ..

i.

~. :,

...

;.. ' I · .

'- . >

\

q.eve 16pmen~(Hou s e, 1980 ; Scarle tt, 1971 ; Storey,'1911 ).

·sca~tt. ~i911)

^writes:

·F

I

I

b _I

, l..

_ ... .." '. . r

.Both Newfou ndlandand Scotlllndhad explorations ..

thought at the timeto be at the frontierof tech- ilOlogica,lcapablHty. Each'1s anoil deficieITt region, foonerlya net,importer..The y both"qad ande~:mt.inuewi thacon s i de r a bl e dependen ceon the fishery. )n both, the r e ate,century,o ld'communitles . expo§cd,tounpr e c eden t e d economicand,social,changes,

"s ome ofwhLchwe re a semr -eubete cent; and trllditional, socie'tY,as.inthe nrkneyt sand Shetlands., (p::?)

" ' " . '~ " ,~,

-'.Apartfrom these similar ities,.s t orey (1977),hasdr awn

. . , , . ' : ' I . '

a parallelbetweentheurban.'and rural areas. ,of,Sc o t l.andand Newfo~ndland. Bothha ve'a strong -senseof, 'f amily'.l oyal ty

, ,' . ,. " .

.a~companied·~y~radi^{ti'o:nal-lH e..,st Yle.s.}·,A.s tro~,g^..cu~tur~l .~'iden;ity',exis ts.Ln.bo~hloca-,ti~:mswhich.is,uni~uefr omtha~

of the cou nt r iesofW~ich·they'a.re apart. Newfoundlandand Scotland'e'r echa~~their own,'educatioJ.la isyste~sover:.whi c::h the y have'completeautonomy. unti l".oil devejopraerrt occurred 'i nSccitla~d,'the^{highlands'aTid,}'isiand~experiencedh'ighout':"

migr~tionsamongyoung people.(Birk&-sevet , 1919). Rural

~e~oundl~ndhas.experiencedthis pzobtem for manyyears.

The.infra s t~~c tu_re^which'a l r e ady.exl s ted,i.~ Aberd~en^...

madeitthe natu raisupply ce'nter'for the oili~?us'try^{.i n}

'Sco'tl an?: It has been specul'atedtli:at·st.

J~hn 's

^{may'f OIIOW}

a.similatpattern.: St.John's'and,Aberdeenbotnfievethe necessary transportation,'a nd po-rtfaci lities ,a wide range\ of

eKisti'ng i~dust~'ial 'act1~it1es"

ee.veii

'~s'

the presence'

of Goverri~en~

^and,other

deciSi~,~' make~s;' " ~1ke' Aberd~'en,

St.John'sis expected toe

·r

,populat ion'concomi t an t with offsho re d;v elopment.

"'-.::. ,Thi s'isnot't~s~ytha t'Newf oundlandandScotland are similarin all re s pec t s as th'e r e are somevery'real'diffe r- ences. ,TheNorthSe aoil developmenthas.occurred,ona largerandrnor~rapidscale tha n that. whichNe~fou~d l and is cu r rentlyexpe ri encing.' There is'a l s o"ama jor differenc e

, " ,, ' ,

in popUl a tio n si'ae , withthe'Grampi anregional onehaving a

POPUl'~~lO~

^{of50'O, POO,}

"al~o st 'eq~al

tClthe"total

Popui'atio~

. . .

aspects of..the edqcatifcnsystem,:~arnelYtea,che r"supp l y ;

~dJliinistratlve'pl anni ng,vo'cationaldevelo~me~tand'l ea r ni ng

" " ' , ' ;

Climat e. Each,o f'~ese are~ sofinves ~lqationwill be brieflydescribe~:in,th~fo i lowi ng sec ti ons.

Teacher Supply,

The r e is a degreeof.uneas inessamong educators'i n

. ', ',: . ', '

.

Ne'wf oundla nd tha t the deve Loprnent;o~,off shore oil,willhav~, lJ,egative e~ fectB'onteacher supp l y. This concern'isof Ie pox ee nce'b e c aus ecif'

~'cin~~e~or:ts sU~ge~~i~g, ~~t

^{the r e'}

are other forces at work todec re a se

sUPPly.F~';st,

^{the r e}

ha sbeen asi~nificantde c lin e in then~berof students enrolled_{. '}

'i~

^{teachert'raininq}_{' ,} ^,'

~spe~'ia"liy'

_'

i~ speCialt/~;ea~

_{' i}

.(Pope, H'B2l;' oP~~.~tuR:tYfor;yoU,~.,inthe event"t=,a

\

teac hing force.

. ' . .

There~avebeen,:.i nd i cati o nslo ca lly~nNewfoundland that offsho{edevelopmentinScotlandwas.:res p o ns·ibl e for deve lopmen t might be expectedto influen cethi"S trend even

• ._" tt9-.- .' ' , ' , , ': .'

more. seecndiv,Martin'(19.Bl) has sugges te d_t hat som~' teachers in the·titlant;icProvinces ha ve experienceo ther

't ha n':t each i ng't l:\a t wou ld'qualify.them to

~~rri'bete'

^for-joba

In.an oil develo pment;putt1ng fu;th~rpressureonth~

., ^.' ..

The administra to:r:swh9 makethe Ilulj o r de c deIona onthe overa.llfun~tioni~gandpla nninq-of,'educ a tion Ln.thi!:!,'pr o-

J ' . .

;," the increase of one or two's tudent.s per'c l a s s r oom whilenotse en as,dgn ~f1 c an tincrease sj.u s t ifyi n g expandedfacilities,puts additionalpressure on tea chers,'man yofwhomfarenow te.aChingover-.si ze classes; This ObV!OUSfYwill ha v e,a,.deer'tmentat":

effe.ctontltestudent~an.dth.E! delivery.of their prog rams of,st udY " '

J

^{(p. 17)}

Theperceptions and

Jx~ectati~nBOf PUbl~C edUCati~ri

"" - I _,' .,_, '

for-thosemovi ng in tothe'

.

province may be differentfrom

.

those of the-localpopUlation. Their st y le .o f in t erac t i ons'

~i

^th

~eac~e;~ an~ a~t"nlstra~br's m~y.b~' d~fferent. ~h~, ' :'dU~·:

cactonei aystern,1t.eerf;'.,wi.t~a-.:~-el-~9~ OU~.

_ : .nom ina

tional, organizationmay pose difficul ti e s for some parents. The den~i~ations;rat.her than'qovernme~t,'c o ntr:o l,capi'tal

. " , ,- ,

.

expalJ.sion',~fthe systemandhave,majorimpuf.' in determining'

: - - '-' , '",_ ' ',-' ' '. <:f< •

the,p r o qr ams offered,in_t he school.', For.this and other

.- : ,." , ,

reasons"theref~equentlY a~edifferences in educational

oppor:~unity i~,~P~Ci~iC.

'r e q i o n's of

the;prov1~c_e "

^{,Si h c e}

~,'

many,'rural'areas,have beenselected-Jor,pocentaaf- 'develop-

~.e~~', S1te8, ,' ~t,

^{is-q Ui t e}

Po~stble ,th~s di.ff.e"rence .~~ ,_e~u·~

^•

.c~,t10naloppor~lln1tyW~ l lbe'que s tioned by.i.n c ome r e.~rom metropolitanareaswho;are'u s e d to,a ;"ide,va'rietyof edu- .ca,tionalservices.

,Ad~cume~tation^{of,-t he}adjusbi~.nt^-'and'ch~nqes_whi<;:h'th~

.'Scottish:'adm~ni strators,~x~e,r~encedcan'pro v i d eNe~foundland educator~^wi~^{some'ideas on',how a.ia r qe}-deve lopme~t,'can infl u e n c e't he:o ve ra ll plimn:l.nqof education.

9

.

•

\ \ . ,

. , ·. 1 . .. . . .. ' . . . . -

b.cllitation'ofthe vocat'iona l.developrnent.ofyout h . The

I . . . - .. ' ' . . . '

p~ospec_:-

Ofj

oil'~eve lopmen~haS,.resul ted"inaPl~thorace, expec tauot'~boutth:fu ture ; there.is:~UCh, h~ev er , wh i c h"isunk n ownab o ut theeffectsof adeve lopme nt on

, '1 ' · . . ... . •

the vccae

rcne

ⁱaspi rilt ionsof yout h .

"

^.

Newf/indlandpresentl~ha~:"' hig,hest d.r o p-"outrat-ain

::n:~~~ 1~:::l:c::::,'~:o:::_' :::::::c:~:e::::p.::: ~:::~.10 n

S~C~d~i:t

_'/'

':~~'d

^hi;h"

:'SCh~Ol ·edud~~tion,.

_.

^{a nd}

^{intoava i,l able}

_.

^jobs

.r~ulr ipglow'reve Isof ed~cationandat~le.;tralning . He

.

SUgg ~S~S

^{'t ha tthis}

CO~ld ~appen. in

a

iapid ol/ developme n t ,

;nd' th~t'

^{If itdi d,"a}

rel~tlve':l O~s·.~OUld ·OC~'~· i~

^the

nUmber of-Newf ound l a nde r sabletoqua lify for"job s atthe' eecnnscei

a~d :ma'ria9"erlal

^{le vel.}

'-I ~··

^{'mus t}

: b~ re~emb~r~d:'t~at

ithas been thepolicy' of,the prov i ncia lgovernmentto

··.enhja'.~ce

^the

opport,uni~Y'

^of

N.ew{o~ndla~de~s· t~com1Je~e':

^for"

th es e,jobs.

. l' . "

.l ve.rY':l1t.tl~',i s,known',ccnc ernmc .the effects ~f't he.North;

s~'a'deveIcpmerrt"on.th~vcceeicnert~ainirlg"of,Sc ottl s h'yo uth . This researchhopesto determine the scho o l in gpa tte rn s

J" " . " , ' . ' ,"

r:equi re'd for vocational,programsin Scotland arid'inquire'to

d~scover _{'. '} ~f _. ~~'~~e _.' w~;'~" a~y' _{. - I} t~~'inin9

^programs'

fo~"'youth

;pec i~iCal}y l1"~late.cl"to,th~"~1.~"in,d ustr y; 'The,:ff ec ts,of

th~,d~v~,~ o~m~~to.n ,the,SChOO~r~~e~t,i~nrate,i~theoil

regio ns ofScotland"will'a lsobe st ud i ed.

" ,1 - ',

<:

Ave~1tabie

.pal}dOra· e

b.OXis<i.pened,when lear n i ngcli~

m,atefacto rs'are consi dered•.,;," , ' , .Il)cluded,are'a llthos e factors' which,af,~~Gt"the abilit;t:0£thesC~oolsyst:rnto accommodate

the"ne e ds-~f a^•~ete:::0geneouspOP~la"t10n^{'.o f studen ts.}

S?hoOls:arean

importa~~ ,

^concern,

~f

^{:f amil1 e s"mo.v in q}

;~om ' on~

lOC~:~ion _.

to ano the r ;'and

,6ChO Ol~'~J _{. J} _can _{. .'.} ~be'

^expected

_{' ••}

^{'to''b e'}

_.

^'a,"

maj ~rfac t o r indeter~in~ngtheOye7"a11's o c i a l1 z a::tio nof,. ' employees

' .

,llw o'l ved,

, . ... .

'withthe

, ·1· '

oil

IJ~us·-t.'ry:·, ' .

^..."

.

^{'C. .}

~anyaspecee()f theeducati,0r alSysteminNewf oun d l a nd

and Lab~ador

^are

: d.i.f·t~re nt·' f{"~_~ ^{,Jyst em s}

ⁱn-,? th e'r

part~ of

N~r~~ ·,.Am_~rif~:" , Th'e \s~~~:~m~ri.·~·~ffO~~dland '~p'er.~tes,

^,in;

wor k'environmcn,twhichis no t v's~blYri c h~nthev'ariet~

" " " " :

.of,ma n u f a c t u r i n g ,'s ervi c e and t chn i ca lLnd u atr'Le atha t are typicalofmanyothc'r.areasofthe''66 n tine nt. l~fact;ma ny oOM un i ties have

a , ~i~gle

^indu

t~y

depende n ce

aro~~d

,f i s h i n g;' paper.e nemining~ Therei~

-

~i.uillfngualh\~guage'e nv iron':'

; \

/..'

. ment,andin

Vi"U~ll; ~ll ~r'

ec jarovr a aon f";

th~

^edu'.

cationof non-Anglophone'

r r:

Where the oppo r tuni ty exi s ts',

it h~nd~' to.b~

ov:erjSUb 5'Cribed,'and

there" ~~e

^onj.y

. . \ " . I .. . ' I

-,tenta ~~~e.CO~.ireJ1tsto tlle-continU.:lti~noft~e,,pro g r a m.., There also'

a~.ise.s

^thJqueet.ton

Ofpl a~emel\t,

^{,.Ma rtin}

tl980) wr ites: ..,'

, j

' worki ngIn li9ht of1n t

theintLn~u;'na"oomponent

he oil/indust r y"the,localschool^{of tho"}popu- ^. latio n cou-Ld cha nge:frOlll a'r e lative l yhomo g eneo us. onetoamultic u l tU ra lnc a a a crthe teacher facedwith a muIticultural~aulUencein'theclassroomwi ll face .th e prob 'emof al e••in9the rever

.0;

^knowl.d9'and

,../

"

. .

~c'~ent

^of

~he.newcomer

^{'in rei}

^eercn

^to

t:h~ ~;qan'1 ­

za t ie n and expectationsofthE: lo c a l,schooLa. {p , 3)

,

.

Tl'le curriculumcould'comeund er pressure'from group s moving,intotheprovince_~Oilcompany personnel, desiring an education for theirchildren similar-to that'experiencedin'the irprevious'pla c e ofresidence, may make demands'uponourschoolswhichare incon~' si s t e nt with the philosophyof our curriculum,'s t ruc t ur e.

. ' . ' . ' (~~ 16) ' .

. ,"

. '

.

.;

Th~

possibliities wh i'chhave

b'een d;~cr1bed

^suggest'that

~" ',

^.,",'....

·" .,.,: 'pa':~n·~.S. d~h,~·~~O?I:·a~~ ' ~hudren ^who:

^come'

to, .t~e "prc:vin~·e~

. .

~ i~~ conf;~~~~d_ W+~h

^,a

~i_d,e ~ange , ~f. p~Obl.e~a

ⁱⁿ

'in~eg'ra~:"

lng

.~h~ir c;hi~dr~~ i~toth~,;Syster.l. "

^In addition;

" c"han~e" iTlay

also'be'experienced by\thoseparents'a n d chi"iClrenWho'ar e

" ,," ," ", " )

indigenous toth e developmentareas ."I n e vita b l y.thechange,

'"' "," ,.

will

b~'

^{feltin the}

clais'r~o~. whereoth~

^{teacher wiilbe":}

"

-

^"

re s po nsi b le foracc,~mmodatingthe'newrnLxt.u .rea of students• Report sfr ;mS"cot l.;:lnd'suggest"t ha tcli-ma:ticfactors we"re

-

^{" " ' " ', '} ', ' ,

importanti nsome instances.,T~isinformation, however,is presentlyvery fragmentedand.needs'CI~~ific~~lon. ,~'e fo're'.

".-d,is cus S'i n g the,

' .

^.Scot~1sh^{. .\}cxpcfh!nce an<I^{'. ' . ... .},ShoWi'~9,how i t might

^{. .}

^'

be,benefi~ial,t~unde rstandin gt.heae~~mens~ons',in'"-:he, edu-"

ca t i on a l,proces sof Newf-oundl,and andLabr a dor,"~t"isnec~s.:_

~ary .' t~ d~Bc~ibe : ~"~ 'm~thodB Of

^{data,cOl,iectici'n}

a~'d

^the

" .dataanaiys iso

'~n" 'thiS ~e~ear~h';,\.

i:

" .]

I .

· 1

Data-

C~l l~c~ion

^.(

- . .: '. 1 " ' . -. ' . ~

• Havlnq ccapfetedan ex tensl1ve.searchof the res e ar ch

, .' . . .: ' . -I ;... ..,

~lc.ond uc.ted and th.~-;e~lals 'p~l;Shed, ldllC~~.~l~q_,.thell,ubjec

.~..._~~_, of,o ~fs~~reand?n~Aore.~HI.d: VE;:10poe?t.~n~:itS effe c tson

1

'.·: ~·th.e,-educ.~t:~,~.~.~~~:~fU",~~.~.}\wa8 ~t~n~~~~.e~~~at~.~^.

"~': ,was,only brieflyf1\erit10ned~i',he'con'texeof ,.aciclal. "... ·..

"ono~'~ .nd .~~~ro&.:.nta 'ma~t ;tfd~.i: . G'v~n ^{C h,; ,.. • k}

:?f,:,nf.o~.a.~~.n.':,~~, .:w~~',~e o~,~;,.~,o.~;n.duc~',~,;.,:~ tUd~~~f-.'~,,-'~. ^'c,r,...,....~~c..;

.,~S\,ottiS~.edu,~ati?,n,~,l',~,xP,b r~,e_n;e~.rerult~.n.~ ',~romt~i~',:d~vel0p,~:'. me,nto~O.i l.

-«.

~~e,.~co,t~~S h coasti~:,Ra t he,r th~n: ,rn!1~Hn~'I.

..qu~stionnaire8toperso nnel.in;Scotland ,it was decided.a I':' ',' .~ .''...' ".:,".'".,'~,'./,,' , ' ""'.'.:.:.-.

,cue'st udy wouldb~ rnor~'a'ppropr~tte.for da ta';Ol l.ec tio~. , :' ." .-:. '"

·The:data".thert f~re.has'.b.een.co~'J.e~t·e!,- d~rinq.a f1~ld'.t.r~p:'.;

, . . __, . ,. 'I ~~ .. ' .:"

,~ ~eaf~ected re,q~on..'of,sco.tl/lmd. Inter view swe~cc n- "":'.:-

ductiedwithilr:i~r:6i'key"~r,~9rinel'at, di~fe~eqtleve ls of.:the

educat.iona1'~"~Y~t~'

^"and

";b~ervllt.~tmll"w,t!~~

^{ma.d e,1n}

pcis t-.seco.~dary~. e~ eme~~!y .a·n~-se~nda'r~.i'c~'~ s;· 'tTo'elabonte•.

ail

e.lqhte~nda y'ft'e ld,ti'1P"';'~II's~nt "., .

tr~;~~l1~,~ :-~. t~.r.e'e 're;i()~S ,:~:f,,:SC?t:;~~~; ,·~naJfle~y,,"~r~Pl.~n.:.·.:.

~h~,tl and'

-

"

and'

' orkriey>'. 'prio ~:. '. '. to thl~'

-

.~.f'ii!id.tr.tit>', 'arrang~men ts.·, ' , ,( '

~ere,ma'de~1~'f~ (~e~nke y.'e.d~9.atio~a,lP~rlIonnef'f pr'

iht e: r'-" .

vi e ws conC'ern'1:TLQ"the'lr'obSi e'rVat1~5is'of^:

the

'imp~ct^{ofofi.: '"}

.

^.'." ,, . ," .' " , . ., " ~

..,"s ho r e,011

:ifev~lopm~11t',

^{'0 1'1}

',ed~c'at1~n i~ :·.thes~ :' r~·g.ibn8·~' , Th~'/ . ,,' _{,:'~ '} ';"

,.",

, "",

. . "

, .

··r:····

.

^~

!

.

..

~~e

ther,e"be'en:

r'~oerit:-: Charlges i~ .th~

'p at t e'r n

' ~'f

ClIl.ar.eadrnaste rsintheir_:ju r~ s~_ , diotions. 'Hz::.Bal!,!\fas'no~'a skedtodo'thi'sSinc e

the de,,:e ~o~_ent

^on

t~: or-kn~,y

^{....\.Sla nd S,}

~as n~t

^of the'..ma gn .:t.'t ud e-, .as that:ofG~ampianal)d Sbetl ""nd .·'·itwasfelt more 'time'

.'needed~o-beallo oated.to. -thosearea s.

;': The '

i~'tervie\f8_the~~ef~es^were-~th fo~~iand^_informal

.:-wi th·

the-

fo~ai £0 llo win9_spec1f{c9-u1deline,que8ti~n8 (see

,

'AP~endlx ~). '~e fOllO~i"~'~re. ~~aIllPl~'sOf ~ ·q~e~ti~.ns'-

asked:' .

'~. :. ' . :< .'. . : :' ' .:'. ,.. < : \ . ". : .

1. What has been-thetr a diti O,nal,I o~~oeOf:,Itufl,ent s in 'th esdl~l;ot"-the'various-ar e a s? FrOlllllocal establ ished

, .J.'..

'. ';:~_.<'familie sor.itin erantfamilies ?

.- \

,

..

^:'

14

. .

: .

.

.. .'

,Di : f.ere n t

9ro~'ps

^of

qUe~tions

^{were aa k ed.}depending,:o n"'

theoccupa t,1on~1:poaition^of.tn e pececn bein.9".~n t~rviewed^•. Th~d1 ~eet.El"rlland,deput~-~1~ectorw~reque s't1onedonh~';'~011. devet"Opilleni,had-!f'fec t ed"the

~an.ll9"e~ent

^aspectsof'

~d.uca

^___

t1~nai:-Plannin9.

·'whe r.e a s

th~

head-uters

;;'er~

questionedon

1 -'-~_~7t~Hf'~~dat"tUrrVnri:·~:'~~a~e,·.wf~h' :a~

.inii,llx,of'ii~w ~eGlP~e^'intO,t he'1r ~chOOls;,··:oth~,r.' ques.t10~8 ^...

.,we~'e"^asked,'d~pend1'ri9,o~:^tl)e'answers giv~n^f thiso'ften,'le d'.',~

\~ a' m'or~ ,indep~h' 'anaiYSi/~ f '~he ,qu'~'~tlo~'~posed. '

^{'Al l fOF::'}

-;:ma i'

inte~iews

_",. ^t_'^ookplace:in

t~~ Offi~~'O f' th~ perscri::1at:er-

, " ,,,. ,

viewed .

. -f:;

'

...

.

..

sececse•'o f the, wide~ariety, •'of'sc hoChJ arranged for' • th~

,au~r

to

v~s1t, it ;"asnotal~ay&'po n 1b1:e.toformally'in t e r- Vl~'"theh~'~dm4s~er':'Dl~ect·and precise'fJ:ue8t1~n8;were.asked

.

. .

nat~re'.Of the'·d~tll.eerreeeea, thepresent anal ys!Bis.in

;, '

Dll.tll.·.Ana.l ysl s

""

. '

^{',.', " , ;' ," " , ,}

Gi v e n:.thef~CU8.0 £,thi s,s,t udy.aJ:1d·t he..~ual1tat1ve' .

-

'• . ::::::::: i:;~:;;:t:t:'~h:::'~.:::,:::; . : :' ,"~ . '

eff ects''of 011'd.e~elopm~~t·

o n

··theGraJllp~an'~nd She~l an~'

regiOn~ ." .

^Bvery

op~~tunity

WIt!5.-.taken.at grou p

qath'er~rigs ~

se e kthe~Plrl10ns'a~dV1e~intsof those people di~~ctl·y·

"

l~vOl,::ed w lt tt

'th e 011

, i~~ustry.· . \"

."

. Ii

" ; ;:'-1

I ..'

I ,'

.,

. ~ . : ~~ ., . '

.Shetland_.AreaIs l Mld!J_...." ..' .Figure"l

~ : <:

'IHE~'iREX;IcN lmlIIll.SOJ'1U'l<Q

. ,,-,

~ ..

F·

18

. '.

,: '

,

,, ; . : '

^{', .} , " ", .,. '

...

;GOing~o~t~,,t h e"Mi d l a nd s 0,:" c.ent:z;a"lbel.~of Scotland t:a ~esin Gr asgowandEd~.nbUrgh'and.~.he.twoqr~~privers , theF0 r.thand.th·!!CIYd~. Thece n t r a lbe~t_

il

^the,cen~er_

for--lndu's t ry inSco tland,"-I thasthe.larges t am~unt

of

fertile_f~ rml a nd,'nea rly ali of the mi.ninq arid con:tain.s a~outtwo":'thirds'clf ~hepop u latio n. Al~os:t-exa c tl y one- hal f of thepoputat.Lo n. of,'Sco tl a n dl1ve~:,inGlasgow,.W,l t h' Ed i nbu r g h beingth~second'l~rgest .C ltY.' A large numb:e r

;f . gov~rnment ~ffices are:.loc~te~·

^i'n

thispart.iCUl'~~~are'a, ;s

.. _,. .. I .. . ._ _ " ,',__ .... - . .:

would.be expectedfrom.the ,populatio n'sdi.~trlbut1 on.'Ey;n tho~gh'th ~B regi~)n'has\thebui k ofthe.ne vh:l,.~hte c hno lo'qy indul!iI~ries~i~stili.has the h'ighestunemploym 'entandthe iarge s t

~~ber

^{'6 f}

iabOur~1ntensive . t'reii~io~al , heaVY ;" ~ en9'ineer;~g' i~dustries Wh'i'C~' ' .

^ate

ei~hermo~r~bund':or'~apidlY

^{. ,}

. '

so becoming.

Agre~t^eee

i

of fabr ication'andengineeringw~rkfo,t the. ~ilrelated-sector^isu n? erta k e nontheC l ~de^and'a

',. -" .- ' : . . - .." '. .'.".- -' .'

certain arno.unt-lnLeith,~,near Ed i n bu r9"h .~ I,nadd iti on " there. i~cineme d i\l{l\-s ize,d'-mod ulefabri~.atio.ntacil ity'at Dun d ee,'<;In .

t h e ri ve r Tay .

To the northof theCe~tra'lbeltⁱs the:mou nta i nou s beltOf,

~COt1_and kno~n'

^ee::he,

·Highlan~s_.

-This takesiri.

~~e

prampian':Mountains and thewest coas~'^{lsla nds an dcovers- .} about~ne-t.h.1rd-ofth e total~cbtt1Sh'la n d mass'•. _This_area

' . ' .. ,

isspa rii~iypopulated, the'·traditional indus t ri e'sbein g

land:-~wnln~on

^a

'g-~and . s'cal ~. croft~ng' and~"1shi~g',

^{'o r'}

a --

combination of-

the

la s t"two;'

19

,~\

^{, 'o. e:of'the}

m~,;

^recent

,"du~tr1e, '

^{" tour1,m;}

Wh1~h

_<?v e ra~lhas beenf,~l:rlYeucces s rcts HYdrO-electr~citY.,

throughout'i t s:'h i sto ry;-a,n'umjualif l,e d s u « c e s s ;'ha t .r e c e n tly

. , - , , ;

. , .'. .

^.

,:- .

beencOp'i~dextens iv elyandvery,suc.cessf,ullyin theF~r

The"h i g hl a n dregionis~lsofamous-f o rits.vo l'untary·

, ' ,

poverty, where for'many'ye ar s,'c r of te r s havebeen'p r e p a re d

't o'

scra~ch '

^{a livingon,}

'a~yth ing _~p t6

twel';e,ecree

~ i

^poor.

. " , " ' " "

qualityla.nd"withsuch'eeeecn e

r-

employment

as can

be cb-'

· -cained,' Croftersofte nbring'up:t he ir, families'

o n

^a-t6tai

" ' :" ',- ' , - ' " - ,'_ . .-' , ,.

•caehv Inco me of less,tha nseve n hu.ndred,pounds; Th i sreqio~,

hO\oi'~Ve~,^{he a}

produced the

b~~kbone',^of'~~me

of

the most

,uoce' ; 'u!

f1g~t1ng

t<o o p, th;,Br i t "h'Army h.,h,d,

t~rOUgh~

^:'\

·o~t'th'e'las t,onehundr~d.ye~rs'·;' The+iShi;t9 industry in:

this,are ao.f·

S~6~1~~~,

is

la~gely., ins~ore a~d' i's

fa.i rly su~~essf~L The9nt'y',;'eal""cl.1'.re~~te~ imp~ct,onthis."re'i!"ion

'. .

-

. " ." .-

ha~b~e ll-....the,~h r e e m a i n fabri'cat~onyar?s',:~rdersier,Nigg

~ayI-enc:Loch Kishorn·i n Rausa yscund,

F~r~herNorthis"the'North~i:nFlatland's, 'whichcomprise Bucha n,Banff,··theSouthCo a s t of'th e Moray,Firth.!...tbe

· '- . ,--

recently named,'Gr a mpi'a n Reg:Lon,t he Black.Is le,·car enneee and theN;~th~r~·I sl e s. 'Th i s'iiiap~osperou$area due to agrieUItU,re and'fi,shing;some'pa~-I:.s"have',re c e nt l y been

, ,

affected,bythe development of,North sea,oil. Both of

~cotl~nd^'Isgrowi1l9e~ti~s^{are'in, thi s'are a;}

- e

it,hO~9h'^they

are"g r owin g:f o r'ent1 reiyd1ff~rent'^reaecne,. rnvemeee ,

'i,.l'l'1~h "!s': ' tQe

,c a p !ta l',0'£the

~

^Hi'ghlandS,

20:

naturaiway as,,th~:a~~nistra\t1Ve^{aria lo gisti c,ce nter'for )} the:H~~hlandan?,Nor t he rnFl aflan.~ re.~ion (Lidd erdale ,

19821,.. "

The gro wth of~ht:~ramp\anRe9"7on; and,"i~p~rtiCUlar,

th e

^{'ci t y'Of} Aber-d e e n,'ca n

be

attri butedtotwo.fa cto rs;

Fii-~t~y,

^{'an d}

independentl~~ ~f

^oil'

deve ~opment·.

^the Regio r!

. ' . ' , ' .

was'~ccorded d~velopmentar e a status''i n196 6 ':,Th esec on d

..in flue'nce wasthed~vel opmentof·off sh o r e ·oH'andgas. By ."':'60nt.rast'.

~o

^{a.s lbwly"'}

dWi~dling'

popul'ation'th r o u ghout,t h e

Post war;ears ,

t,~e .POP~ l~tiO~ ·

^{has ·gro\.in by.30 ,0'00}

'~etween

i97l'and 19.79to,~.'Le ve I of,~ 69,00'O'(Gr~nipi an'Re:g i o nal' Cou n c il , 19 8 0 ) (Se e 'Appe n d ix

m.

Abe~d,~en^':,~he ~arge.st^{cente r}w"rthi n:.·th~,~ramp~~U~9iOn:;

baa, ove, r the lastdecade ;..emerge d'a sth emos t dyn amic are a' of econcmrc act ivity in·¥lra a·i n. Ma c Kay '('H.Bll has :s~qges tedtha t'a~rucia lfactor'in'th i sdev'elOprnent is the .;

e~is.t;e,nce

^{',o r}

cre~u~n: of'"aqg~o~e'~ation '~c~n;m~cs

^{•. '}

A;9ql~mer~

^.::

-et.Lon is'thelog i cal pat t,ern for unitsof anou t put-or ien t e d

.

, . '.: ', ' '. ','. ' , . '

ind us t r y ·wh o s ema r ke t s,a;-e·'con c e ntra t e d. atoneor'afew.l o ca-

.

'.,. " , '. ','

t.Lons (p.··lO) . 'A ctja ra'c te ris t i c o fagg lomera t ion isthra t eachindi~idual'companyUnd s th e,pr e s e n c e.~fthe.others

".--.-.

.

beneficial . 'Br iti s h Pet roleum,

'.

" Shel.l'a n d Alllcowere the fi;st.co~pani~~-ec"~hoose Aberdeen"asthei~' xpl or ionhead-

qua~~ers . FOllOW~~~" ~h~lr, d~~iSion": ~he' suppiYleer~iCing

com~anies:joined them, thus ~stabliShi~9Aberdeen^as'the

:- . . .' . ' . ' .... , '.

administrative andsupp l y centerfortheNorthSea oft 198 0.

21 -_C-'_._-,C-..C- -

l

--

, [

-

--

Th e Orkney andShetla~dIsla nde, loc ate d

to

the··~~rth.

- - - ". - i '

of the Grampia n Reg i o n,in thepaatdepended~arqelyon

~I

" f1Cshlng~ ",qrlC~l~lJre -a.nd kn~~~ear. _ for ~e1r llIa1n -sou~c~

^of'·

"Lnccae".(Mars h a ll,"1 9 811. amc e i971. qre<!lt chang es h.av.e· occur~ed;re sulti ng fr~thed1scov~-rluof reservesof 011 and gill ~eaththes~eseas'whi c hwer~the.ma"jo:

suppc;rtof-theblan4~'economy _,"Grah lUQ,(1 9 8 11.re co un te d that

'-f

i

t.... • .

It'ill

ten'::y~ars~hat

ch a ng e d

.th~·'-·f·~ce

^..ct..Shetland',

~thatgavo vir tualfullemploymen t'toth e local populationata timewhe n,ma1il 6 unemplo yment pl a gued"

i~~d ;:1 :O~~l;~~o~af~~~e:~~ ~na~e~~~r;~:~l:a~l~~;:-

fotl:,rperc e nt. ;'. (p.13 1.. ' .

": .~ .. y2~ \.' :

^{no w the.host}

~o~';~he ~UIlO~'

^V?e.

t~Oni.~ai

^•.

w~~cn

.. is oneot··the.·lar9'~stoil'·~.cl qa~ten..in«1sin'Europe.' ' . '1 i'..

.'

. .

Th eOrkney Islandshave'also been'af fe c te d bythe-'

'd ev e l ORIDe nt ofoil

an d

qas. Aqrlc ulture. howeve:,is still

themajor'sou rceof e~~loymen twit.hseventy toe:1ghtyper~^.

. 'c e n tof'th e

POPUla~io~ ~inq · fa~er. lof

^{'some kI nd. A'ter-}

-mina l located at'Flotta

en;:ilOy~ree hund~ed peOP1~.

·.I t

.-:... .- .

. ." .' .

was'bu l ltand'isman a g e dbyOc c i d e ntal ,'an American

o il

cornpa~yw1th a pOi icy't o"emp l o y lo c al O~kneanlas'llUlch'as

~ '

.'

.

... ..

.,~. (Ba1n,·.1982)•.

/'

poss1ble. The construct1onof:theFlotta ,t e rm1n ald1d not .have

/I~' ~uch

^{'o f}

a~" 1mpact'

^{in the"Ork neYI}

~s

^d1d:SuI10m

v~·~·'

;. on

\h~,.

^She,tlands

~uet~,' th~: B:~ller

^scale:

oi: ' ~h~.:proj~ct

, t i

.'. .

.

Th'isoverv iew:of the demograp hyan d geo graphy,of Se at-

ola nd sets,the stage'fo r

~ -~eSC~lPHon

of

th~' - o'r~/lnizatio~

- . "

o"f.

the S.cottish/~ducational

sys'!::a.J.!I' tbe.e eby

leaai~g i~to

the core probl e mof this rese arc h •.

.

^{, ' ' - .} .'

~e nturi e s to me ettherequirem-entsof,th e,cou n t ry ,,and.is o'i:-ganiz e d to'be Clist.lnc tand separa t e'f rom,-e_d u cliti orj ln

Engl~'nd,

'<es en'.

' t ho ' U gh' th~

^ul

timat: "j,:~~6POJl~ibili

^{ty'.f 6 redli:-} ca~i~n^iswith ~~ parli~ment-of-th~_Un ited KingdOm •."A

, - ",,- ' -

I

!

;

i

I '

'. \.

^{.." .}

.'

,~.; ^.

..\

!

. "·1

'

,.

,-..'

. J i

. r - ,---, -

."

,' . . ,

,.TheSecretary_?fseeeealS~,exerc 1l es ajudi~1al f,"ncti.:on . He 11'empowered to in i ti ateloca l inqui ries

r~9ardin9 a~;

^of

~e ~'re~s-

^{of hll}

·~eapons1~1~t1es-. ';~acbers '

cali

ll~~al t~"

^the

s~cre~ry

^of

~~~e re9-ardi~9-:'decls1oml

^by'

. .

-

. ~ . - ., ,

'.

Secretary'o t.seeee, Publ iceducat i o n in'Scotland 11

. t}:~ ~~q.iona~

^-,

e~uc~ t;:~Da~

^{-.:uth ori ty•..: .}

The-fin aldeci siononfina ncese recl ie s wi ththe bu l 1dJ.n91,tea che rs,and chi l d ca re. A·n i n th dividon,. con.si s ti ng offina nce ,pla.nr.l ~ 9and sta t15ti c l, re ports

.

. .. . .... .

d1

7ectl

^{yto:theSec re~ ry}of the Dep artJrt el1t lFordyc ~,.1982).' .The· .f un c ti ons of theSecretaryof Sta t e ,·wi threqardto ed~ca~_~~n ~ ~al1in t o.f ou r categ~ile.s. TheseinCl.lde1e 91.">

·laUv e,'judlclai"; finanC1.al.an-d a&u.i nb tr 4.t ive.

Ingener~1,^:-leg1l>1a t.Icn-is pre p a r ed

'for'

t~e Par I .lament.

alt~ou~'h

^the

sec'~e~ary

o / stat e does

.. h~ve 'e'me-~ge;'cy P~~~IB

to'~~sue,prov1 i l0na~regul~t1oris~ Imp~rtanter e es,o f' r~9ula.tOry,controlincl u dlit~~che~'Sa'lll ~res, the school

Jne~/ proqra~~ 'a~d -t~~' ;~-te- ot" ~':rowth , dl~t·'r'lbUu.on and

~atu·re o~' e(iu.ca t1oh·al ~~ 11dli\ir ~ ~

^"

Gr~rit~'. ~o -ai'~'

^priVate:

· "

' -"

, . " - " ,

iri_~t1t~,tion S' .havebe enprovide ,\ forbyle~i 8la ti.on:_'Thil",,.

·-hoWever,:h'beCominga,iliin9 ofthepast.'

.'

.. .

^{' . _. . .. ' .'-' -..-.}

financed th r:o u 9h twomajO rsource.of,fundin9--localtax a-

tion, and " 9ra~tI

^from

thes~ott1~~' D'~v'e~~p~e~tDepar~'ent'~

T_hes'~'

^{'fund/ are}

4~ln1stere~ bY

^·t.be·

re9ion~1 educat1o~"

~~t~~r~t~~i:,

^{'wbi c h'are}

r~~qhl'i '

conlpll rabl e to'the

: .l~a;

^{': .}

,'.:'. "" ': .^{"' -}/ " . ,, '

'-:.

^"

,'"::

school boards in Newfoundland. The regionalaut horities pzepar:ea

~Udq~'~'_l:Ja~ed 'on

^{\OC:ll 1}

~eqU1relRent~.·

^{rnc lu d e din'}

~ L : ^{. f}

i - ,

²⁵

th isbud13'et :La he amou n t whi ch the regIo n aleove r nee ne will pro\'>ldethr o ug a local prope r ty tax. The Secre t ary of

s.. .

^tat'e

~$ a~ked/ tO~~ke

^,:uy

' ~he '~'lffei:e~c:e ' i~ , r~t'~ 'support-:'"

9.ra nt s . The,,ercen tagepa~d

t?

loca.~,a,U~hori,~ie.sf.~om the

n,aetc..na1.

,ove~=en.t

^:mayV.':." ..S.11 9h

.tl Y

...eOC..h...'.ea.'.... .,T..heamo...urit p:~ idna tion a l yin·1 977;:} 8;fo ~_ex.ample.,,:"a s,.six.~Y~~~ 9ht .'!?ercent .-,sec regionis.all ~ a tedadi.~f~rent amou~ t

d.epe,nd i n q9~h.o.w'mU~h.c~nbe 7011ec. ted l ofallY. ,T.he impor:--~,. tant"point

to

'no t eher~1s"th.rt'eee"focal taxation'r e apart

Qf

:th~:: ~6~a.~ 'budget app~6ved ',b~' the :,~~ci:'~ t.ary ~-f: s~ate ;" ,,~o'

.BOme.extent,-.t~en ;"al l"a s p e c t s Of:_n~anCi~:9' i~oiudlng'

teachersala;l~s"op e rati n gan:d cap t't a l'expe~d1t:'ures ,:a're

' ,:'-

.,, " ' , ;.:. ':' " , '

COl)tralle~:by',th e secreeaev.ceSta te,.'

The,a~inistra.t1~Milndexec ut ive'£un c U on s Of:th e

secret~:ry'~f':s~te

^{e re,the}

'J~rg~~~~~egorY and co~er' ~he

, ' " , " " ',

edUcaHO!l' aut~or1U~j;'of prima ry: ,s e c on dary ~nd'f1J~the r':edu-

~' cat10n , rn~intai~ing .a, gen~~ai, ci~e'rai,~~t,'~t:'

staffing,'"

cu r ricu laa~d"~ethodS','an~,bei ngrespon ~'iple'for', the,ce r tifi":'

.'C;~

^ti'on"and'

s~pe~~nnu:,~t~a~,

^"Of,

't~ac~ers

4- ~epartmen~', 1977).

, - -.

,

.,

27

These

c~ntr41 bodleS lnC1Ude"~he SC~~t1ah CO~~cil for

Resear ch:10'

~du~at1:0nt

^{TheSc ot t is h}

C~uncll ~;;;

Education'a l'

Te~hhOl~9Y"; ~~~ ~an;'~~~ - 6entr~1 ,'commi~t~ell ~'hl~h ~~k '"

th~ough

^{.and ....lt h··}

the secr~t~:ry. ~f, " S'tD"~e ~nd th~':

^twelve

edu c ation'a l:pian~in9'1n-the',

pal t. .

Achiefadmlnis trativ~

of fi c er,;knolmas .th eDire l::tC,rof'Educ atio n18·

apPoint~d' ~y

^.:.

~e co.~n~~~l ; .

^{'-",_ . .; ..•...-:}

J' : -. ,

. .The"re8ponalbl.l~t1e8

of

dieeduca~lc;ln,auth?r~~i.es'11~in the',ar.e.a s 0!·8c h-oo'l c o n.s tru.ct ion,"

hi~~nq

^of

;educa:tl~nal

advisors andtea c he r s, and the provld:on 'o fins t ru c t io nal mat;-erlaIS·"..The y,a re alsoresporiB.i~l e: ,for'·~e·--Orqan1 zation:

~d l~Plem~nt4~~on .~~

^the'

6ur~icu l~: b~'<th,~8 r~s~~'~1~1l1tY

<.:~~ ...;._ . _ ._ . _' ."..:...

.Oth e"r CentrolBo d i e,

.

^{. .-- "}

^.

^{-~ .}

^.

.TheSeot t l eli Cert i fi c ate of Educati o nEXlUlinationBoard

. -:Req~o~.~(!nd· -I~iarid 'A~t~orl-~le·~", ."··

The

re g i ona l.and island areas'h~ve ~ e~ecteded ucat.Ionet. cou~cif:-- The-coun cl18.appoi nt.ed:u'ca~on c~l_tt;_es;vhi~h .aremade up~f elected.-a.nd n~~-el:e:d~e~lIIetUbe·~s.-:The.no~:'

. ," ~i~c ted~eamer.!Iare thole who"-hl.v ebeeninvo l v e d

" w1th.\ocal

· :1 1.·

.i''

,.

1

I

~:~\o:: ::::::.. ~: ::~::: ::h::~'t;::~.,:ht:.:: :~t':::

,~ tra1~ed

^{to'.tellch:1nall}'s ubje c t ,

~f ,

'pr ima r y

ed~catl0n .

^:

" -~~e~e

,'are';·.

h~wev·e~. ·:spe~lalis t:.~, Whi.·C~

^ma.y:'be

1:~ '

^aecnoor .cn

a ful l-.timebas isorsharedbetween a numberof school's;

,'. "•.. :. ," ', ' "C' " '.- " •

th i ll,depends,on"thesize,

of

the studentpopul ation . 'Prima r y

' t~.;. ~: .... v.. _' ~;tin'ldei.~~~ ^{I ' ; ' ••, .:}

.Thepubl1c BC.h'oo18·a:regenerallyeO·-eduea.~i;;nal;.·and.·th~

maj orlty ~re: ~n~de~~~~t;~:~.l ~·: '; A~~~~h.' i/fe:-, denO~1.~.~

^{;. '.}

,

.-

' . : ' . ' ..-"

... ..

^.'

ational.l choo ll.eX:ilt,ther.d n·d1,ff.r~nc:efrom."o,ther P~ llc C' schOOl,\, ittl1, t"the

char- llch.r..

~nd^{re ujiou,}bt.ll.ef

of.

the.

'.

s~~~·-m~r-.

^are

~dbje~~, to,a"~p~y.~i

^,by

_'.~"~~~·i:·c~.a~.tboi:':

lt1es (~~t:-.l 'l)-Educatlo:pDe~rtll~~.t.19771."..

-Prlm'ary

SChC;~'l' ^{. . " ... :-".} -::.'. j., . : ....

.'

s t~~e,~t.,.nO'O:,411Y :~t~en.d

the

~E!.lq~b~~rhf:ff ·~_rl~arY:.': ~"~',

'.'schOOl",',

from

t~eage.of.£be,the'-~r1inary',·course,.la_~t1n9:~O~.>i·

~;~it:::: · .~t~:::~:::::7:1:~:::::j;:::~;:;.~::. ' . '

", f b a!. de'c4.8 ia'n;. hOw~er . ' 1~\ ~ade:-'bY

^..

·. t~b~

^..

p~re~'ts:·

.

~d ,~~~

au tl'.or.1ty·concern~~d-.'pr,i.J'nary..Bc~'~ i.~~e.·beln·g.Pl~~e~' ~. :.

:

smal~er, ~ny

are

n~'

t>elij9

d~Sl~~d f~r

not'more'

~·n .·.'f~r h~n~r~d

_"".In

'

_'^and'

tif~y_.~~~dent~' .

^{_'.. . "}

the.early'.1910' s·~esc~tt~sb.a~d.~.ni~ed~~9"d~:. ..

e:ducat.10nd" 8Y'~8

^",-ere'i nfluenced bY.:. nu:iber..:o f

;rep?~~;

^:..

. '....'~:~1.Of.:';h1Ch.:refer:r~.toth~.concePt.J·:(j"f'o~:'·c~.all.~h1.1.d. - :.: ....

..centecedldeolqqy'~'.This'star ted~.ma yetoward"'a moreP~.

" :'g~ee8i ve ed~'~at~~'~ ~ij:h

^a

'-?r~ , ~ffeCtiV~: .~tfle ~'~f l~a.r::ni~~ "

'(Mudi e"U8 2) : Ma nyprimarysc hool s'nm.:'-are de·~J.gn'e(r__on· .'

·"t~e ~pen '~lan ~yst~~ .

'.-.':t':he.re·s,,:,On~·ibillt1e~·^of'a',:~~a<;l

...

_m~'I.ter.~re.~n:~~'-"~r~~8 :',;' of;or~aril~.at1t1n·a·nd p~ahrrln!l;·a~.w~u.aipro~~din9,linki·wJ...th"" :'·

.~he par~n~s ·

^and"

th~ ~~<:~~da:ry. .'lJ~~.~:~/..:'~h;r'~ '~~~',i n~~

^ot'"

~

:.

-.

.

.

' . ^'

. . - .

^'

.

jec~s,'s u ch-a sar t,mus~cendphys~C~l,educe tdcn vlsitthe schoo lscn e reqularbasis.

"," , -,,' , '" ,' , ',_', ,"J Th e cur ricu lwn in'the pr ima r y schoolsi~designed by

. th;"sc-~.,a~,inist~~~ors

^andte a ch e r s. It

~s , s~ctu~eci ,.to

meh 'the

ne~'ds·

^{of the'pu p il'}popula tion . Many cour s esare

.

.. ...

^{, - ' -" - '}

..

^{- , '}

reading,~writing:a n darithrnetic~',stillf?rmthe'majo'rcom-:,'

.pone nt;-o f'P rima r y

,edUC~ti~ri.

th ey' .a.re'now

tau~ht Pii~CiPallY -.

by ~ctivitY~Orien~edmethods ~

^{Muc h}

emPh~.s'is

^'tsl?lacedon

.dramatic.ecmvreaes,whi chare,deli1g n ed _~oimprovespoken : " , ' ., ." " ,

.

ta.ughtin small..groups with,scoe,st uden tsworking:indlvidua~ly ..ontheme s'"an d project s.~The pract ica l subjects,-inc'luding

assistanthe~dDaeeeeee , ene-crw~ichlsu~uaUy respon~'ible f.o:r".chi.ldre!1u,?."to eight years,ofagelthisperso~ ~s

a:

specialis~ in t~~.

ar ea of.pri ma r y edu·cation.

~

__ .Th e

~UPil~'

:te a"ch e r

r~tio

^{inScottishprimary'sch'ools}between 1974 and :;;.198 0 im·proved,from'24. 8'to.20. 3.:['.his

rati~-'en~bl~~ st~~e~ts

.and

teactier~ .'~

^work

.verY~ ~los~'~~ t09:th~.r·.

^{"Thereare also}

remedial teachers-who-p.rovfdeextraass i sta n c e'tostudents, with~earning^{'d U'fi cu lties:,'Tea che rs}.s·pe Cial1Z1n~ⁱⁿ:sub~

.

. . -' , , - ,

la ngua g e"and's ocia ldeval~pment. Sei f~exPusion15encour - ) • •q; d

lnor'ft-w~rk

^••

rt.mu,'c.ndPl>y.~;al aotiv!~y.

^The

. 8,c i entificaspe c t s,of~h~cud: iculumar~ ta~g h t'thr~ugh .

~bsernti.?na~o;1 experimen t~~i,6n'i~co'ttishEducati0':l ,'

. ...

32

(',:.v,""Tn.If~ ""1ii·~ tQ-.-s·ec~nda.r~

SChOOl'.

~S-UallY takc~

'p.1aca.

be,~ween:

t~~'age~^of'e l e v e n~~d^{a half_end}tW~l~e-and'ahalf, a fter.

, -. . . .' "

COmPlet1ll~seven years in ttie pr.iltIary,school. Duringthe .fi r s t.'

t~'

ye axe of secondery-

sCho~i'.ai..l st~dents -. f~llOW

^_the

same range of courses,wh ichar~designedto determine'wher l"

their',int ere s t s and abili t i e s\1e. These. coursesnormally

,

'.

.

includeE~qlish, ~istP.ry, -9~~~raphy, ma t h e ma ti c s ,~cienc.e.

art,music,.'

PhY~-lc'al edu~atio:n; _ ~C~~ical '

^educationfal1^dhnme

..eccino!,,'ics:'.Mos't

stuaen'ts q~lSo b·c,~lIi.~he ':~tiJ.dY

^ofa

~~dein

foreign'langua'ge.

Students,eecaeeon.:th~areas,0,£speci~li'~ing:,at..the begirmlngoftheir third',j"e'ar. Thisd~c::i~i'ontsa.,,:ery'~m­

pcztant;cnean dfs'ma d e'with the'ao.Vi c e'and asaas eence of .paren t s"

a~d

. ^teachers:

. _t~el SUbj~~~S'

^they

cho'os~ dete'nn~ne '

^the

route-'Whichthe remaindero'f-th e ir s c h"oo l stud ieswIll . '

"".," , '," : ', " .' , ". " - '

:f Oil Ow·,(s~e Fiqur~^3)-. '.Mo s t teacherse~courage'Pu~llS^to

,:"

c~ntlnu~

^{"th e}

, slu~~: of)~gl1Sh',; ar1tlunet~c ,or m~themaUqS

^'.

and a social SUbjectfh'i s to r y , geography end'ino d e ; n.studie~ )

. .

andto choose,up to fou rother subjects from the cse.iencea,

~angua~~St ,~echni~ai '

^education,

\~me ',~con6~iC:St a~tt.

^{mus i c'}

and

~Cimmer~e: -ThiS

^{'i's a time}

~hen

stu d,ent_s de C:l,d e if_th ey '::

~~nt

^toc:omPlete"'thecourses'f o r

th~':S~o,ttbh cer'tif~ca~e

of Educat10n (~.C.E;)'o'r-'the'Certificate,of"seccindaiy

"Edu c a Ubn (C.S;'El.' Apupllmay"do -~SoC.E.course',(re f e r r ed-"

.tCias·'a n

,"O~: q~~d~l '_i~

^he

: 1s perio~:Ln~ ~ell:in,

^that

~re'at

.' ':--, -, ' , .:" " , ' ,' - .

and 0.0_a.C.S.E.,coursein.a subjectwh ich he findsmore

Nursery .Age3': 5;:

0

Age5.,.12

•

33 Figure3',

scncors

:i~:

sco'ban'd>-Ages and,

sta~es

, .

~ '.Transfer.to'secondarySChooloccurs

t8I

"be t wee n:the'a ge s of ll'!j-:1,2"),;.Tllls',~s the"commoncourse.' leading·to course and subjectchoice_a.~a,ge.14. ' ,

The studenthss"3.c hoic e s.; Mi~imum':leaving

. ' age: 16

.(1)SCE-:'Opti.oris :.Continueon'to 55 CiJ;SE:..'OPtions:

-" A1:~nq ,~

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vo ca tion a ~ tra iningschool pa rt -ti me an dcompletean, apprenticeship,in-conjunction withthe trainingordire c tl y enter thewo r k for c e .

[§I Highers .

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certif'lc~te: bf

_{-' Erit ryto}^{6t h}

yea~',

_higtier

studi~s

_education^-

o~tions:

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(a) Central Institutions (h IcollegeofEd uc a ti on (e) Univ~.rsity