What are PACE Programs?
Public Alternative Community Education, at its inception, stood for People for Alternative Christian Education. It has now become an 'umbrella' for all major faith group programs.
These programs would be culturally and spiritually-sensitive alternative programs within the public education system, and would co-exist in schools side-by-side with other 'regular program' students. Students would merge during breaks, assemblies, and extra-curricular activities. Such programs exist in Edmonton, Alberta, where numerous choices are offered to parents, families unique cultural needs are met, and where students' educational scores consistently stand 'head and shoulders' above the rest of the country's.
In at least four other Ontario school boards, such programs are operating and successful. Hundreds of families in Hamilton desire the same. Our proposal is that Ontario curriculum be delivered in a manner consistent with the cultural and faith-based understanding of its students. Other worldview perspectives regarding various subjects would also be taught in order to facilitate respect and understanding for others who hold to those worldviews. In other words, it would provide an educational environment, with instructional staff, that would help students to connect their learning to their own life experiences and spiritual understandings. (Standards of Practice in the Teaching Profession, Ontario College of Teachers/ Ministry of Education 1999).
For families of a Judeo-Christian faith and worldview, curriculum would meet Ministry of Education expectations and be delivered using materials and learning techniques that are consistent with Regulation 264 1(c) which states: "[Teachers have a duty] ... to inculcate by precept and example respect for religion and the principles of Judaeo-Christian morality and the highest regard for truth, justice, loyalty, love of country, humanity, benevolence, sobriety, industry, frugality, purity, temperance, and all other virtues."
The PACE Committee, between the Spring of 2001 through the Spring 2003, met numerous times with the HWDSB to work out the details to the proposal, facilitating a protocol for such 'innovative programs of choice' to be developed by the Board. Our proposal proved to be viable, but still was not to be recommended. Taking from the HWDSB's May 23, 2003 letter to P.A.C.E., there remained a possible 'legal' issue, as follows:
" However, it is the opinion of our Board solicitors that the amendments will not likely withstand judicial scrutiny if challenged, given the existing jurisprudence.
Our solicitors are aware that other school boards in the province have programs that are arguably similar to the P.A.C.E. proposal. However, they view this as not necessarily meaning such programs comply with the Education Act, even if we assume these programs are identical to the P.A.C.E. proposal. In their advice to the Board, they noted that Alan Wolfish, the Director of Legal Services for the Ontario Ministry of Education, was contacted by P.A.C.E. It is their understanding Mr. Wolfish confirmed that the approval of any alternative program falls within the jurisdiction of the school Board. To this acknowledgement our solicitors agree. However, it is noted that the Ministry's position is they are not aware of any program presently being operated that contravenes the Education Act. They view such an assertion as not an endorsement of P.A.C.E. or other alternative programs. They view this position as simply an enforcement issue. Whether other programs comply with the Education Act is unknown without the availability of an audit or legal challenge. Therefore, the Board's legal advice suggests there is not sufficient information to assess the legal status of these programs. In addition, it is noted by the Board solicitors that enforcement is often driven by government policy. Should there be a change in government, it may be that some of these 'alternative' programs could come under closer scrutiny, or could be challenged even in the absence of a specific complaint.
It is the position and practice of The Hamilton-Wentworth District School Board to consider innovative programming to meet the diverse needs of its community. Clearly, the members of P.A.C.E. have put a great deal of effort and thought into their proposal. The proposal likely would be beneficial to the school board. However, without a clear assurance that the proposed program presented by P.A.C.E. meets the requirements of the Education Act, the Board's senior administration is reluctant to recommend to the Board the endorsement of a P.A.C.E. pilot program."
As of the fall of 2006, the PACE Committee continues to seek a further meeting, through M.P.P. Jennifer Mossop, with the Minister of Education that would include all pertinent stakeholders of government, in order to discuss the development of a Policy Memorandum stating that school boards may offer cultural, faith-based programs to their communities.
Further details, background and contact information can be found below.
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MISSION STATEMENT
That students, taught in a spiritually respectful, intellectually challenging and
disciplined environment, acquire the knowledge, attitudes, skills and training necessary to
seek after " whatsoever things are true. " That, based on a spiritual foundation
(Christ's teaching and God's love) which is instilled at home and church and respected at
school, students may develop binding commitments to their families, neighbours, country and
the global community while leading moral, healthy and productive lives.
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The Learning Environment - Strategies for Creating a Supportive Environment. The Distinguishing Feature of the P.A.C.E. Innovative Program
A supportive environment would be one that:
- is spiritually safe for the children,
- supports (to the extent allowed under the Education Act and Regulations) the traditional
values of the home.
The teachers within this program would be expected to create a learning environment that supports the values of the children. As noted earlier, The Ontario College of Teachers 'Standards of Practice for the Teaching Profession' expects program adjustments for cultural and spiritual differences. The O.C.T./ Ministry of Education requires teachers to:
- understand and use a range of teaching methods to address learning, cultural, spiritual,
and language differences, and family situations.
- help students to appreciate their own identity, to learn more about their cultural history
and to build self-esteem;
- accommodate the differences in students and respect their diversity;
- help students to connect their learning to their own life experiences and spiritual
understandings;
- establish safe and supportive learning environments.
The following recommendations will assist in creating the desired environment:
- Personnel
- Instructional Materials & the Learning Environment
- Environmental Science / Conservation
- Arts, Music, Drama, Visual Arts
- Creative Writing
- Social Sciences - Origin of the Human Species
- Opening Exercises
- Literature
- Growth & Development - Sex Education
- Profanity
- Acquiring Instructional Materials
- Instructional Practice
- Student Conduct
....Details
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Statistical Support for a PACE Innovative Program
First Public Information Meeting Demonstrated Strong Support:
To initially determine the amount of public support for this type of innovative program,
the PACE Society held a public information session, April 17, 2001 at Carmen's Banquet Centre,
Upper Stoney Creek. After advertising in the smaller, local newspapers (Stoney Creek News,
Ancaster News, Dundas Star, Flamborough Review, more than 350 families/ 500 people attended.
In one night, parents pre-registered 505 students as an indication of the support for such
an alternative. For two or three months thereafter, registrations continued to flow in
until the PACE Society had a total in excess of 600.
New Families & Returnees to Public Education- Innovative
programs of this type, generally attract approximately 50 percent of the students to
public education from home schooling, private and Catholic schools. This can be supported by
statistics in all of the Christian Alternative Programs in Alberta, Eden High School in
Niagara, and even Hamilton's SAGE (Scholastic Arts and Global Education) program.
Of the 505 registered at the April 2001 information session, the following represents the
enrolment according to school type:
Home School - 45 Private School- 35 Separate School- 10 Public School - 265
Not Specified - * 152 (Approximately 118 from outside the system)
* Note: Of the " not specified " submissions, a random telephone sampling of
20 families (44 students) was conducted to determine whether they were families from within
the system or outside the system. It was determined that 34 (78 percent) of these students
would be returning to public education. When this factor is considered, the total percentage
interested in returning to public education, of the 505 registered expressions, is 42 percent. ...More
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WE NEED YOUR HELP!
Consider speaking with your MPP regarding the need for schools that have the PACE program offered within them. We feel that our children need to be taught within an environment that respects and understands the faith, belief and conviction that they are taught at home, as well as how that compares to the other worldviews in our society. ...More
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Public School Programs