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Archive for the ‘Rural Education’ Category

The annual February and March ‘School Closure Madness’ is upon us generating considerable heat amid the winter deep freeze.  School closures are dominating the local educational world in many rural and inner city school communities beset by declining student enrollments.  Whether it’s rural southern and central Ontario, the suburban GTA Region, or the villages of Prince Edward Island, parents, families and community members are fully engaged in popular movements resisting further centralization and consolidation or standing up for threatened towns, villages and neighbourhoods.

ontarioschoolclosuresrallyoct16A group representing concerned citizens from across Ontario, the Ontario Alliance Against School Closures (OAASC), is  now calling on the Ministry of Education to immediately halt school closures and scrap the current wave of school consolidation. .In its October 2016 open letter to Education Minister Mitzie Hunter, the OAASC claimed that a recently revised PARG (Pupil Accommodation Review Guideline) is flawed and must be rewritten and proposed that 1) ARC reviews be immediately suspended until a democratic guideline is in place; 2) the Government of Ontario immediately put a moratorium on school closures; and 3) the Government commission a study to determine the effects of extensive school closures on the health of affected children and their communities.

One of OAASC’s leaders, Susan MacKenzie, expressed alarm at the scope of the latest school consolidation wave threatening to shutter some 600 schools, 1 in every eight schools across Ontario, seeking to save up to $1-billion spent to maintain reportedly ‘half-full’ school buildings. Back in March 2016, with the rewriting of the PARG,  MacKenzie claimed “communities lost a significant voice at the table giving school boards the freedom to ram these closures through without resistance.” “Community schools are under siege, carried by this tidal wave of closures across the province,” she added.” The revised guideline has pitted the province and school boards against our communities.”

Five schools on Prince Edward Island are now under review for closure. Since the adoption of the revised P.E.I. School Change policy in September 2016, school boards are gone and school closures have continued under a new set of legalistic rules that formalize a process pitting the Public Schools Branch against the communities they attempt to serve.

georgetownsossignAll 56 schools on the Island have been reviewed and the consolidation plan proposes to rezone or close the schools affecting 2,500 students, 700 of whom are rural children and teens. A coalition to Save Island Schools has emerged and prominent Islanders like former Liberal Cabinet member Alan Buchanan are now calling for a complete review of the grueling, divisive process and proposing constructive alternatives. Two schools on Eastern PEI, Belfast Consolidated School and Georgetown Elementary School, have responded by calling for a pause in the closure process so they can embark on a school-centred community revitalization initiative.

Two of Ontario’s leading authorities, Bill Irwin of Huron University College and Mark Seasons at the Waterloo University School of Planning, are challenging the basic financial efficiency assumptions behind school closures and essentially overlooking the social and educational costs.  Since 2012, Irwin and Seasons have been aggregating research in support of small schools and urging school authorities to embrace best practices in community planning and public engagement.  Much like my own book, Vanishing Schools, Threatened Communities (2011), their work demonstrates the serious and lasting impacts of closures, including the depletion of local financial, social and human capital.

Provincial education ministers have the authority to declare a Moratorium on the School Review process, an option exercised in April 2013 by then N.S. Education Minister Ramona Jennex. The pretext then was to secure sufficient time to assess the fairness of the former process and to consider the merits of a new alternative – community hub schools.  

A Schools at the Centre community development strategy  would be far superior to the “old school” model of school consolidation. . It’s time for Education Ministers and their Departments to take the lead in shifting the terms of engagement from “threatened closures” to community-based, school-centred, rural economic and social development.

saveislandschoolsgeorgetownchainThe Georgetown Conferences on Rural Renewal (October 2013 and June 2016) generated high expectations.  Hundreds of delegates  embraced the idea that you can have viable small rural schools run on an economically efficient basis and tapping into the potential of local social innovation and digitally networked local schools. Stopping the consolidation express train in PEI and elsewhere in rural Canada would allow the time to develop a comprehensive Rural Economic Development Strategy instead of simply closing schools and abandoning more rural communities.

Transforming small schools into viable, lively community hubs and incubators for social enterprise is the way of the near future.  Some small, under-enrolled schools will continue to close, but let’s hope it’s the right ones. Time will tell whether the “Old School” model of school consolidation is superceded by a new approach focusing on school-centred community revitalization.

What’s driving the relentless movement to consolidate small schools and regionalize K-12 education services? Do claims of economic efficiency or economies of scale hold any water, when all costs are considered over a five year time horizon? What’s standing in the way of community-wide planning and the re-purposing of community hub schools?  Who will be the first community to succeed in creating a fully evolved, viable and sustainable community hub school? 

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Canada’s tiny province of Prince Edward Island, ancestral home of Anne of Green Gables, is all abuzz with the latest news. Two groups of Amish families from Woodstock and Waterloo County, Ontario, are heading east to P.E.I. and plan to establish not only a new colony of farm settlers but a traditional one-room schoolhouse to educate their children. Friendly Islanders in Eastern P.E.I. are preparing a hearty spring 2016 welcome and the P.E.I. Government has amended its School Act to smooth the way.

AmishPEIThe courtship of the Amish began two years ago.  An Ontario farm-equipment salesman specializing in horse-drawn vehicles, Tony Wallbank, was the key player in the planned Eastern Migration.  A few years ago, he began seeking new, affordable land for the growing colonies of Ontario Amish and explored prospective properties in Northern Ontario and various places in the northern United States. That ended when he toured eastern P.E.I. in 2014 and discovered rolling fields and landowners anxious to sell their properties for a fraction of the $20,000 an acre cost in Ontario.

Wallbank and the Amish elders found, in eastern P.E.I., perhaps the last vestige of unspoiled rural life in the settled region of southern Canada. The reception committee of Islanders, including Paul MacNeill, publisher of The Eastern Graphic and local realtor Brad Oliver of Montague, P.E.I., laid out quite a welcome mat.  In this region of the Island, it was not hard to find landowners anxious to retire and citizens enthused about seeing their properties farmed rather than sitting idle or being sold-off as acreage for expanding agribusinesses.

The prospect of attracting Amish settlers did what no amount of lobbying by P.E. I. home schoolers could ever have achieved.  Canada’s least receptive province to school choice and home schooling, P.E.I., almost overnight underwent a tremendous conversion. A formal request from Wallbank and the Amish in the fall of 2015 to amend the School Act regulations was hurried into law.

A critically-important P.E.I. School Act provision limiting Home Schooling to groups with a “certified teacher-advisor” was lifted.  That restrictive provision, enacted in 2009, to limit and control any expansion of home education,  was suddenly deemed unnecessary by provincial school officials.

The official Education Department line was rather interesting. “It wasn’t really a barrier,” Education Minister Hal Perry told CBC News PEI in October 2015. “It was a bit of a hurdle,” he added, and an issue for the newcomers. “(The Amish) felt it was important that they home school their children in their own tradition. We as a government, respect that.” Deputy Minister Sandy MacDonald, when asked about the change insisted it was not a big issue because the Amish were proposing to home school their children without any expectation of provincial funding.

The impending arrival of two colonies of Amish, numbering perhaps 50 families, was enough to secure a small sliver of “school choice” in Canada’s least receptive province. Virtually all students in P.E.I. have only one school choice — and 98.8 % of the 21, 516 students in 2009-10 attended the public system. In a 2015 report on Home Schooling in Canada, P.E.I. was identifed as restrictive in its regulations with only 81 students (or 0.4% of the total school enrolment) home schooled in 2011-12.  By 2005-16, the numbers had dropped to 77 students from some 45 families — all with an approved teacher-advisor.

The Amish are firm in their belief in traditional education delivered by lay teachers who are members of the Christian religious sect.  For Old Order Amish families, schooling ends in Grade 8 and children are then generally expected to join the family farming enterprise. Children are expected to master the fundamentals of reading, writing and mathematics and to observe Amish ways, including leading simple lives without modern conveniences such as electricity or indoor plumbing.

Amish education represents a complete rejection of the modern, pluralistic and religion-free secular school system.  The rights of the Old Order Amish to freedom from public schooling was guaranteed in a landmark U.S. legal decision, Wisconsin v. Yoder (1972). It granted the Amish the right to limit their children’s education to eight grades in parochial, one-room schools operating in traditional fashion and further held that such an education was “as effective ” as that provided by modern public elementary schools. That right, once secured, has been vigorously defended by Amish elders and educators in Canada as well as the United States.

Why did it take an Amish migration to open the doors a little more to school choice in Prince Edward Island? Now that Old Order Amish have the right to home schooling their children in groups, does that right extend to other families and groups with alternative school plans?  To what extent would P.E.I. and other parts of rural Canada benefit from opening the doors to groups seeking to establish alternative schools? 

 

 

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School bus fleets remain an underutilized public resource and thousands of yellow buses sit idle for not only much of the school week, but for long periods of the calendar year. Most school districts consider those buses to be ‘school board property’ and continue to see transporting students and providing community transit as completely separate functions.  That remains the case even though rural and small town communities with aging populations are very under-served when it comes to alternatives to gas-guzzling private automobiles, vans and trucks.

SchoolBusMETJ16While school age populations are static or declining in most districts. communities are now responding to a growing aging population about to exert profound economic and social impacts, particularly in rural areas of Canada. Senior citizens use public transit more than any other age group, and the numbers of Canadians 65 or older will grow by 25 per cent from 2011 to 2031.

Developing improved rural transit services is emerging as a critical part of planning for the future.  Two of the greatest challenges in rural mobility, whether in Northern or Eastern Ontario, or most of the Prairie West and the Maritimes, are residents’ access to healthcare, shopping and seniors’ services, since many elderly citizens are unable to drive or cannot afford a car.

One new Ontario pilot project attracting a lot of attention is the Muskoka Extended Transit (MET) initiative. While major cities look to pour millions into subway and rapid rail systems, this rural district in Central Ontario is turning to school buses to help its citizens get around. Starting on January 12, 2016, three companies will be operating school buses weekly along seven routes connecting small villages to the larger communities of Gravenhurst, Bracebridge and Huntsville in Muskoka. The initiative is being funded in part by a grant from the provincial ministry of transportation.

Muskoka’s year-round residents, numbering about 60,000, are a population much like that of rural Canada as a whole. The district also has a high proportion of seniors, with more people over 75 than under 19 years of age. Average incomes in Muskoka have slid from 91 per cent to 83 per cent of the provincial average over the past 10 years.  Two of the seven Muskoka bus routes, for example, transport seniors to Huntsville on Tuesdays, so seniors’ centres and health providers can schedule services to match demand. Other Ontario districts, such as Deseronto and Huron County, utilizing transit buses or rideshare systems, report high public demand for employment, education, and seniors’ services.

The idea of deploying school buses is one that could potentially be applied more widely in rural Canada: taking advantage of school buses sitting idle between picking up kids in the morning and dropping them back home in the afternoon. It was proposed in our AIMS research report, Education on Wheels, back in January 2015, but there was little take-up on the policy option.

Financial barriers do exist for rural transit models, since it can be difficult to justify providing a self-standing service carrying a relatively small number of passengers over sometimes long distances. The 2003 Durham Region Transportation Plan study, for that reason, recommended using demand-responsive services, including school buses, public para transit, van pools and group-chartered taxis. Of those options, school buses are emerging as the most viable for mid-day and late-afternoon route services.

Not much has happened in Maritime Canada since our Education on Wheels report. Today, one or two of Nova Scotia’s municipalities are experimenting on a small scale with using school buses, as strictly local initiatives, acting without much visible provincial support.

The Town and County of Antigonish launched their own Antigonish Community Transit service on September 15, 2014, and secured support from the Union of Nova Scotia Municipalities at the November 2014 UNSM Fall conference.  Community Wheels, a public/community transit service operating in and around Chester, Nova Scotia, has used a wheelchair accessible mini-bus to provide students with after-school service to access community and extra-curricular activities. The pioneering Kings Transit Service, connecting Wolfville and Brooklyn, NS, was suspended in September 2015 after the Town of Windsor and the municipality of West Hants pulled out, resulting in a 76 per cent reduction in funding for the route.

Many communities, aside from those in rural Ontario, consider maintaining separate public transit and student transportation systems as duplicative and wasteful. Community transit can also be a safe, affordable, and convenient supplement to traditional school buses, especially for middle and high-school students.

Instead of tethering yellow buses to limited school routes, it’s time to meet the pent-up demand for services in rural and small town Canada. Muskoka’s Extended Transit service (MET) shows that it can be done on a larger, more coordinated, region-wide scale. Sharing bus services between municipalities and school boards is an idea whose time has come. It should be part of any province-wide, integrated urban and rural development plan going forward.

Why are school buses sitting idle for much of the week and calendar year when there is a crying need to provide improved rural transit? Should school districts be looking at serving the aging population as student enrollments level off or decline in rural areas? What are the added advantages of incorporating school bus services into community transit ? What’s standing in the way of sharing services, partnering with local transit firms, and collaborating across silos in the public sector? 

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The famous German sociologist Max Weber’s conception of the “iron cage” of rationality and bureaucracy has proven not only durable, but applicable to the changing nature of modern bureaucratic education systems. In its original form, it was applied broadly by Weber to explain the tyranny of rationalization in the modern transformation of social life, particularly in Western capitalist societies. The “iron cage,” in his view, trapped individuals in systems purely driven by teleological efficiency, rational calculation, and control. Weber’s most brilliant insight was seeing, into the future, the potential “bureaucratization” of the social order into “the polar night of icy darkness.”

BureaucracyCageThe original German term was stahlhartes Gehäuse and  it morphed into”iron cage,” in 1930 with the appearance of Talcott Parson’s translation of Weber’s classic, The Protestant Ethic and the Spirit of Capitalism. More recently, sociologists have interpreted the term a little differently as meaning “shell as hard as steel.”  Whatever the precise meaning, its utility in assessing school systems will be readily apparent to anyone attempting to affect change or to promote community-driven initiatives in the modern and post-modern bureaucratic education state.

Weber’s “iron cage” concept is so broad that it almost invites education reformers to pour whatever they want into the theoretical framework. Prominent Canadian education thinkers, most notably George Martell, have appropriated Weber’s concept and applied it in their analysis of schooling in our global capitalist world.  Moving beyond such ideologically-laden conceptions, Martell and his colleague David Clandfield have provided a very thoughtful critique of the school system’s stubborn and persistent resistance since the 1980s to true “community schools.”

In their Summer 2010 Special issue of Our Schools/Our Selves, they see the demand for Community Schools as a manifestation of popular, progressive impulses provided that they “stay true” to their essential democratic principles.  True community schools, operating as genuine two-way community hubs, they argue, can advance “really useful” learning and community development.

That vision has taken root in Nova Scotia over the past three years, incited by Dr. David Clandfield’s advocacy and nurtured by a determined  provincial parent advocacy group, the Nova Scotia Small Schools Initiative. Every step of the way, the Nova Scotia community school advocates have confronted and tangled with the provincial and school board mutations of the “iron cage.”

Three Nova Scotia school communities spent the past two years developing Hub School proposals and recently suffered a calamitous fate.  All three innovative community school development projects were crushed like a bug on June 10 at the Chignecto-Central Regional School Board meeting in Truro, effectively abandoning three more small villages, Maitland, River John and Wentworth. Confronted with a senior staff report recommending “rejection,” the sixteen elected school board members made their fateful choice – management priorities driven by strict bureaucratic rules trumped community interests, once again.

Properly serving children, families and communities does not figure in such calculations. While the new School Review process, adopted in June 2014, is designed to be broader and more community-based, the provincial Hub regulations, written entirely by educrats, conspire against such local innovations. It is, regrettably, just the latest example of the workings and inner dynamics of what is known as the “iron cage” of education.

EdBureaucracyGraphicOf all the public bureaucratic systems, education is perhaps the most puzzling. Provincial authorities and school boards all purport to put “children first,” but do not really operate that way. Advocating actively for your children, fighting for your child’s school or questioning board student services policies is considered being ‘disruptive’ or, even worse, ‘overly emotional.’ Big stakes negotiations with teachers over salaries, class composition, and instructional days are, we are told, also none of our business.

The logic of the iron cage even leads elected board members to accept the bureaucratic mentality. “We only responsible for running schools,” as one Chignecto-Central RSB member stated, “we are not in the business of saving communities.”

Eighteen months ago, Robert Fowler’s February 2014 Nova Scotia School Review report exposed the”iron cage” and attempted to change the whole dynamic by recommending a community-based school planning and development process. If Fowler’s strategic approach had been followed in Truro, one or two of the Hub School proposals would have secured a green light and gone some distance towards winning back damaged public trust in those communities.

Myopic educational thinking is next-to-impossible to stamp out. Closing schools, the Chignecto-Central administration now claims, saves money and preserves teaching jobs. School librarians, we are assured, will survive because schools and villages are abandoned in Maitland, River John and Wentworth. That’s a complete fabrication designed only to counter the political fallout. North American research shows that consolidations rarely save any taxpayer’s money in the long run. The three Hub School groups, in their submissions, not only pointed out the limited immediate savings achieved through those closures, but provided sound and viable plans with some modest revenue generating potential.

Studying how educational bureaucracies function provides a window on what happens and why in the world of state education. Disrupting the status quo would mean confronting these deeply concealed educational realities and busting down the bureaucratic silos – for the sake of children, families and communities.

Does Max Weber’s conception of the “iron cage” still have utility in explaining the impulses and dynamics of educational bureaucracies? Why do true community school initiatives encounter such resistance at all levels of many school systems? What can be learned from the fate of local Community Hub School projects championed by the Nova Scotia Small Schools Initiative? What might work in breaking down the silos and opening the door to more local projects of genuine social enterprise and educational innovation?

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Two Canadian provinces, New Brunswick and Ontario, are on the front lines in the ongoing battle over school closures, mostly concentrated in small rural communities. With school consolidation on pause in Nova Scotia the wake of the 2013 School Closure Moratorium, it has returned with a vengeance in both N.B. and Ontario. The renewed threat in New Brunswick has now sparked a feisty province-wide Rural Schools Coalition.

RiversideConsolidatedNB1905DCIM110GOPRO

A dozen small New Brunswick communities are currently in a state of upheaval with local schools facing possible closure, sparking growing popular resistance from Dorchester to Pennfield and north to Dalhousie, affecting Anglophone and Acadian communities alike. In Ontario, Education Minister Liz Sandals has not only identified some 600 schools as “half full” and ripe for review, but now introduced legislative changes to “speed-up” that province’s “School Accommodation Review” process.

Armed with the dreaded New Brunswick Policy 409, and aided by that province’s District Education Councils (DECs), the Education Department is imposing an arbitrary, cost-driven “school sustainability” process upon supporters of the threatened schools. It looks, sounds, and feels distinctly like a runaway “Express Train 409” bearing down on their rural communities. After blowing through the first dozen, forty-two more schools, 27 anglophone and 15 francophone, are next in line.

Ontario’s new School Review process, unveiled in late March 2015, reflects the so-called “speed-up” agenda. Faced with a deficit reduction challenge, Minister Sandals has enacted changes shortening the timelines from seven months to five, cutting the number of public consultation meeting from 4 to 2, and limiting the criteria to “impact on student achievement.” Eliminating the criterion “value to the community” has upset municipal mayors and re-ignited the Community School Alliance, led by London-Middlesex small school advocate, Doug Reycraft. 

Hundreds of Save Our School Signs have appeared all over rural N.B. and the whole exercise threatens to kill the “community spirit” that still animates much of rural New Brunswick. In the case of two Anglophone East School District communities, Dorchester and Riverside-Albert, local public school supporters were given less than two months to a react to weighty facilities cost reports and documents stacking the deck in favour of closure.

The New Brunswick School Closure process is not only top-down and draconian, but also completely at odds with best policy and practice elsewhere. Compared with School Review for closure rules in Ontario and Nova Scotia, for example, the current practice violates every principle of fairness, legitimacy, and civic engagement.

“Procedural fairness” is so narrowly circumscribed under N.B. Policy 409 that it amounts to little more than a commitment to carry out prescribed, pre-scheduled public hearings designed simply to validate the closure recommendation. It’s top-down decision making in the extreme, driven entirely by the provincial government’s cost reduction targets and based upon the unproven assumption that moving students to bigger schools is more cost-effective.

Estimated cost savings accruing from closure, in the case of both the Dorchester and Riverside schools, running to $1.8 million, are grossly inflated, based upon projected staff reductions and compounded costs accumulated after years of deferred maintenance. Additional busing costs, at $50,000 per vehicle annually, are not acknowledged and community school cost reduction plans are simply not being considered.

Schools listed for closure are excluded completely from the information gathering process and presented with “infrastructure planning” reports that put facilities ahead of students, parents and communities. Under the policy, closure proceedings can be sprung on schools at any time, with insufficient time to formulate a response let alone generate viable, community-based alternatives.

The standard model of School Accommodation Reviews, utilized in Ontario gives school communities ample time (5 to 7 months), builds-in more school-level engagement, and provides for a provincial mediator. It’s far from perfect, but respects the right of aggrieved communities to proper representation and legitimate opportunities to be heard before school boards make their final decision. No school would ever be closed on the tight timeline currently being implemented in N.B.

Just across the border, in Nova Scotia, the whole School Review process is radically different and aimed at achieving cost efficiencies through a brand new school-centred community planning model, supporting the gradual re-purposing of school buildings. Schools are viewed as community assets and not simply liabilities to be abandoned and off-loaded to local towns and villages.

Under the newly established October 2014 N.S. model, school boards are required to engage municipalities, school communities, local groups and business organizations in a Long Range Planning process. Schools with declining enrollments are encouraged to develop Community Hub plans aimed at re-purposing surplus school space and generating revenue to assist in ongoing operational and maintenance costs. Once the initial spadework has been done, the School Review process goes forward guided by a “School Options Committee” mandated to find local solutions. Only when such efforts flounder, do the schools close.

New Brunswick’s School Closure policy was already grossly unfair, and Education Minister Serge Rousselle has just made it even worse. His latest revisions, announced in mid-stream, adding two “triggers” for closure – under 100 students or 30 per cent or less occupancy — merely confirm the suspicions of rural New Brunswickers. Appropriating the concept of a “trigger” mechanism, borrowed from the world of firearms, may have been a Freudian slip. If Express Train 409 does not run you over, then the DECs can pull the trigger to kill the vitality and resilience of rural communities, leaving them school-less and eventually childless.

New Brunswick can do much better — and Ontario should know better than to deny the critical role schools play in smaller communities. It’s time to re-think the current move to “Hurry Up” school closure process, to take stock of what happened in Nova Scotia, and to build local communities into a more school-centred rural revitalization process.

What’s “fair” about imposing School Consolidation and springing closures on struggling rural communities? What’s driving the “speed-up” in provincial School Review process time-frames for closure?  Where’s the hard evidence to support the purported cost savings and operational efficiencies? An how can such bitter, divisive and arbitrary public processes be transformed into community-building, cost-efficiency-generating  exercises?

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Smaller communities in Ontario are accustomed to receiving the Queen’s Park ‘shock treatment.’ It happened again on January 28, 2015 when Ontario Education Minister Liz Sandals stated that $1 billion out of the $22.5 billion education budget could be saved by “closing about 600 half-empty schools.” A day later the Minister backtracked, saying that her primary concern was underutilized Toronto schools, not those in rural or remote communities.

SavingSchoolsParrySound The whole Accommodation Review Committee (ARC) process, as school closure exercises are now called, has been under fire in central Ontario ever since Toronto consultant Margaret Wilson released her September 2013 independent report rapping the knuckles of the Near North District School Board (NNDSB) for its “lack of public transparency” in the forced consolidation of three North Bay elementary schools.

A more recent provincial proposal to shorten the ARC process also aroused concerns for local school board trustees in North Bay and elsewhere. It proposed to give municipal governments a bigger role, suggesting “a shift away from consideration (of the) impact of school closures” on “community well-being and the local economy” toward “a more exclusive focus on student achievement.”

Veteran NNDSB trustee, Al Bottomley, sees the ARC reform proposal as a “dangerous” initiative. “It seems that the government wants to close schools at all cost,” he said. “Kids do better in small schools,” Bottomley added. “Putting them in one school is not going to benefit the kids. They’ll be so tired, they won’t be able to do anything. The buses might be going 15 to 20 or 30 kilometres more. That’s ridiculous. Student achievement is something they won’t get.”

The bigger question is whether closing small schools and moving students to regional education centres saves any education dollars at all. School planners continue to base closure recommendations on predicted “economies of scale.” Such claims are highly suspect, according to American researcher Barbara Kent Lawrence, if and when you factor-in the operating costs per square foot, the actual cost per graduate, the added cost of busing students, and the often inflated costs of new school construction.

School capital funding decisions can also leave smaller towns and villages out in the cold. In the case of Mattawa, a town of 2,100 near North Bay, North Bay Nipissing News Editor Rob Learn recently laid bare what can happen. In mid-December, he made public the contents of a Ministry of Education – NNDSB communications trail showing how between 2010 and 2013 that small town lost out on its promised school funding, not just now but into the future.

Without any public disclosure, and ignoring public pleas from Mattawa Mayor Dean Backer, a 2010 $1 million grant commitment earmarked for F.J. McElligott Secondary School was quietly diverted from the town and shifted to fund a North Bay school re-build to turn it from an intermediate school to a K to 6 facility.

The Mattawa school controversy brought into sharp relief what NNDSB Chair David Thompson recently conceded was a “shell game.” Capital grants for Mattawa were diverted to North Bay, then topped-up with unspent money from Full Day Kindergarten capital grants, allocating a total of $1.5 million to Silver Birches Elementary School which opened in September of 2014.

The nub of the whole matter is the spectre of school closures shifting even more students out of their home communities, down the highway to larger regional population centres. Proposed changes to the ARC school closure process will only worsen that problem.

SaveRuralSchoolSignSmall school advocates have countered Sandals and the education officials at Queen’s Park with a “community building” solution. Instead of closing the remaining rural and remote schools, the proposed plan is to transform underutilized schools into what Dr. David Clandfield terms “community hub schools.”

The Hub School model, now authorized in Nova Scotia regulations, opens the door to the potential for school and community revitalization. Under such a model, the adversarial, divisive closure processes become community planning exercises designed forge community partnerships and re-purpose the underutilized space without displacing the students and teachers.

Closing schools is a losing proposition for much of small town and rural Ontario. It’s time to explore a third option with better prospects. Stop the closures and consider more innovative solutions, starting with “hubification” and the sharing of school space.

Provincial and district education authorities must commit in a big way to school renovation rather than current ‘tear down’ and relocate approaches. Then let’s empower school boards to hire local business development officers to initiate community partnerships, tap into alternative funding sources, and rent out school space to local organizations from child care and seniors groups to social enterprises and performing arts organizations.

Rebuilding struggling communities with emptying schools sure beats tearing them down and “community hub schools” could well give them a new lease on life.  The fundamental question is: What’s standing in the way of proceeding with such community-based, “dollars & sense” alternatives to closing schools and abandoning smaller communities?

An earlier version of this Commentary produced for the Northern Policy Institute appeared in the Parry Sound North Star.

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Sitting in the dimly lit, bunker-like Conference Room on a sunny Saturday afternoon in Canada’s last surviving Wandlyn Inn was a little depressing. Listening to a veteran Nova Scotia School Superintendent explain — with clinical precision– the new Hub School Model regulations released in July 2014 was almost too much to bear. The session title gave it all away: “The Operation, Opportunities and Challenges of the Community Hub Model.”  A funny thing has happened to an exciting idea on its way to implementation.

NSSSILogoSmall school activist Kate Oland, a veteran of several Cape Breton school closure battles, was rendered virtually numb. After fighting to save her Middle River School, co-founding the Nova Scotia Small School Initiative, celebrating the April 3, 2013 school closure moratorium, and welcoming the Hub School guidelines, it had all come down to this: the Superintendent in charge of advancing the project still didn’t seem to “get it”: open the school doors to the community and let social innovation in.

Community hub projects come alive with proactive leadership and the scent of social innovation.The founder of Toronto’s Centre of Social Innovation, Tonya Surman, speaking in Sydney, Cape Breton in April 2014, was right on the mark. “You’ve got to be able to dream about what’s possible, ” and she added “social change takes time.”

NewDawnErikaSheaA “New Dawn’ arrived for Holy Angels Academy in Sydney, Cape Breton, but three years after its closure as a public school. Today it’s a thriving Centre for Social Innovation hosting a lively mix of 20 commercial and non-profit enterprises.

That transformation, spearheaded by Rankin MacSween’s New Dawn Enterprises Limited, should be on the curriculum for the training of School Superintendents. It’s time to embrace economic renewal and social enterprise, particularly in a struggling economic province like Nova Scotia.  Founded in 1976 initially as a community development fund to combat plant and mine closures, New Dawn is now a beacon of light for faltering communities on the verge of losing their schools.

With the adoption of the School Hub regulations, the Nova Scotia Education Department is coaxing school boards into being more proactive in transforming emptying schools into shared use facilities and potentially revenue generating operations.

The Hub School guidelines, in the hands of reluctant administrators, may threaten to extinguish community spirit and enterprise. Developed by a faceless team of school administrators, it treats Hub School proposals as “business case briefs” and guides proponents through a virtual “obstacle course” of new approval rules. Serving existing students should come first, but why is the “protection of property” so prominent in the regulations?

Three Nova Scotia community-school groups in River John, Maitland, and Wentworth are fighting to save their schools and fully committed to supporting the “Hubification” process. Economic and social innovation thrives when it is welcomed, as in the case of the New Dawn success in Sydney. It perishes on sterile ground marked off like the hurdles on a high school track field.

Economic renewal and social innovation are possible under the right conditions. What’s the secret to unlocking Social Innovation and revitalizing our schools? What has happened to the Nova Scotia Community Hub School Model on its way to implementation? Is it still possible for small school advocates to clear the latest hurdles and transform schools into true community hubs?

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