|dc.description.abstract||The purpose of this thesis is to examine various policy
implementation models, and to determine what use they are to
a government. In order to insure that governmental proposals
are created and exercised in an effective manner, there roust
be some guidelines in place which will assist in resolving
All governments face the challenge of responding to
public demand, by delivering the type of policy responses that
will attempt to answer those demands. The problem for those
people in positions of policy-making responsibility is to
balance the competitive forces that would influence policy.
This thesis examines provincial government policy in two
The first is the revolutionary recommendations brought
forth in the Hall -Dennis Report. The second is the question
of extending full -funding to the end of high school in the
separate school system. These two cases illustrate how
divergent and problematic the policy-making duties of any
government may be.
In order to respond to these political challenges
decision-makers must have a clear understanding of what they
are attempting to do. They must also have an assortment of
policy-making models that will insure a policy response effectively deals with the issue under examination. A
government must make every effort to insure that all policymaking
methods are considered, and that the data gathered is
inserted into the most appropriate model.
Currently, there is considerable debate over the benefits
of the progressive individualistic education approach as
proposed by the Hall -Dennis Committee. This debate is usually
intensified during periods of economic uncertainty.
Periodically, the province will also experience brief yet
equally intense debate on the question of separate school
funding. At one level, this debate centres around the
efficiency of maintaining two parallel education systems, but
the debate frequently has undertones of the religious
animosity common in Ontario's history.
As a result of the two policy cases under study we may
ask ourselves these questions:
a) did the policies in question improve the general quality
of life in the province? and
b) did the policies unite the province?
In the cases of educational instruction and finance the
debate is ongoing and unsettling. Currently, there is a
widespread belief that provincial students at the elementary
and secondary levels of education are not being educated
adequately to meet the challenges of the twenty-first century.
The perceived culprit is individual education which sees
students progressing through the system at their own pace and not meeting adequate education standards.
The question of the finance of Catholic education
occasionally rears its head in a painful fashion within the
province. Some public school supporters tend to take
extension as a personal religious defeat, rather than an
opportunity to demonstrate that educational diversity can be
accommodated within Canada's most populated province.
This thesis is an attempt to analyze how successful
provincial policy-implementation models were in answering
public demand. A majority of the public did not demand
additional separate school funding, yet it was put into place.
The same majority did insist on an examination of educational
methods, and the government did put changes in place.
It will also demonstrate how policy if wisely created may
spread additional benefits to the public at large. Catholic
students currently enjoy a much improved financial
contribution from the province, yet these additional funds
were taken from somewhere. The public system had it funds
reduced with what would appear to be minimal impact. This
impact indicates that government policy is still sensitive to
the strongly held convictions of those people in opposition
to a given policy.||en_US