School autonomy and 21st century learning: the Canadian context

Abstract

Purpose

The purpose of this paper is to report on the policy and practice contexts for school autonomy and twenty-first century learning in Canadian provinces.

Design/methodology/approach

This paper reports on an analysis of policies in Canadian provinces (particularly the provinces of Alberta and Saskatchewan). The authors review policies related to school autonomy and twenty-first century learning initiatives.

Findings

In this paper, the authors argue that autonomy is a complicated and multi-levelled phenomena with a measure of autonomy devolved from the state to local school divisions, and yet other elements of autonomy devolved to the school and to individual teachers. The link between autonomy and twenty-first century learning are unclear as yet. This paper attempts to establish the policy contexts for school autonomy and twenty-first century learning without making claims about a causal relation between the two.

Originality/value

The originality of this paper lies in its description of autonomy beyond the school level. Autonomy, as a construct, is rarely examined as a dynamic process among multiple layers of the educational system.

Citation

Newton, P. and da Costa, J. (2016), "School autonomy and 21st century learning: the Canadian context", International Journal of Educational Management, Vol. 30 No. 7, pp. 1279-1292. https://doi.org/10.1108/IJEM-11-2015-0151