1. Access and Attendance:
* 1920s: Access to secondary and post-secondary education was significantly less widespread. Many rural areas had limited access to high schools, and university was primarily for the privileged. Attendance rates were lower across the board, particularly for girls and those from lower socioeconomic backgrounds. Many left school early to enter the workforce.
* Today: Education is compulsory until a certain age (varying by province), and access to both secondary and post-secondary education is much broader, although disparities remain based on socioeconomic status and location. Attendance rates are significantly higher.
2. Curriculum and Pedagogy:
* 1920s: The curriculum was more traditional and rote-learning focused. Emphasis was placed on memorization, discipline, and a classical education (Latin, Greek, etc. for those who could access it). Progressive educational ideas were beginning to emerge, but hadn't yet widely permeated the system. Teaching methods were largely teacher-centred.
* Today: The curriculum is more diverse, encompassing a wider range of subjects and approaches to learning. There's a greater emphasis on critical thinking, problem-solving, creativity, and individualized learning. Modern pedagogical approaches like project-based learning, collaborative learning, and differentiated instruction are common. Technology plays a significant role.
3. Role of Religion:
* 1920s: Religious instruction was much more prevalent in public schools, especially in certain provinces. This often involved daily prayer, Bible readings, and religious holidays being observed. Denominational schools were also more common.
* Today: Public schools in Canada are largely secular, although religious studies may be offered as a course. Prayer and overt religious instruction are generally not permitted. Separate religious schools still exist but are less prevalent.
4. Teacher Training and Professionalism:
* 1920s: Teacher training was less standardized and less rigorous than today. Many teachers had minimal formal training. The profession was less prestigious and lower paid.
* Today: Teacher training requires university degrees and specialized education programs. Professional development is ongoing, and the teaching profession is generally more respected and better compensated (though challenges remain).
5. Technology:
* 1920s: Technology in schools was virtually nonexistent beyond basic chalkboards and perhaps some rudimentary maps and charts.
* Today: Technology is integrated into almost every aspect of education, from interactive whiteboards and computer labs to online learning platforms and digital resources.
6. Social Context:
* 1920s: The social context heavily influenced education. The post-war era, rapid industrialization, and social changes were creating new demands, but the system was slow to adapt. Issues of gender inequality and Indigenous rights were largely unaddressed in educational policy.
* Today: The education system attempts (with varying degrees of success) to address issues of diversity, equity, inclusion, and social justice. Curriculum often reflects a more inclusive and diverse perspective. However, challenges remain in addressing systemic inequalities.
In summary, education in the 1920s in Canada was a much more limited, traditional, and often religiously-infused system compared to the more accessible, diverse, technologically advanced, and secular system of today. While significant progress has been made, disparities and challenges remain in ensuring equitable access and quality education for all Canadians.