Canada’s inclusive school system shows Australia a path forward – where equity, diversity, and achievement thrive under a common framework of funding, regulation, and opportunity.
Australia’s school system is one of the most socially segregated in the developed world. Students from low socio-economic backgrounds are often concentrated in under-resourced schools, leading to significant gaps in achievement. According to the 2023 Independent Review to Inform a Better and Fairer Education System, disadvantaged students in disadvantaged schools are, on average, three years behind their peers in PISA (Programme for International Student Assessment) science testing. This entrenched inequality is not just a policy failure – it’s a national crisis.
A recent report from the Australian Learning Lecture (ALL), Lessons from Canada, offers a compelling vision for reform. Based on a study tour of Canadian provinces by Australian educators and researchers, the report explores how Canada has built more inclusive, equitable school systems, without spending more than Australia.
Ontario, Canada’s largest province, stands out. It operates a needs-based funding system that applies equally to secular and faith-based schools. All publicly funded schools are free to attend and prohibited from charging fees or excluding students based on academic performance or background. This common framework has dramatically reduced social segregation and improved student outcomes. In fact, Ontario’s 15-year-olds consistently outperform Australian students in PISA assessments, despite similar levels of education spending.
The funding formula in Ontario includes a baseline per-student amount, with additional loadings for students with disabilities, low household income, Indigenous background, and other factors. Small and rural schools also receive extra support. As a result, 92 per cent of Ontario’s students attend schools within this unified framework, and faith-based schools serve a much broader socio-economic mix than their Australian counterparts.
British Columbia and Quebec offer contrasting lessons. British Columbia partially regulates fees and provides public funding to private schools at 35–50 per cent of public school levels. However, loopholes and lack of oversight mean that many private schools still enjoy significant advantages. Quebec, meanwhile, heavily subsidises private schools – up to 75 per cent of public school funding – while allowing them to charge high fees and select students. This has led to high levels of segregation, similar to Australia’s.
In response, a grassroots movement in Quebec, École Ensemble, is advocating for a ‘common network’ of publicly funded schools, including contracted private schools that would be free and inclusive. Economic modelling suggests this approach could save the Quebec government nearly CAD $100 million (AUD $113m) annually.
The report also features reflections from Australian educators who visited Canada. Mr Andy Mison, President of the Australian Secondary Principals’ Association, said Ontario’s system “challenges long-held assumptions and opens our eyes to different ways of structuring and funding schools.” School counsellor Mr Michael Sciffer noted that Ontario’s equitable funding allows principals to focus on student wellbeing and learning, rather than marketing and competition. Ms Caroline David, a principal and PhD candidate, called for faith-based schools in Australia to embrace inclusivity, as their Canadian counterparts have.
“Ontario challenges long-held assumptions and opens our eyes to different ways of structuring and funding schools. The emphasis on equity, the commitment to the common good, and the shared belief in fully funded public education for every student are lessons that remind us of the ‘Fair Go’.”
– Mr Andy Mison, President, Australian Secondary Principals’ Association
The Australian Learning Lecture proposes a similar ‘common framework’ for Australia. This would ensure all publicly funded schools are free, inclusive, and resourced based on student need. Schools that choose to charge fees or exclude students would no longer receive public funding.
To begin building a more equal system, the report recommends four immediate steps:
- Start a cross-sectoral conversation to identify common ground.
- Annually report on socio-economic diversity across schools.
- Identify successful interventions from comparable countries.
- Enhance dialogue between Australia and Canada.
Canada’s experience shows that equity and excellence are not mutually exclusive. With political will and public support, Australia can create a school system that serves all young people, regardless of background.
To read the full report and explore its recommendations, visit: https://all-learning.org.au/equity-lessons-from-canada
