The history of government-sponsored correspondence education in Nova Scotia

Abstract

Government-sponsored instruction by correspondence in Nova Scotia had its beginning in 1916. Since that time, correspondence courses have been used by a wide range of learners: teachers to improve their professional qualifications and to enhance the content of the courses they themselves taught; young persons unable to attend school and also those in schools which did not offer particular courses they needed; military personnel; and inmates in federal penitentiaries. Since its beginning, the Correspondence Division has consistently expressed concern over shortcomings in guidance given to students at or after course registration. Deficiencies in guidance led to high student mortality, particularly among high school students during the first three decades of the Division’s history. The forties and early fifties witnessed attempts at improved guidance procedures as well as the appointment of local supervisors for children living in remote areas. In the last two decades, care has been taken by the Correspondence Division to insure initial and continuing counseling services for its students. The Correspondence Division has also been attentive to the standards of correspondence courses. During the history of the Division, these standards have paralleled the standards set for public school courses. The writer has noted some evidences of high standards as well as some limitations and inherent difficulties in the nature of correspondence instruction. His conclusion is that the strengths clearly overshadow the limitations. In the final chapter, the writer makes some observations and proposals regarding the two areas of concern in foregoing chapters, namely, guidance and standards. The writer also suggests some priorities for today’s Correspondence Study Service. Because of its adaptability, effectiveness, and economy, correspondence education has enjoyed more than six decades of successful history in Nova Scotia and promises to continue to be a viable alternative to in-school education in the future.