VI. DRAFT FINANCIAL PLAN

The current provincially controlled education structures make it very difficult for regional school boards to maintain community-based education. The Nova Scotia system of per capita funding effectively determines the minimum size of schools. As enrolments decline in rural areas, failure to maintain this minimum leads to the closing of community schools and the busing of students to central schools. However, rural communities need their schools for social and economic vitality, and rural communities such as Margaree have the capacity and resources to contribute to the economics of education. Closing schools is not the only option.

The economy of the Community-Operated Public School is dependent on the will of the Margaree community to support it. In addition to the volunteer administrative contribution in its Governing Body, the school will benefit from independent fundraising, donated labour for repairs and maintenance and cost-sharing with other community services such as a community computer centre or a public health office that may become located in the building. These contributions, savings and revenues will be necessary as long as public education is funded according to the number of students, rather than according to the equitable delivery of programs.

An even greater economic challenge is taken on the Community-Operated Public School when it undertakes to enrich education through enhanced programming. The costs of these enhancements are difficult to define. The resources required for locally developed programs would be gathered through partnerships with institutions and organizations such as the Heritage River Board. Outside funding will be sought to support innovative programming that is attractive to donors; dedicated fundraising can be conducted to support specific projects.

However, the issue of financial sustainability of the Community-Operated Public School cannot be ignored. We believe that the benefits of the innovations in this proposal, once demonstrated, will be valued and community-based education will receive the support it deserves from the public education system. The three pilot years will provide the opportunity to demonstrate on-going community support for the school.