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Radio became highly popular in the 1930s in Canada. A heated debate in the
parliament helped Prime Minister Mackenzie King to set up a commission to create
Canadian broadcasting system. Canada’s first network broadcast was in 1927. King
addressed the nation from Parliament Hill. His speech gave indication that radio
could be a valuable way for communication. It also deeply influenced his political
career. Educational broadcasting was developed both at the federal and provincial
level. This was marked by tension between the two jurisdictions.

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This paper studies the history of educational broadcasting in Canada.

In 1927 the University of Alberta’s Department of extension was given the license
to operate the radio station CKUA. By 1944 the Department of Telephones purchased
and operated the station with the university retaining the license. The university
also provided the programming for a fixed number of hours a day. The federal
government in 1946 stated that broadcasting would be the responsibility of the
government (Samuel, 1975). Educational broadcasts on radio began in 1940 after the
Carnegie Foundation donated a grant of five thousand dollars to the B.

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C Department of Education.

Its purpose was to study the use of broadcasting in rural education. A school
broadcasting department was created which ran programs for Grades 1 through 8. The
CBC provided the crews while the Department of education provided the creative
elements of the program. The service offered programs in music, science and
history. It was later expanded to include the Western provinces of Canada.
Educational radio began in Ontario in 1949. The Announcing and Radio Production
course at the Ryerson Institute of Technology was operating the CJRT-FM.

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The station provided educational services to schools and the public.

The license was help up to 1972. The general university budget had the CJRT funded
as a special budget (Samuel, 1975). The government recognized the importance of
electronic communications in Quebec. A bill regarding radio broadcasting was passed
on March 1945. However nothing could be achieved because of a serious dispute
between the federal and provincial government. The Department of Education began
producing two hour radio programs in Nova Scotia in 1928. This was done in
association with Halifax station CHMS. English, French, History, Music and Drama
were the subjects discussed in the broadcast.

Performers and actors also participated in the program. The programs were intended
to support teachers. Formal educational radio programs were broadcast in 1942 by a
national advisory council. These educational programs were based on the provincial
curricula. They were produced in cooperation with education authorities in the
various provinces. These policies reflected the constitutional position regarding
the division of powers between the federal and provincial governments. The first
experimental educational television broadcasts began in 1954.

The CBC was associated with Nova Scotia, Quebec, Ontario, Saskatchewan and Alberta.
Television broadcasts were designed to be used by students and teachers. They
consisted of instructions and formal educational programs which were linked
directly with the provincial curricula. These educational programs were beneficial
for the provincial communities. The Metropolitan Educational Association was formed
in 1959 to use television broadcasting to serve the educational needs of Toronto.
The CBLT in Toronto and CHCH in offered Hamilton Formal university courses.

General educational programs like Two For Physics and The Nature of Things were
highly popular. CBC television also presented sixty half hours programs each year
for in school use. A yearly series of half hour programs called University of the
Air was broadcasted each week during the 1960s. Studios were also connected with
classrooms and laboratories using closed circuit television (Toogood, 1969).
Channel 19 in Toronto was reserved for educational purposes in 1961. An educational
television section was established in 1965 by the Ontario Minister of Education.
This section was within the Curriculum Branch of the Ministry.

There were plans for educational television. Ontario’s department of education

applied for a license to open an educational television station. However the
federal government refused the license. However a compromise was reached between
the CBC and Ontario government. The CBC was allowed to apply to the new regulatory
agency for broadcasting license on behalf of the Ontario Department of Education.
Audio visual materials were made by Radio Quebec which was an audio visual
production house. During the late 1960s it expanded its production to distribution
of its materials.

The Calgary and Regional Educational Television Association was incorporated in

1967. Closed circuit channels from the Instructional Television Fixed Service Band
were used to transmit programs to 25 Calgary locations (Toogood, 1969). Memorial
University in Newfoundland is a leading producer and distributor of educational
television programs since the 1960s. It has produced programs for closed circuit
use on university campuses. It has also produced programs for the university’s
education division. It has contributed in using television for distance education
and teleconferencing.

Educational television programs were designed by the Nova Scotia’s Department of

Education to teachers and students. Production facilities have been owned by the
CBC. The Department of Education has produced the programs. Video tapes have been
developed for provinces. Teachers have also been provided these video tapes for
classroom use. Prince Edward Island and New Brunswick have used video tape and film
for educational purposes (Toogood, 1969). The 1960s saw a renewed interest in the
development of national educational television service. The Canadian Radio-
Television Commission was established in 1968.

Educational broadcasting came under the jurisdiction of the Commission. The

Canadian Educational Broadcasting Agency was established by the introduction of
bill C-179. The agency held licenses and operated educational broadcasting
facilities. The provincial authorities were responsible for production and
programming. The federal government was responsible for transmission of the
programs. The bill was withdrawn due to provincial pressure. The Quebec
Broadcasting Bureau Act effectively updated an unused 1945 act on Radio Quebec. The
act proposed broader powers than the proposed Federal bill C-179.

The federal bill was not passed. This ended the phase for the establishment of a
national education service. Ontario and Alberta pressured the federal government
for the establishment of a provincially owned and operated educational television
service. An interim government specified that the CBC would provide educational
facilities and provincial educational communications authorities provide the
programming. Broadcasting received undertaking under the regulatory power of the
CRTC. At least one channel was obliged to make available for educational
programming (Twomey, 1978).

Provincial educational television was developed by TVOntario and Radio-Quebec in

the 1970s. The CBC was awarded a license to act as an agent for the Ontario
Ministry of Education by the CRTC. This also led to Channel 19 to become the first
UHF channel in Canada. Educational television services used any format and program.
Entertaining broadcast schedules were developed by the provincial educational
television. This led to them breaking out of the lecture format. There was much
criticism and opposition from conventional broadcasters.

The right of the provincial authorities to decide what is educational has been
upheld by the CRTC (Twomey, 1978). In 1972 the OECA applied for a broadcasting
license. The OECA is a crown corporation that reports to the provincial legislature
through a minister. The policy is made by the independent Board of Directors
appointed by the Lieutenant Governor in Council. There is no direct government
involvement in policy or programming decisions. The OECA distributes programs
through video tape and their utilization in class rooms. New electronic
technologies have been developed and used in marketing and utilization.

Services have also been extended since 1973. Programs have also been sent to cable
systems. TVOntario has become a popular broadcasting service. It has provided
British dram, classic movies, documentaries and talk shows. It has become an
appreciated public broadcasting services for Ontario citizens. French language
programming has also been a part of the TVO broadcast. A separate service for the
French community was initiated during the 1980s. Advertising is not carried on the
English and French service. Funding comes from government grants and sale of
programs (Twomey, 1978). CJRT-FM also evolved in the 1970s.

Ryerson’s funding was changed by the Ministry of Colleges and Universities. There
was no allowance for the radio station. There were announcements that the CJRT
would cease its operations. However political activity saved the station. In 1973
the CJRT-FM was established as a separate and independent corporation. The CJRT-FM
was a private non profit corporation and had its own independent Board of
Directors. The station provided some university level courses. However most of its
program content was classical and jazz music. Radio Quebec distinguished itself
from other television services.

It adhered to the concept of educational programming but did not bind itself by any
federal definition. Education was part of culture and its main objective was to
influence the culture of Quebec. During the 1970s a schedule of television programs
was distributed directly into the cable facilities in Quebec City. During this time
two UFH television stations were also established. Over the years the use of
satellite distribution to transmitters to cable was initiated. Tele-Quebec has
tried to reflect the culture of Quebec in the province’s regional aspects. Quebec
has its own educational television broadcasting.

Program formats are offered without contextualization. The Alberta government

announced the setup of an Alberta Educational Communications Corporation in 1972.
Two local educational television projects were taken by the corporation. It
reported directly to the government. The provincial government was responsible for
funding the television service and CKUA radio. ACCESS Network radio broadcasted at
least twelve percent of its programming for education. The service has provide mix
of music, news and community oriented programs. Programs were mainly formal
educational programs designed for classroom use.

It also began to act as the purchasing and distributor of audio visual material for
the education sector (Foster, 1982) The Saskatchewan Educational Communications
Corporation was created in 1974. It became known as the SaskMedia. The corporation
provided audio visual and distribution service to the Ministry of Education. The
1980s saw increase success for provincial educational television services. Signal
distribution increased the coverage via satellites to cable. Formal and informal
educational programs were delivered to cable companies throughout the province by
ACCESS Network television.

The schedule consisted of English language provincial services. There was a mix of
children programs, school programs, British dramas, classic movies and talk. CKUA
and CJRT-FM were educational radio services established themselves by mixing
classical music, jazz and talk. CKUA enjoyed government funding. The CJRT had to
sell advertising and use other sources for revenue generation. Saskatchewan in the
1980s still had no prospects of educational television. However in 1984 the
University of Regina delivered credit courses to five centers. This instruction
service was expanded in the succeeding years.

They were offered by a new agency, Saskatchewan Communications Network. It offered

two educational television services. Formal services for closed circuit from the
University of Regina and traditional educational services were offered for the
general public. The Knowledge Network of the West Communications Authority (KNOW)
was established in 1980 by a Cabinet Minute under the Societies Act of British
Columbia. This was a public television service. It provided institutional and
formal education system. It provided services which were complementary to the
system.

All programs were supported and developed by educational institutions and the
government. Atlantic Canada in the 1980s also saw pressure for the creation of
educational television. The CRTC in 1980 called for extension of services to remote
communities. The Atlantic Television Network established the ATV-2. This was an
alternative service providing satellite for cable television in the Atlantic
region. It would broadcast four hours of educational programs on weekdays. It has
become a provider of post secondary learning opportunities in the region (Foster,
1982).
Manitoba has seen little activity in the development of provincial educational
television. The province has used the CBC as the main public broadcasting service.
The department of education in Manitoba cooperated with the CBC in providing
schools programming. The 1990s was a decade of steady growth for educational
television. Direct to home satellites made educational services available to the
entire populations. The services were extended to the entire country. Other
provincial educational television services like ACCESS, the Knowledge Network and
SCN also expanded their educational services in the provinces.

TVOntario and Tele-Quebec faced some government cutbacks but this did not impact
their educational broadcasting services. The 1990s changed the situation for
educational television service in British Columbia. The Open Learning Agency of
British Colombia was established. It dedicated its segments to the college,
university and school learning. New electronic systems were used to effectively
deliver distance learning services throughout the province. The Knowledge Network
became part of the Open Learning Agency. It also maintained a connection with the
formal courses.

Traditional education television evolved with children’s programming, British

drama, documentary and talk shows (Rosen, 2002). The SCN in Saskatchewan developed
a program schedule which funded and broadcasted locally produced documentaries.
This reflected the local character and priorities of the province. These services
were distributed by satellite to cable systems across the province. Funding came
from yearly government grants. In Atlantic Canada educational services were
provided by the ATV-2 network. Various universities in Alberta Canada use formal
credit course for broadcast on this service.

In Alberta provincial educational television and radio changed in the 1990s. In

1995 a new ACCESS television was introduced. It provided a new programming and
business model. The look and style were also modern and youthful. There was a
broader range of popular programming. Revenues were generated through the sale of
broadcast air time. Educational products and services were also sold. Non
commercial pre school programming was broadcasted in the morning. There was also a
mix of non commercial ministry programs and US produced drama and movies.
Traditional documentaries and magazine shows were also shown in the evening.

Programs from the US were also broadcasted (Rosen, 2002). Specialty television in
the 1990s was undergoing some rapid extension. Development work for a Canadian
national educational television service was begun in 1991. The Canadian Learning
Television was established. It was an adult oriented educational service
emphasizing lifelong learning. It included two provincial educational broadcasters.
Canadian Learning Television is Canada’s only national educational television
broadcaster. It was launched in September 1999. It has financed specialty services
by cable subscriber fees and commercial advertising.

It works with universities and colleges. It also works with provincial educational
broadcasters (Rosen, 2002). The twenty first century has seen provincial
educational television services, radio services and national educational television
performing very well. Despite fears of privatization this has not yet materialized.
Radio and Television have become an important part of Canadian life. They have
offered entertainment and education for thousands of Canadians. Canada’s
educational broadcasting services have provided programming to its varied
audiences. There have been feelings of loyalty and connection with these services.

The appeal of educational broadcasting has been increasing in Canada. High quality
educational programming has been provided which has been instrumental in spreading
literacy. It has also helped in providing distance learning services to remote
communities. Educational broadcasting has helped in responding to specific
provincial needs and realities. Educational broadcasting has come a long way since
its genesis. Formal and informal educational services have helped spread knowledge
and enlightenment to many communities in Canada. They are an essential part of
Canada’s cultural policy.

Leticia Woods
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