STANDING COMMITTEE ON EDUCATION

Chair: To be announced
education@cfuwontcouncil.ca

Members of the Education Committee examine the state of education at all levels and of all types in the province. Projects, discussions and addresses by visiting speakers relate to issues of concern to the members. Topics may be responses to current events, such as the Rozanski Report, university fees, female faculty, EQAO testing as well as the literacy test.

The Committee can raise awareness among all Club members about important educational issues. Members are encouraged to follow through in their local areas with school boards, colleges, universities and their MPPs.

2011 - 2012 Standing Committees Meetings:
September 24th, 2011, January 21st, 2012 and March 17th, 2012

January 21, 2012
Letter writing is an important part of our advocacy efforts. The afternoon was spent putting a letter together as a group on Bill 13 An Act to amend the Education Act with respect to bullying and other matters. The carefully thought out ideas and wording came fast and furious as an excellent letter was crafted. This letter is addressed to Laurel Broten, Minister of Education because it will be sent out under the President of Ontario Council’s signature as per our policy. Your club can use it as a template to write to your own MPPs.

We first examined our relevant policy Violence at School IFUW, 1998 and segregated the sections that applied and would be referred to in the letter. Then the pertinent parts of Bill 13 were discussed as they related to our policy. (EDCOM 1.2012) It was decided to congratulate the government on the Bill using three main points as examples and then tell them what we wanted to see happen after the bill was passed. We added the boiler plate that Ontario Council uses. This boiler plate can be adapted to reflect the individual club. We finished by thanking them for the opportunity to comment.

We then started to look at the material on the post secondary tuition grant that is starting in September of 2012. Unfortunately, we ran out of time but here are our policies (policy on tuition.edcom), briefing notes courtesy of Canadian Federation of Students-Ontario and "Under Pressure – The impact of rising tuition fees on Ontario Families” by D. MacDonald and E. Shaker, Canadian Centre for Policy Alternatives. Use these to create a club letter to your MPPs.

Many good points about letter writing came up in the session. Read carefully. Do your research. Plan your letter. Don’t be afraid to ask members in that field about what is going on and current idioms. There are usually hot buzz words or phrases. Check to see that your style of address is correct. Vary your wording. Keep it short so the points are strong. Get others to read the letter or form a small group to write it.

You can find more complete information on letter writing how-to’s at http://www.cfuwontcouncil.ca/Resources/WRITING LETTERS AND EMAILS,202010-2012.pdf.

September 24, 2011
Presenter: Nora Loreto, Communications and Government Relations Coordinator, Canadian Federation of Students—Ontario (CFS-O)
Topic: the effects of labor disruptions in Colleges and Universities

Colleges have system-wide governance with all instructors and staff belonging to the same unions therefore labour disruption shuts down all colleges. Low funding leads to labour tension. In 2011, the support workers went out. That meant that for students, there were no signers for the deaf, no day care and no IT solutions. At George Brown the whole school shut down because the email system malfunctioned. The College Management position was that it was business as usual. The CFS-O position is that working conditions are learning conditions.

Each University is independent and has many different unions so there are no system-wide labour actions. Contracts are usually for 3 years. Faculty strikes usually get the most attention. The librarians at Western were only out for one week. While academic freedom was at issue at Western in 2011 and Windsor in 2008, the media focused on the wage aspect. Negotiations serve to force proper program funding. There has been an erosion of benefits and full time tenured staff. Students are not at the negotiating table despite the effect of labour disruption on students and learning. Full cost recovery programs and money making programs are becoming more common. Ontario does not have an integrated plan for colleges and universities.

What Can CFUW Members Do?

• Write letters to your local newspaper talking about the real costs of post-secondary education and making comparisons to how things have changed in just one generation.
• Establish relationships with local students' unions or active clubs.
• Circulate CFS-O campaign material to your members.
• Plan events for February. 1st, the CFS National Day of Action.
• Write to your Member of Parliament to request their support for a national strategy for post-secondary education funding.
• Write to your Member of Provincial Parliament to request their support for lower student debt and tuition fees.

March 19, 2011
Presenter: John Campey, Executive Director, Social Planning Toronto
Topic: Schools as Community Hubs

John Campey gave a historical overview of the use and purpose of schools as community hubs in our society, commencing with the settlement of Upper Canada to present day. As history evolved with WW11 and the baby boom, as two major examples, the use of the schools as community hubs evolved and then changed. With the demographic and economic changes we are currently experiencing, schools as community hubs are now the focus again. John referenced Jane Jacobs, the Canadian Urbanologist, who is noted for her interpretation of the multiple needs of modern urban places. At this time there is pressure to close schools because of the changing societal infrastructure and such demographics as the ageing population, the ageing buildings and the finances available. John referenced “ The Three Cities Within Toronto” report by J. David Hulchanski which describes income polarization among Toronto neighbourhoods from 1970 – 2005.

Mr Campey emphasized ; the factors to remember when assessing the need of schools as a community hub; the barriers involved in moving this initiative forward; and “full service schools” collectively improve lives in a community and by maintaining current schools and land for future generations, this objective will be met.

References: The Schools as Community Hub: A Public Alternative to the Neo-Liberal Threat to Ontario Schools, David Clandfield
http://www.policyalternatives.ca/sites/default/files/uploads/publications/ourselves/docs/OSOS Summer10Preview.pdf
http://socialplanningtoronto.org/

Submitted by: Gail Marriott, CFUW OC Education Chair
Assisted by: Ingrid Sproxton Orangeville Club

January 22, 2011
Presenter: Dolores Cascone, Education Officer, Ontario Ministry of Education, Early Chilhood Education and Child Care Implementation Branch

Implementation of the Full Day Early Learning Kindergarten Program
Dolores focused on the value and impact of the investment in early learning. As she is responsible for the Toronto region, works with the Halton, Peel, Guelph and Dufferin-Peel school boards andthe Ontario Child and Youth Services, she emphasized the life long benefits to children of the early learning program.

The full-day kindergarten learning program recommendations submitted by Dr. Pascal are being phased in over five years, with consideration of the economic realities, the incorporation of early implementation experiences into the next year’s program, and the scope of the program. This includes the addition of Early Childhood Educators (ECE), capital improvements to schools, involvement and negotiations with labour unions, as some examples. Implementation Year one would be15% of eligible Ontario students, year two an additional 5% and year three 49% of eligible students.

The Full-Day Early Learning Statute Law Amendment Act 2010 (Bill242) details the content of the program. The program must be delivered by school boards and their participation is optional, average class size target is 26, with a team of two adults., a certified teacher and a registered early childhood educator (ECE). This program is comprised of two parts- full day kindergarten and the extended day program. Full details of the program are available by contacting the ministry for their brochure.

Gail Marriott CFUW OC
Education Committee Chair

October 2, 2010 report to follow

March 13th, 2010
The Standing Committee on Education was attended by thirteen CFUW Clubs. The afternoon discussion centred on the resolution The Funding of Aboriginal Education proposed by the National Education Committee, this resolution will be discussed by CFUW Clubs across Canada.

Resolved, That Canadian Federation of University Women (CFUW) urge the Government of Canada, and the provincial and territorial governments, to make available the resources and support necessary to provide the Aboriginal population with the same quality, same level of access, and funding for education as that provided through the public system. Our discussion centred on these points:

• Education in Ontario is not equal throughout the province.
• Funding formulas amounts depend on the provincial region.
• Native children are definitely not having the same graduation outcome.
• Classroom should look the same in Northern Ontario as in the South.
• Federal Gov’t gives money to the Band Council and the leaders decide where to allocate the money.

• Children in rural areas are not being addressed.
• High needs children need special considerations.
• There must be a cap on the number of students in the classroom. Suggested number is 20 children.
• What are the responsibilities of the principal?
• What about bussing for the youngest children?

Wendy Taylor Education Chair

January 16, 2010

• Aurora/Newmarket – Social Justice Club held a Christmas dinner and provided hats and mittens
• Scarborough – Make A Difference Group supports women to go onto Centennial College. They also provide two bursaries at a value of $1,000.00 each.
• Ajax/Pickering – Success in School education program to provide support for girls in Africa.
• Stratford – Breakfast Club involvement
• Orillia – Mentorship for young women in college and university.
• Belleville is holding a spring forum on April 17, 2010 10 -11:30 a.m. The speaker will be Francine McDonald, an Invasive Species Biologist with Ontario Federation of Anglers & Hunters. The topic is Alien Invaders specific to the Bay of Quinte/Lake Ontario. Belleville is also having a forum on Ovarian Cancer. No date is yet set.

• We agreed with the concept that the recommendations set out by the Pascal Report would create smarter, healthier kids, less harried parents, and better economic returns.
• We felt there would be less illiteracy, better after school programs.
• Children would be identified for learning disabilities, dental and health problems before Grade One.
• We suggested that the Ministry of Education take over all early learning and childcare duties. This would create a less fragmented system.
• Suggestions of a staggered entry, one all day manager and a nutritious meal program
• The committee felt that child care money will go further if the Pascal recommendations are implemented in the school system.

September 26, 2009

Marianne Singh-Waraich, CFUW National Director of Educational Affairs gave an update on Aboriginal Education.

The Kelowna Accord was momentous because it was the first time that national Aboriginal leaders, federal and provincial governments had been able to jointly agree on a set of actions. When the Kelowna accord failed, national aboriginal leaders requested the provincial premiers to please continue their efforts at problem solving. The Premiers agreed to do this and met with Aboriginal leaders last year in the Maritimes.

As a result of their efforts, CMEC, the Canadian Council of Ministers of Education, which discusses education at the national level and represents Canada at international education conferences as well as coordinates the curricula of the provinces, had a conference last year in the Prairies at which they decided to make aboriginal education a priority. They did in fact tender contracts for discovering best practices.

Aboriginal education is a federal responsibility and comes under a federal department INAC, which funds and often administers education on reserves and funds Status Indians for off reserve education within their budget limitation.

When I did research on drop outs from high school with the Ontario Council Education Committee in 2005, the north had a disproportionate number of high school drop outs. Closer examination of these figures revealed that most of them were Aboriginal students. There are many reasons for this. Students usually have their elementary education on reserve but must join the regular school board off reserve for high school. The cultural differences play a role since in aboriginal culture young people respect their elders and are not encouraged to question. This creates problems in discussion which is essential for many high school courses. Students are insecure about mingling with town students who are of a different culture. Prejudice is still a factor.

In Ontario, the Ministry of Education has initiated a 2 year pilot project “ The Urban Aboriginal Education Project” in partnership with three school Boards to try to improve the success rate of aboriginal students K-12. Many Boards applied but the three chosen represent different types of urban centres. The Toronto District School Board has an aboriginal high school as does Northern James Bay. The Simcoe Board of Education (Barrie and Midland Area) and the Lakehead School Board in Thunder Bay are the other two Boards chosen. Tuition is paid by the Band Council which gets its money from INAC.

Large steering committees were selected to engage the parents and the students. Aboriginal students often have disengaged parents, (a factor in lack of scholastic success) because they are products of the residential school system and distrust official education systems as a result. Also, when Aboriginal people come to a town or city to live, they lose their social network and are isolated in a different culture, much like immigrants. Many do not self identify even if they can get extra help this way because of the history of prejudice they have experienced.

The projects are research based with the aim of finding models so the impact will be measured to discover best practices. It began with a literary review in the US, Canada, Australia and New Zealand. Official attitudes are changing. Parents are brought in along with the students with a focus on literacy. Parents are taught how to support their children at school. A module was developed in Toronto” Learning through the Arts” with Aboriginal artists. EQ results will be disaggregated . This is essential to measure progress but in the past students were not asked re racial origins. They now self identify and increasing numbers are doing so. There is again an Aboriginal Education Office at the Ministry of Education. Curriculum and textbooks need rewriting. eg. History texts still reflect European conquest and exclude the Aboriginal side of Canadian history. Fetal Alcohol Syndrome is a problem. Aboriginal people have more health problems in general, eg, H1N1. Staff is given a manual. Five important aspects in success are: diverse community partners, a safe welcoming environment, multiple programs and flexibility in supporting the learner, strong leadership in advocacy and sustainability and a demonstration of respect for traditional Aboriginal knowledge. This guide for staff “Aboriginal Presence in our Schools” is produced by Lakehead Public school and the Urban Aboriginal Task Force.

What can you do?

The Assembly of First Nations, in its brief “ It’s our Time” to the federal government Finance Committee this August 2009 asked the government to lift the cap on Aboriginal education funding. Since 1996, the increase in federal funding for Aboriginal education has been limited to 2% annually. In the same years, the average increase in funding for public school boards was 3.8%.This means that it has been chronically underfunded . The increase is not even enough to cover inflation. Aboriginal population growth has been 6.2% annually, so this limit of 2% increases the underfunding each year. Moreover, Aboriginal education receives no funding for technical education, school libraries, sports and other extracurricular activities, special education and transportation.

Please write your MP and ask him/her to lift the cap of 2% on educational funding and add this request to your agenda when you meet for your annual visit with your MP this fall.

Marianne Singh-Waraich

March 14, 2009

Christine Fortin of Patrick 4 Life facilitated our afternoon meeting. We were divided into four groups and given a series of questions to answer and discuss. The questions concentrated on:

• How much we knew about HIV/AIDS.
• What we would like children to know about HIV/AIDS.
• The benefits of having HIV/AIDS education as part of the school curriculum.
• The barriers to HIV/AIDS education in our schools.
• What the HIV/AIDS curriculum would look like.

Wendy Taylor, Chair
Education Committee

January 24th, 2009

The Education Committee was represented from 24 CFUW Clubs. From Niagara Falls to Ottawa and in between. A good diverse representation from the south to the east borders of Ontario.

Our discussion centred around the presentation on the Poverty Strategy document discussed by our morning speaker Hon. Deb Matthews. The document, Breaking the Cycle can be viewed at www.growingstronger.ca

Also mentioned was the 25 in 5 report which represents decreasing childhood poverty in Ontario by 25% in 5 years. www.25in5.ca

Of great interest is the importance of Early Learning and Childcare in preventing and decreasing poverty, especially among young single mothers. The Dr. Pascal report was mentioned and the anticipation of a spring disclosure of his report on all-day learning for 4 and 5 year olds. One member mentioned their school is year round and how that can help to alleviate child care for long time periods, such as the two month summer break. A discussion about sending 3.8 year olds to school for a full day was viewed as a positive, as most children will adapt to the routine by December.

The Safe Schools Act and if it is being effective was discussed. We concluded that the best way to help alleviate the violence of bullying in our schools is to hire more social workers and counsellors rather than filling the halls with police officers and dogs.

September 27, 2008

The afternoon session of the Education Committee was attended by 17 CFUW Clubs.

Our topic of discussion for the afternoon session was Bill 212, Education Amendment Act (Progressive Discipline and School Safety). The guest speaker was Norman Stormes, the policy implementation coordinator from the Ministry of Education. Mr. Stormes in his career has been a teacher, Vice-Principal, Principal and Superintendent for the Simcoe County District School Board.

Mr. Stormes outlined the goals of the Ministry of Education:

• High levels of student achievement;
• Reduced gaps in student achievement;
• High levels of public confidence.

• adding bullying as an infraction for which suspensions must be considered;
• replacing mandatory suspensions and expulsions for students with the requirement that principals and school boards consider and respond to all infractions that occurred in the most appropriate way;
• requiring that mitigating factors be considered before students are suspended or expelled;
• requiring that programs be provided for students who have been expelled or who are serving suspensions of more than five days.

Wendy Taylor, Chair

March 8, 2008

Due to the inclement weather the afternoon Education Committee was cancelled. I will review what we were going to discuss so that you may still have an opportunity to work with your Club or issues group. As many of you may not continue in September I hope that you will pass the information on to your replacement.

Our discussion was to focus on Safe Schools Legislation – Bill 212 that came into effect on February 1, 2008.

The background for this is taken from the Elementary Teachers’ Federation of Ontario at www.etfo.ca/IssuesinEducation/SafeSchools/Pages/default.aspx

Highlights include:

• Board Policy Required - school boards are required to develop and implement policies on bullying prevention and intervention.
• Student Suspensions – Principals may suspend students for a full day to 20 days.
• Suspension for Bullying Behaviour
• Definition of Bullying - Repeated, persistent, aggressive behaviour that is intended to cause harm or distress. Bullying can be physical, verbal, or social. This includes Cyber bullying through e-mail, cell phones, Internet, text messaging.
• Teachers Right to suspend repealed
• Progressive Discipline - Principals must consider all the circumstances around behaviour.
• Mandatory Suspensions – Principals must suspend students who: possess a weapon, use a weapon to threaten bodily harm, commit a physical assault, commit sexual assault, traffic in weapons or illegal drugs, commit robbery, give alcohol to a minor.
• Suspension Appeals – include student, principal, guardians or parents
• Student Expulsions - Under Bill 212, the principal may recommend that a student be expelled but the school board is solely responsible for expulsions
• Teachers Right to Respond to Expulsion
• Special Programs for Suspended and Expelled Students – School boards are to provide alternate programs for suspended and expelled students.

As we are a diverse group, I would hope that we could each acquire information about how different School Boards are putting into effect the new terms of the Safe Schools Act. I look forward to each of you bringing this information back to our committee meeting in September.

Wendy Taylor, Chair

January 19th, 2008

The afternoon session was to be about the Aboriginal Early Learning program, Head Start. Unfortunately, due to a family situation our speaker was unable to attend.

Lu Ann Hill, our morning speaker stayed to offer her input into early learning in the Aboriginal culture.

Marianne Singh Waraich our National Education Chair discussed the upcoming resolution on Aboriginal Education that she has been working on for the past year. Marianne gave us the background to the resolution. There are a number of issues facing our Aboriginal population that were pointed out. They are; health, higher incidence of diabetes, substandard housing, overcrowding, inconsistencies from reserve to reserve, little maintenance of housing, individuals are unable to own homes, unable to attain money from bank to purchase homes, Northern reserves are isolated, no jobs. After some discussion on the resolution several comments were made: Many felt strongly that the resolution should be amended to include post-secondary education. Marianne would like to see the resolution pass so that we have policy in place to have something to work forward with.

Marianne also discussed and gave us background on the Student Debt Load resolution that the Burlington CFUW Club is working on. Primary focus is the transfer payments from the Federal to the Provincial governments have been cut. Many students are facing high debt loads to go onto post-secondary education. One suggestion is to decrease the interest rates on loans.

Lu Ann Hill discussed Aboriginal Early Learning with the committee. Head Start originated in Hamilton and was introduced to create cultural identity with Aboriginal youth. It is all about families and being thankful for what the Creator has provided for them. Prayers are done in their own language. Children are taught seven teachings; respect, honesty, humility, to be a good person, live in harmony, thanks to the mother earth, the water and the winds. Native identity or the sense of who they are is important as they feel if they don’t have it, they will flounder.

Wendy Taylor, Chair discussed the new Safe School Amendments to the Education Act very briefly. It was decided to continue the discussion for the March 8th meeting. Each committee member was asked to discuss the New Act with their committee’s, or issue groups to base an opinion on the amended Act. When we reconvene, we will put our thoughts together in order to respond to the Ministry of Education.

Important web sites are www.edu.gov.on.ca and www.peopleforeducation.com

September 15th, 2007

On Saturday September 15, 2007, twenty- three Clubs were present at the Education Standing Committee afternoon meeting.

Our guest speaker for the afternoon was Amanda Aziz, the National Chairperson of the Canadian Federation of Students (CFS). This organization, based in Ottawa, is Canada’s largest provincial and national student organization. They represent over 600,000 college and university students. Half of these students study in Ontario.

Amanda discussed the issues that CFS is advocating for. These include the continuing increases in tuition fees. The results of the increases have created financial barriers that have become the strongest deterrent to post-secondary education. She also mentioned that the CFS has and will continue to monitor the effects of the economy in the coming years as a result of students carrying high debt loads and therefore being unable to be consumers when they graduate. In particular, members became aware that the high tuition costs to study dentistry, law, and medicine, make many students financially unable to study community law or family medicine.

The Canadian Federation of Students is also very active in violence against women, date rape campaigns, action on ancillary fees charged to students, electoral reform, quality of education and students rights.

Wendy Taylor, Chair
Education Committee

March 3rd, 2007

Twenty- four members attended the afternoon session of the Education Standing Committee.

Our guest for the afternoon was Annie Kidder, Executive Director of People for Education. This organization is an independent parents’ group working to support public education in Ontario. They have become a voice in public education. Our focus for the session was the education environment in Ontario as we lead up to a provincial election in early October.

Ms. Kidder began by outlining how P4E obtains their information through surveys and an annual report sent to each school in Ontario. They have tracked the amount of fundraising, state of school libraries, physical education and funding in Northern Ontario schools. Working with Queen’s University they have recently put together a report on school libraries. The report states the strong relationship between a school with a school library and the literacy in the school. The struggle for school libraries goes on.

Having recently received a Trillium Grant P4E will be using this funding to provide education to parents on how they can be more involved in their children’s education and feel more comfortable in the school. Many parents experience different barriers, such as class distinction and language. It is believed all parents should be engaged in education as studies have shown that there is a relationship between parental involvement and a child’s success in school.

The present day finds Ontario at a crossroads in education. When the Liberal government first came into power, teachers and parents were still mad about the previous governments cuts to education. The Liberal government believes strongly in public education and is working well with teachers and making improvements in funding and programs.

The smaller classroom size in the lower elementary grades was discussed. It was interesting to note that a child in Grade 2 could be in a classroom of 22 children then move onto Grade 3 and be in a split grade with over 35 children. Children were not prepared to deal with the increase in size. Teachers were reluctant to teach at the higher-grade levels because of the increased workload for preparation, teaching and marking.

Parent’s expectations of their children to be successful in school and go to either college or university were discussed. We traditionally do not accept our children choosing a trade such as a plumber, electrician or mechanic.

Education and the Election
Unfortunately education is not on the agenda for the Fall election. Other issues such as health care, poverty and the environment are more at the forefront. This was found to be very disappointing as the representative from the Orangeville Club pointed out that “our schools are a reflection of our society”. We went on further to discuss the issues of childhood obesity being blamed on lack of physical education and breakfast clubs have been formed to feed hungry children so they can learn. Parental involvement tends to be eroded by divorce.

It was agreed that if children received the quality of education they deserve, our health care and social systems would be much better off. Education should be the priority.

Wendy Taylor, Chair
Education Committee

January 13th, 2007

At the afternoon session of the Standing Committee, 23 members were in attendance. Members from as far away as North Bay, Ottawa, Kanata, and London attended.

The first topic on the agenda was an evaluation of the morning program. Pathways to Education was spoken of very highly with emphasis on the accomplishment of keeping at-risk students motivated, in school and moving onto post-secondary education. Some members expressed concern of how the program will do when Regent Park is no longer an enclosed community.

Roots of Empathy was also viewed as a positive program in our schools because of the high emotional content. We felt the program was doing well in building compassion in children, therefore targeting anti-bullying.

Further discussion centred on mentoring and the benefits of working with, in particular, young girls, not only in education but also concerning healthy eating and living habits.

In the Region of Halton, the Community Kitchen mentors young girls about the benefits of good nutrition.

The Peterborough club continues to support the School for Young Moms. They are working towards obtaining their high school diplomas and also receive help with parenting skills, nutrition and cooking.

Other programs mentioned were arts in the schools. This includes dancers, kite making, art appreciation and music. It was mentioned that students who study music do better in basic courses.

Mentoring was discussed as not only getting to know the child but the entire family. Discussion revolved around the visits that teachers were able to make in the past to a child’s family before school started.

Also mentioned was the staggered entry of kindergarten children and the interviews between, teacher, child and student.

Both methods no longer exist because of safety issues and the funding formula.

The issue of culture and language was considered to be a concern and a barrier to education for populations where students from the Asian communities attempt to fit into the education environment. Young girls are very vulnerable to wanting to achieve their education and please the customs of their family.

Student Success programs were discussed. The goal of the Ministry of Education is to have an 85% graduation rate by 2010. Bill 52, keeping kids in school until 18 has passed and 1400 new teachers have been hired. Other programs mentioned were a Technical and Academic school in Halton Region. It was felt that schools are dealing with their own way of coping with high-risk students.

Wendy Taylor gave feedback on the People for Education conference she attended in November. Mention was made to the evaluation of the Funding Formula, the positives in education in Ontario, issues in Northern Ontario schools, the importance of librarians and are the new methods of keeping secondary school students in school working.

Members were encouraged to review the CFUW and IFUW policies and take action; Improving the Lives of Adolescents, Poverty, Violence at School, and Violence-Free Family Life.

The next meeting on March 3rd will hopefully be attended by an education expert to discuss and compile questions that members may ask at all candidates meetings for the fall election. Suggestions on speakers were given and Wendy Taylor will follow up.

Good books mentioned for reading:
The Mind of Boys, by Michael Gurian & Kathy Stevens
The Other Side of the Bridge, by Mary Lawson
Roots of Empathy, by Mary Gordon

Wendy Taylor, Chair Education Committee

November 4th,2006

Education Standing Committe Chair, Wendy Taylor attended the People for Education Conference on Education Issues - Making Connections. The Report

September 16th, 2006

Representatives from nineteen CFUW Clubs attended our first meeting on Saturday September 16, 2006. After a brief introduction we discussed early education in Ontario and the impact of the federal government’s withdrawal of funding and the effects on the early learning program “Best Start”. This is a program to set up 25,000 day-care spots for children. This initiative was to work with children and families to give them the best possible start in life and help them achieve success in school. With the action taken on the high drop out rate of students in the previous year we felt this would help identify at risk children before they enter the primary grades. In conclusion, we will send a letter from our Clubs to our local MPP’s and MP’s to express our concerns over the present state of limbo that “Best Start” is in.

The standard test Education Quality and Accountability Office (EQAO) was discussed. As the new scores are becoming available, we discussed the advantages and disadvantages to both teachers and students. A number of opinions were heard. In conclusion, we thought, in the future, there should be a review on EQAO.

The Peterborough Club has been very active in an initiative for young mothers. They are very committed with time and money to encourage these young moms to complete their education over four years. Using a mentoring approach they provide parenting skills, tutoring and help with nutrition. We discussed that in the learning environment of today, we need to be proactive for all students and believe in their abilities.

We did a brief overview of the Safe Schools Act and where it stands in regards to the Provincial Government’s review. Also mentioned was Bill 52. Minister of Education, Gerard Kennedy, introduced this Bill. The Bill centres on keeping students in school until they are 18 to encourage completion of a high school diploma. It also ties in with the Ministry of Transportation to inhibit a student’s ability to have or hold a drivers license until they are successful in completing high school.

Our January Standing Committee morning meeting will be centred on Education. At present the Pathways to Education program and Roots of Empathy, a classroom parenting program, are scheduled to present.
Wendy Taylor, Chair
Education Committee

March 4th, 2006 meeting

Twenty-two people attended the afternoon session representing the Clubs of Orangeville, Scarborough, North Toronto, Ottawa, Oakville, Etobicoke, Aurora-Newmarket, Kanata, North York, St Catharines, Leaside East York, Muskoka, Mississauga, London, Brantford, Milton, Hamilton, Burlington.

The Ottawa and London Clubs reported on their submission to the Safe Schools Act Review. All Clubs reported on their current concerns. Many still do not have an education group but have an issues group which deals with educational matters as well.

I handed out a copy of the Ontario Council submission to the Safe Schools Act Review and encouraged Clubs to continue to investigate local conditions both for measures to combat the local drop out rate and the way in which the Safe Schools Act is implemented since there are considerable differences from jurisdiction to jurisdiction. www.edu.gov.on.ca./eng/healthy safe schools

We discussed the information from the morning session. Many were surprised to hear how much money Boards spend on litigation and expressed the wish for a more productive use of that money.

CFUW Muskoka alerted us their program called Opening Doors ,which is a mentoring type program for G 7 and 8 girls. They are also working on bringing a satellite campus of Nipissing U to town. CFUW Leaside East York is lobbying on Early Childhood education as is UWC North York, while CFUW Milton is getting ready for its big booksale fundraiser. CFUW St. Catharines stresses the need for experienced teachers to teach all credit courses. CFUW Orangeville wants more sports programs to attract the non academic students. CFUW Scarborough likes the compulsory Physical Education class and advocates intramural sports as a non-competitive arena where all can participate. CFUW Kanata wants teachers to be inspiring so as to increase their effectiveness. Several Clubs are doing fundraising for scholarships.

I will email a package to all members that will help you lobby on Early Childhood education. It is a time sensitive question. A letter should be sent to MPs and MPPs as soon as possible. The package will contain policy and a sample letter.

This will be my last report since I will be joining the National Board this summer as National Director of Education. I urge all of you interested to speak to the new President of Ontario Council if you are interested in taking on the provincial directorship. You will find it an enriching experience. Ontario Council works well together and makes an active contribution to the community that is the province of Ontario.

Marianne Singh-Waraich

January 14th, 2006 meeting

High school drop out rate:
At the September meeting Clubs had been asked to investigate local conditions in their school boards. Orangeville, Burlington, Hamilton, London, Aurora Newmarket, Oakville, North York, Belleville and Orillia reported the results of their investigations.

It is very interesting to compare these local conditions that feed into the provincial average because they display a wide variety. These reports will be used when we do our position paper in the spring. I encourage other Clubs to do the same so we get a better picture of the situation on the ground and how it varies. A great variety of plans are being implemented at the local level to improve the situation.

People for Education Conference
For details on the conference and general current information, see the excellent website of http://www.peopleforeducation.com/.

September 17th, 2005 meeting

The afternoon was spent discussing high school dropout rates. This has been triggered by an ongoing study by CFUW-Orillia. There was a general dialogue about the causes, followed by small group discussions about possible solutions and then a request to do further study within one's own community. If you would be interested in being involved, please connect with the Chair, Marianne Waraich-Singh.

March 5th, 2005 meeting

Many CFUW Clubs studied the Rae Review on Post-Secondary Education during the fall and winter of 2004 and submitted a brief or comments on the five key questions posted on the website. The Rae Review Final Report can be accessed at www.edu.gov.on.ca/eng/document/reports/postsec.pdf, to see if Mr. Rae's report resolves any concerns.....and now we have to wait and hear the response of our government.

January 15th, 2005 meeting

At the January Standing Committee, Hon. Marion Boyd, Chair of the Arbitration Act Review Committee, Nuzhat Jafri of the Canadian Council of Muslim Women and Annie Bunting, Professor in the Law and Society Program at York University gave their views on the proposed revisions to Ontario's Arbitration Act to a joint meeting of the Committees.

The afternoon session involved clubs' reports, a report on the November meeting of the People for Education conference by Stephanie Gagne, CFUW-Burlington and a presentation by Angela Jacob of CFUW-London on their proposed resolution concerning Fatigued Students.

For a full report on the panel discussion and the afternoon sessions see the newsletter: Dates & Data, January 2005

Sept. 18th, 2004 meeting

In the morning, the speakers, Chi Nguyen of Young Women Vote and Peggy Nash of Canadian Automobile Workers Union, spoke about women and politics. The afternoon was a planning session for the year.

March 6th, 2004 meeting:

Electoral reform was the topic when all three committees met together to hear Nathalie DesRosiers, a professor of law at the University of Ottawa and president of the Law Commission of Canada.