Proceedings of the Standing Senate Committee on
Official Languages
Issue 14 - Evidence, April 16, 2007
OTTAWA, Monday, April 16, 2007
The Standing Senate Committee on Official Languages met this day at 4 p.m. to consider the response of the government, dated November 2006, to the sixth report (interim) of the Standing Senate Committee on Official Languages entitled French-language Education in a Minority Setting: a Continuum from Early Childhood to the Post- secondary Level tabled in the Senate on June 14, 2005.
Senator Maria Chaput (Chairman) in the Chair.
[Translation]
The Chair: Honourable senators, welcome to the April 16, 2007 meeting of the Standing Senate Committee on Official Languages.
[English]
Welcome to the Standing Senate Committee on Official Languages.
[Translation]
My name is Maria Chaput, I am the chair of the committee and I am from Manitoba.
Before hearing from our honourable guest, I would like to introduce the members of the committee. On my left are Senator Keon, Senator Comeau and Senator Lowell Murray. On my right, Senator Losier-Cool and Senator Tardif.
Today we welcome the Minister for La Francophonie and Official Languages, the Honourable Josée Verner. Welcome, Madam Minister.
We invited the minister so that she could provide us with her comments, but above all, so that she could answer our questions about the government's response, dated November 2006, to the Sixth Report (interim) of the Standing Senate Committee on Official Languages entitled French-language Education in a Minority Setting: a Continuum from Early Childhood to the Post-secondary Level, tabled in the Senate on June 14, 2005.
With Ms Verner today is Ms. Diane Fulford, Assistant Deputy Minister of Citizenship and Heritage, Mr. Hubert Lussier, Director General of the Official Languages Support Programs, and Mr. Jérome Moisan, Senior Director of the Official Languages Secretariat.
Welcome to you all. Without further ado, I give the floor to Minister Verner.
Hon. Josée Verner, P.C., M.P., Minister for La Francophonie and Official Languages: Madam Chairman, honourable senators, I am appearing before you after a year during which I met with my counterparts from the provinces and territories, as well as with many representatives of official-language communities. I listened to them, and I continue to listen with attention to their ideas, concerns, and hopes.
I hold in high esteem the efforts undertaken by francophones throughout our country to build communities that reflect them. And I know that their educational institutions are very important to them. Primary and secondary schools, colleges and universities in official-language minority communities train children and young people who are no less than the future of our communities.
Given this reality, access to high-quality education in French at all levels and the retention of young people throughout their school career are basic issues. French-language schools must be able to offer an environment in which, from early childhood to adulthood, francophones receive solid training and tools to become the leaders of tomorrow.
Last November, our government tabled a response to the sixth report of your committee, entitled French-language Education in a Minority Setting: a Continuum from Early Childhood to the Post-Secondary Level.
In our response, we reiterated our commitment to promoting the development of official-language minority communities and to recognizing linguistic duality as integral to our identity. Our response also reported on advances in promoting linguistic duality, in early learning and child care as well as in primary, secondary, and post-secondary education.
Without going into the details of our response, I would like to highlight certain themes that are particularly important to me, and to offer examples of achievements and projects underway that go a long way to meeting the recommendations of your committee. I would like to remind you that as Minister of International Cooperation and Minister for La Francophone and Official Languages, I ensure that Canada's two official languages have their rightful place in our communities and our federal institutions. I do this with the help of the Official Languages Support Programs of the Department of Canadian Heritage and by coordinating our government's overall effort to support linguistic duality.
During the past year, our government has taken tangible, positive action on this issue.
[English]
The investment that we are making in post-secondary education, which takes the form of loans and scholarships to students, certainly benefits all Canadians and includes francophones who live in minority situations.
As you know, our government has recently tabled a new budget that provides $250 million a year, starting from 2007-08, for the creation of child care spaces. In addition, companies that create new child care spaces in the workplace will receive an investment tax credit.
[Translation]
With regard to post-secondary education, our government announced investments in the order of $800 million a year, starting from 2008-09, to strengthen the quality and competitiveness of Canada's post-secondary education system. We also announced investments in research as well as new scholarships for graduate studies. This financial assistance will make a difference to all Canadians, including francophones in minority communities.
I am pleased also to note that, in the new budget, we have increased the funding for linguistic duality and minority- language communities by $30 million over the next two years. These new funds, which add to the amounts already provided, mainly target young people and will go towards cultural and extra-curricular activities and to community centres.
For my part, to support education in francophone minority communities, I have signed enhanced bilateral agreements on minority-language education and second-language teaching with the 13 provinces and territories.
Our government attaches great importance to the quality of its relations with the provinces and territories on this issue. We are working together to expand the opportunities open to Canadians in the education field, including francophones in minority communities. And we know that our actions will be as effective as our cooperation is good.
The agreements we have signed total close to $1 billion over four years. On their side, the provinces and territories are investing an at least equivalent amount. That makes over $2 billion to be invested for official languages by 2009. The agreements have a major impact on education programs, from early childhood through the post-secondary level.
Through them, we can support the management of francophone minority schools all over Canada. We are helping to recruit eligible students, and to stabilize registration numbers in minority schools, from kindergarten to Grade 12.
The agreements help to train teachers, prevent dropouts, increase access to high-quality education, and strengthen college and university networks within minority communities. The new agreements also further our shared objectives, such as program enrichment, development of teaching resources and closer school and community ties. Lastly, they help to establish or enlarge minority school and community centres.
Last year, I announced funding for construction and enlargement of two school and community centres in New Brunswick, two in Saskatchewan, and one in the Northwest Territories. And I will soon have other good news of a similar nature to announce.
I have just increased the amount provided to expand school and community centres in New Brunswick, and announced new support for educational projects in the province, particularly the Écoles au coeur de la communauté project. This is a project that is already bearing fruit. During my visit to Atlantic Canada, I went to the École St-André, one of the schools participating in the project, and I was impressed by the vitality of the school staff and community residents.
During my visit, I also announced, on behalf of my colleague Monte Solberg, an investment of $10.8 million over five years for a pilot project intended to offer better services in French in our child care centres. The project will allow us to see how children of pre-school age can benefit from the enriched services, particularly from the viewpoint of language and culture. Children start to learn and use French at a very early age. It is therefore crucial to help francophone parents, who are raising a family in a minority situation, to pass their language on to their children. Starting in September, more than 250 children and their parents will benefit from the pilot project, which will be implemented in five Canadian communities.
[English]
I would like to address another aspect of French-language teaching in this country. In Canada, 1.8 million students are learning French as a second language, which is 46 per cent of anglophone students. French-language training is gaining in popularity and importance. Canadians increasingly understand that French, one of our two official languages and a language of international importance, is a vital asset for our future both as individuals and as a society. The Department of Canadian Heritage devotes some $80 million a year to second-language education programs. More than 12,000 young Canadians participate in youth activities and internships that are available, thanks to this financial support.
[Translation]
A real movement is starting in favour of being able to speak both French and English. It is our duty to seize this unique opportunity and help francophone minority-language communities continue to fully contribute to Canada's success. We can do it only by creating a teaching environment that enables young francophones in minority communities to begin, continue, and complete their studies in their own language.
In conclusion, I want to reiterate my commitment to you to promote the cause of French throughout our country, and to help build a Canada that has much to offer to young francophones. Because they are the ones who will give life and shape to French-speaking Canada tomorrow.
We are now ready to respond to your questions.
Senator Tardif: Thank you, Madam Minister. It is a pleasure to see you again. In your presentation, you mentioned that a budget of $250 million had been set aside to create child care spaces. During your discussions with the provinces on transferring funds for the creation of child care spaces, were language clauses included? As you know, including language clauses opens the door for communities to negotiate with the provinces. It also gives a legitimacy to their requests. Did you see that language clauses were included?
Ms. Verner: Madam Chairman, it is also a great pleasure for me to see you again. That responsibility belongs to my colleague the Minister of Human Resources and Social Development, Mr. Monte Solberg. I am assured that he is very well aware of the special situation of francophones in minority situations. I would have to see. I do not have the precise agreements on the matter at hand.
However, with regard to child care spaces for francophone communities, as you know, when we fund the construction of school and community centres, child care spaces for francophone communities are also included. Since we have $30 million in completely new money that was announced in the recent budget, we can make the easy assumption that it is specifically targeted to youth and to community centres. Needs of francophone parents in minority situations will be met, even without counting the Universal Child Care Benefit, of course.
Senator Tardif: Could I encourage you to emphasize to your colleague Minister Solberg the importance of making sure that provinces know about the measures targeted at francophone communities in minority situations? It is important to start at a very young age — as you yourself pointed out — and that is not always done.
It is often necessary to be a step ahead, and there can be a number of reactions. I get a lot of comments from communities saying that it is important, when any negotiations are being conducted and when powers are being transferred — with all respect to provincial jurisdiction of course — that the federal government play its part and emphasize the importance of including language clauses.
Ms. Verner: Yes, you can count on me.
The Chairman: In your presentation, you talked about a pilot project. I find that very interesting, and was glad to see that you mentioned pilot projects involving day cares that will be put in place in five communities. Are some of these day cares part of the school — community centres? Could we find day cares providing services to our pre- schoolers in the same building as the school — community centre?
Ms. Verner: Yes, five have been planned. One is in Edmonton, Alberta, two are in Ontario and two are in New Brunswick. My colleague tells me that they are part of school systems, but the enhanced services in French will be provided to pre-schoolers. Studies have shown that francophone children in minority situations come to elementary school less well prepared than, say, anglophone children.
We do not know what results the report will show us, but we want to make sure that we are delivering better targeted services. The parents are going to be supported in the experiment too, so that we have good data for future initiatives.
From being in New Brunswick myself two weeks ago to make the announcement, I can tell you that there were some very happy parents.
Senator Comeau: Is it fair to say that the goal of these pilot projects is to study the results with a view to developing a national plan, or at least a program that different provinces can access?
Ms. Verner: As I mentioned, I was making the announcement on behalf of my colleague Monte Solberg. The study will take five years. We do not know what the report will conclude, but, of course, we hope that it will tell us how to proceed in the future, and that the results of the study are very clear. I do not want to speak for my colleague, but I assume that if he launches a pilot project, it is because he is hoping that it will suggest future initiatives.
Senator Comeau: Do you think that will take five years?
Ms. Verner: The project will take five years, yes.
Senator Comeau: And if the results are positive, I imagine that it can be made available in other regions?
Ms. Verner: I assume that is what my colleague intends.
Senator Comeau: Why five years? That seems a little long to me.
Hubert Lussier, Director General, Official Languages Support Programs, Canadian Heritage: Assessing the impact takes some time because we are looking to rank the types of intervention with the children. This will affect the way in which school systems can adapt the techniques, with our help, and the help of federal and provincial governments. So that can take several years.
Ms. Verner: Especially if we want to see results, for example if it has made for better learning by the time the children reach elementary school.
Senator Comeau: I still find five years to be a long time.
Ms. Verner: It is because they are three years old and we want to see if they learn more easily in elementary school.
Senator Comeau: But there are centres like that already. Would it not have been just as easy to study the results there rather than to establish your centres and then have to wait five years? Perhaps we should invite Mr. Solberg to answer these questions.
Ms. Verner: I am sure that he would be pleased to respond. If I understand your question, you are saying that there already are centres where enhanced services are provided to parents and children?
Senator Comeau: Yes, in Nova Scotia.
Senator Losier-Cool: In Newfoundland and Labrador.
Senator Comeau: There is certainly one in Nova Scotia in areas where kids have lost the use of French. I cannot remember the places, but there are certainly experiments of this kind that we could have studied.
I have another question. Each jurisdiction in Canada is different of course; including the territories, we have 13, I think. At times, that can cause difficulty, but we do not just have differences between jurisdictions; communities are different too, with different realities and problems.
Very often, the federal government likes to establish programs that can be used to express a national point of view. How do you react when you have to deal with unique needs and unique jurisdictions? Are the programs flexible enough to accommodate these realities?
Ms. Verner: Yes, one of my colleagues is confirming that adjustments are made for different provincial and territorial realities. Mr. Lussier can expand on my answer: there is a general protocol, but with enough flexibility to accommodate different realities.
Mr. Lussier: The protocol defines the principles and common objectives that the 13 provincial and territorial governments have agreed to operate under in collaboration with the federal government; that is the framework.
Within that framework, the Minister for Official Languages signs agreements tailored to the needs and the specific objectives of each of the 13 jurisdictions. That is where the financial flexibility you mentioned comes in, in specific objectives and specific institutions to be funded.
Senator Comeau: But you still have to be quite careful, because if you provide something to one jurisdiction, it is likely that people in another jurisdiction will want the same thing. You then have to explain the decisions, and that is sometimes when the bickering starts.
Ms. Verner: You know, that is the negotiation process. We say negotiation, but we could just as well say working together with the provinces and territories to obtain positive results. The ultimate objective is to provide services to communities in minority situations. I can tell you that the jurisdictions involved seemed happy with the agreements signed so far.
Senator Comeau: There have already been requests from school boards wanting to take part in the discussion on plans for education. Provincial ministers of education have resisted this somewhat. Are you seeing a little more openness from provincial ministers of education as the years go by?
Certainly, school boards would like to become involved because, when it comes down to it, they are the ones who are trying to deliver services to their communities and who have to choose the programming in collaboration with the province.
Ms. Verner: For our part, we are constantly working with different communities and different groups who have the interests of communities in minority situations at heart.
I am told that dialogue also goes on in the provinces and territories. When a formal agreement needs to be signed, it is done government to government. The actual process of dialogue with different organizations goes on year-round.
Senator Comeau: In education, you have almost no choice because the Constitution tells you that you have to sign agreements with provinces.
Ms. Verner: Yes, that is right.
[English]
Senator Keon: I want to bring you back to the large investment that has gone into post-secondary education, the largest tranche of $800 million, and then $30 million going into the communities. How can students in a small community who want to continue on in post-secondary education avail themselves of this funding? The $800 million will be spread across the system and will make things considerably better for everyone.
As far as I can tell, the $30 million will be at the community level, but the young person who wants to pursue post- secondary education in French, in many instances, will need to move to a different community.
I cannot recall having heard, when the announcements were made, the details of the system as to how students can avail themselves of this funding to move from a small community to a larger community where they can pursue post- secondary education in French.
[Translation]
Ms. Verner: In the agreements that we have signed with the provinces, an amount of $100 million has been set aside for new initiatives in post-secondary education up to 2009. Through these agreements, in partnership with the provinces, funds are available to improve opportunities for francophones living in minority situations.
Jérome Moisan, Senior Director, Official Languages Secretariat, Canadian Heritage: We are not experts in loans and bursaries, but the budget mentioned improvements to the system of loans and bursaries for all Canadians. So, a student in a community who would like to move would likely have access to the enhanced loans and bursaries in the last budget. This increased amount is not for official languages, nor for francophones or anglophones in minority situations; the last budget increased it for everyone. People can take advantage of universal programs.
Senator Tardif: I have a supplementary question. L'Association des universités de la francophonie canadienne has submitted an action plan for 2007 to 2012 in which it has identified 20 priority actions. This organization brings together several universities in different parts of the country that offer post-secondary studies in French. Will it be able to take advantage of the improved funding?
Ms. Verner: I will let my colleague give you a more detailed answer to your question.
Mr. Lussier: The association of francophone universities has 13 members. Several of these institutions will no doubt receive some of the funding announced in the recent budget. In terms of improving post-secondary education programs under these agreements, the $100 million over four years, as mentioned by the Minister, is also earmarked for the college system. It is important to mention that.
[English]
It is important both at the university level and at the level of professional colleges. That point is important to note because that dimension of post-secondary is not mentioned often enough.
[Translation]
Senator Tardif: You have not quite answered my question. I am pleased to see that funds have been earmarked for colleges. That is critically important. You are quite right in saying that post-secondary education includes colleges as well as universities. Is the Association des universités de la francophonie canadienne hoping to receive some support for its action plan?
Mr. Lussier: Members from each province must appeal to their provincial government for funding. The support provided by the UFC is ongoing. The Association receives ongoing program support which has enabled it to formulate the action plan in question. The lines of communications are kept open.
However, to answer your question, UFC members will receive the funding announced in the last budget through their provincial governments.
[English]
Senator Murray: We will have an opportunity to canvass this with Mr. Flaherty and his officials at the Standing Senate Committee on National Finance when we receive the budget implementation bill. You raised the matter of the investments of $800 million a year, starting in 2008-09, to strengthen the quality and competitiveness of post-secondary education. Some of this money, if not all, will be in the Canada Social Transfer, which is a block fund. While the federal government can talk all it likes about earmarking the money and so forth, the provinces are at complete liberty to spend it on whatever they like. It is a social transfer for post-secondary education and social assistance.
[Translation]
Ms. Verner: You said that you had had discussions with the Minister of Finance and his officials. The amount is included in the social transfers for post-secondary education. The Minister of Human Resources and Social Development and the Minister of Finance could provide more specific details.
[English]
Senator Murray: I make the argument to reinforce a future argument that they should separate out the post- secondary education component of that Canada Social Transfer in the same way as they separated out the Canada Health Transfer some years ago. I acknowledge at once that there is far from consensus among the provinces in favour of that separation, but it seems to me something that would be wise to consider.
[Translation]
With respect to early childhood education and daycares, the new government's policy had a number of components. First, it called for canceling the agreements concluded between the previous government and the provinces. Second, it called for awarding a benefit of $100 a month to parents with children under six years of age. Third, it proposed tax credits for private companies providing daycare for their employees' children.
More recently, the government chose wisely to set aside the third proposal because of a lack of interest on the part of private sector companies. Mr. Flaherty has announced in his budget plans to transfer $250 million to provincial governments for daycare spaces.
Senator Tardif had a question about a language clause. As you know, the agreements between the previous government and most, if not all, of the provinces contained a language clause. This was not a condition for the transfer of funds, but rather a language clause duly negotiated between the federal and provincial governments.
There is nothing similar in the transfer deal announced by Mr. Flaherty. Your colleague Mr. Solberg even praised the fact that there were no conditions attached to these transfer payments. I read the article in the newspaper very recently. Therefore, it is a little late in the day to attach conditions to these transfer payments. All I can suggest, as Minister responsible for La Francophonie and Official Languages, is that you do everything in your power to ensure that linguistic minorities receive their fair share of these transfer funds earmarked for the expansion of provincial daycare networks.
[English]
At the moment there is no condition attached. In the case of the agreements negotiated by Mr. Dryden there were no conditions, but the provinces agreed to different clauses according to particular conditions; they agreed to different linguistic clauses. There is nothing of the kind now. All I can suggest is that you take whatever measures you can and do everything in your power to ensure that the linguistic minorities will have some share in the new facilities or expanded facilities that are made possible by this new federal transfer to the provinces.
[Translation]
Ms. Verner: Thank you for your comments. I would just like to say that my colleague, Mr. Solberg, has consulted with the Comité national des parents francophones and that our new government is very committed to promoting linguistic duality.
I would also like to say a few words about the former national daycare program proposed by the Liberal government. Personally, as a mother, I first heard speak of this federal program during the 1990s. I was very hopeful. However, my daughter is now in high school and unfortunately, I never did get a daycare spot for my child.
That being said, the premise behind our policy is that most parents prefer to make individual choices regarding daycare for their children. We are convinced that parents are the best judges when it comes to deciding whether to entrust their child to a daycare, to a neighbour or to a family member. That is why we decided to provide direct assistance to parents.
We began by announcing a credit of $100 for each child under the age of six, or $1,200 per year per child. In addition, in the latest budget, we have provided a credit of $2,000 for each child under the age of 18. This is not news to you, since you sit on the Standing Senate Committee on National Finance and have spoken to the Minister of Finance. The last budget unveiled several measures to assist families, for example, a tax credit for sporting activities and a tax credit for textbooks for post-secondary students.
Our government has opted for this approach to helping parents because it firmly believes that parents are in the best position to make decisions affecting their children.
Senator Murray: When did Mr. Solberg consult with the Association des parents francophones about the transfer and what was the outcome of these discussions?
Ms. Verner: He consulted with the association via its advisory committee. I could ask him for you and get back to you with an answer.
Senator Losier-Cool: I think all of the questions I had have already been asked by my colleagues. Therefore, I will take this opportunity to share some of my concerns with you.
I listened very closely to your remarks, Madam Minister, because I worked my entire life as a French-language teacher in a minority community. Over the years, considerable progress has been made. I want to congratulate you and thank you for all of the initiatives that you have put forward.
I would like to point out that if there is one problem area for francophones in a minority situation, it is the dropout rate. Last week, I was in Whitehorse in the Yukon. Well-intentioned individuals set up some lovely centres, but young people have been attending school since the age of three and by Grade 12, they have had enough of school. We need to come up with a solution to help them stay in school. Francophones in the Yukon, as you may already know, have developed a very nice program to encourage young people to stay in school.
The second point I would like to make has to do with new technologies and IT. When Microsoft Chairman Bill Gates visited Canada several months ago, I asked myself the following question: are francophone Canadians at a disadvantage when it comes to these new technologies? I hope not. When discussions arise about new technology ventures or when agreements are negotiated, it is important to ensure that both linguistic groups are treated equitably.
I very much hope that you will pay special attention to these concerns of mine.
Senator Comeau: The most recent federal budget announced a new investment of $30 million. Have any decisions been made as to how this money will be used?
Ms. Verner: While I answer your question, I think I have some information for Senator Losier-Cool that may address some of her concerns.
The $30 million are earmarked primarily for youth and socio-community centres. Personally, in the past year, I have had the opportunity to visit communities across the country. These communities are very dynamic and their young people are very good ambassadors. They travel extensively and are full of energy. Bilingualism is growing in popularity in Canada. According to a recent survey, almost eight of every ten Canadians consider bilingualism to be an asset. That is what we would like to focus on. By investing in our youth, we also address the dropout problem to some extent. I am not saying that it is a panacea, but by making it attractive and in keeping with the modern world, we will certainly be able to get young people's attention.
Different initiatives such as exchange programs will ensure that our youth continue to be our best ambassadors.
Two weeks ago, I spent two days in New Brunswick. We have talked a lot about young francophones' sense of identity. By instilling pride in francophones and encouraging them to pursue an education in their own language, we are certainly working to ensure the survival of these communities.
I would like to draw your colleague's attention to an extraordinary project called ``School: The Heart of the Community.'' One of the schools that I visited, École Saint-André, has launched a special program. Every Wednesday, students undertake to work in partnership with private sector companies, whether in the field of the environment, the arts, music, dance and so forth. This is a very dynamic initiative. According to the school's principal, this is clearly the most stimulating venture in which he has been involved during his career. Parents of students with whom I met told me that Wednesdays were sacred for their children and that no one missed school on this day.
In short, communities are actively working to encourage young people to stay in school. I have complete confidence in their efforts and the $30 million committed will surely support their dynamic, positive initiatives.
Senator Tardif: I have a comment, followed by a question. On hearing you speak of a projected $800 million investment in post-secondary education and of parents being able to select child care options, I had one thought: That is all well and good, but often, members of minority communities do not have the same options as members of majority communities. And, unless we have assurances that measures targeting specific groups will be put in place, there are no guarantees that the needs of the minority will be met. Often, measures that address the requirements of the majority group overlook those of the minority community.
Getting back to what Senator Murray was saying, without including language clauses applicable to all areas, if additional funds are allocated in general, often the people who really need the money will not see it. It is a matter of anticipating these needs. Therefore, as Minister responsible for La Francophonie and for coordinating all departmental activities in the area of official languages, I hope that you do not lose sight of this fact when it comes to transfer payments.
I have a question about the official languages action plan. Obviously, in order to ensure a quality education from childhood through the post-secondary level, some funding is needed. The Official Languages Action Plan is set to expire in 2008.
Do we know what is going to happen after that? Has an interim report been drawn up? Has an evaluation been done? Have plans for an improved program been made and what area will be targeted? Not surprisingly, institutions are already wondering about what they can expect down the road.
Ms. Verner: An evaluation is under way. However, I will defer to Mr. Moisan who can provide you with an answer, in so far as technical details are concerned.
Mr. Moisan: You are correct in saying that the action plan had a five-year life span. We are working with each department that received some funding to formally evaluate the results achieved and to determine if there are better ways of doing things, whether some adjustments need to be made, and so on.
At the same time, ongoing consultations are taking place with a number of groups and suggestions for the next action plan are being considered. For example, as part of the analysis process, we are following very closely the work of parliamentary committees, and we will be following events such as the Sommet des communautés francophones et acadienne, scheduled for early June, as well as initiatives carried out with the provinces in conjunction with the ministerial Conférence de la francophonie canadienne. Quebec's Anglophones are also doing some reflective thinking and wondering where they would like to see their community in ten years' time.
In short, there is no shortage of ideas and as we undertake the evaluation process, our challenge is twofold: to look back on what worked and to draw inspiration from past discussions in order to make recommendations for the future.
Senator Comeau: If I understood correctly, you hold formal meetings with groups representing minority language communities in each jurisdiction.
Mr. Moisan: Officials meet on a regular basis with community representatives. These meetings do not involve chairmen of organizations, but rather directors working the field. Meetings are scheduled with some of these individuals later on in April.
Senator Comeau: Without getting into specifics, I know that representatives of my community in Nova Scotia had some questions about the plan's terms and conditions and about the agreements reached with our Nova Scotia representatives. I hope that there will be formal meetings with this group.
The Chairman: That concludes our question period. Madam Minister, thank you very much for joining us and for making yourself available to answer questions.
The committee adjourned.