Embarking on my exploration of Canada, I commenced my journey in Toronto, Ontario, a city that embodies the vibrancy and diversity of the nation. Toronto is the largest city in Canada and the fourth-largest in North America. Its population, nearing 3 million in the city proper and almost 6.5 million in the Greater Toronto Area, represents a dynamic blend of cultures, languages, and backgrounds; the most diverse in Canada.
Toronto, a microcosm of Canada's multicultural ethos, experiences extremes in temperature, with July the hottest month (average 21 degrees Celsius) and January, the coldest (averaging -2 degrees Celsius). The city's rapid growth and diversity are particularly evident among its 420,000 residents under 14 years of age. This demographic diversity sets the stage for a nuanced understanding of the challenges and opportunities within Canada's education system, particularly their Out of School Hours Care (OSHC).
Ontario, the focal point of my initial exploration, holds a pivotal position as Canada's most populous province, home to 15 million people. Accounting for 38.5 percent of the nation's population, Ontario encompasses the capital, Ottawa, and Toronto. The province is also recognized for its vast geographical expanse, ranking as the second-largest province in Canada.
Navigating through the intricacies of the Canadian education system, I learned that the absence of a national educational framework places control at the provincial level. Despite a goal of achieving $10 per day early learning, funding is currently exclusive to early learning, with no provision for Out of School Hours Care. This patchwork approach has created a tension between the needs of families and the operational challenges faced by service providers.
The policy landscape in Canada underwent a significant shift with $10 day child care offering for families, though this did not extend to Out of School Hours Care. Challenges persist due to the fragmented policy environment, hindering the development of a cohesive and integrated system. The lack of a standardized national approach has impeded comprehensive research and analysis on a broader scale.
In 2022, Statistics Canada noted that 40% of children aged 4-12 who attended school participated in some form of before or after school care. School based programs were the most common, followed by informal care by a relative (14%) or sibling (11%). Affordability, hours of operation and finally characteristics of care were the main areas of discernment for families.
During my stay in Toronto, I had the privilege of being hosted by Cynthia Abel, Deputy Registrar & Director, Registration Department at the College of Early Childhood Educators, and her colleague Graeme McIntyre, Research and Policy Co-ordinator. Their detailed coordination facilitated a series of meetings over the week, providing me with invaluable insights into the intricate workings of Canada's early childhood education landscape.
The role and purpose of the college is to regulate and govern Ontario’s registered Early Childhood Educators in the public Interest; it is the only professional self-regulatory body in Canada. The college regulates the profession by establishing and enforcing:
R
egistration requirements
Ethical and professional standards for registered early childhood educators
Requirements for professional learning and
Complaints and disciplinary process for professional misconduct, incompetence and incapacity.
(ref: college-ece.ca)
My engagement extended to discussions with Dr. Rachel Hayden from the University of Western Ontario, delving into intergenerational practices. Dr. Hayden emphasized the pivotal role of a meaningful curriculum in fostering connections, stating that "bringing people together doesn't create the magic, but having a curriculum that is meaningful does." Further to that I met with Naida Meghi for the Allen Gray Continuing Care Centre where an early learning centre was located within the walls of an aged care environment. Their collective insights shed light on the importance of intergenerational practices and the opportunities for older people and younger people to share skills, fun and time to their collective benefit. Dr Hayden is clear when she highlights the importance of an intentional engagement, whilst Naida spoke beautifully about the rich incidental and planned engagement with being located in situ. The opportunities for elders in the family to relate to their youngest additions and staff having the opportunity to have their children located on site whilst they worked. Children undertook such activities as participating in Bingo, delivering mail, shared gardening experiences, wheelchair races and so on. They were just recommencing planning of additional programs after the cessation of all programs due to COVID. One of the most poignant comments I heard was how, in the process of engaging, children were able to develop expertise but also show mastery to people who might no longer able to master skills that they had learnt. Programs such as music therapy was noted as being very powerful and undertaking an intergenerational music program. Naida was of the view that children learnt early about grief and loss and learnt to relate across a cross-section of community by being co-located in the residential care home. Highlights of intention, choice, positive engagement, identified greater joyful experiences for children and older people, along with the staff.
My engagement with the First Nations Technical Institute provided me with deep insights into the indigenous community's needs, a meeting with unveiled a rich tapestry of history, challenges, and resilience. Established 38 years ago, it stands as one of the oldest and largest indigenous education institutions in Ontario. The institute's journey from a technical institution to its present form, grounded in indigenous ways of knowing, reflects both progress and persistent systemic barriers.
The year 2017 marked a legislative milestone, recognizing nine indigenous education institutions in Ontario. These institutions, each focusing on distinct areas, have expanded their offerings, with five university/bachelor programs nearing completion, including social work, indigenous justice, midwifery, indigenous food, and bachelor of education.
The challenges faced by indigenous people in education extend beyond the institutional level. Barriers from decision-making processes to streaming within schools were highlighted. The significance of cultural advisors emerged as a crucial aspect of supporting indigenous learners, acknowledging the importance of community, prayer, and song.
The holistic approach of the institute integrates indigenous knowledge systems into teaching methodologies. It emphasizes the teachings of the 7 Grandfather principles, providing a foundation for healing across body, mind, emotion, and spirit. The institute's commitment to addressing trauma within the community resonates with the belief that "as we are healing, we can raise children in indigenous love and not in colonial pain."
Exploring the challenges within the Out of School Hours Care (OSHC) sector brought attention to the often-overlooked issue of split shifts. Undertaking research on split shifts, an area predominantly studied in the context of bus drivers and nurses, revealed the challenges faced by OSHC staff earning under 40k per year. Their experiences, including undervaluation and difficulties in claiming space within school settings, shed light on the need for comprehensive reforms in the sector.
In addressing these challenges, discussions revolved around the potential roles of teacher-trainees in the OSHC sector. Acknowledging the need for a more-rounded and qualified teaching workforce, conversations highlighted the importance of fostering deeper relationships, shared spaces, and facilitated communication.
There is some progress in different areas, for example, affordability – there was lots of progress, Parent fees are being lowered, some provinces have done it in better ways. However, the view is need to move from a market system to get high quality. Braodly speaking, the Government committed in expanding only in the NFP space
Public funding is only for core services. For example, no regulatory requirement for food to be provided. That would allow the operators to charge extra for food. Additional fees can not be compulsory. There also needs to be a real focus on building competency in the workforce part of this is increasing the wages of the workforce. The majority of staff don't have qualifications.
In summary, my Canadian experience provided a nuanced understanding of the multifaceted challenges and remarkable initiatives within the country's education system. While Canada strives for an equitable, safe, and accessible education system, there remains work to be done in shaping and developing the system through collaborative efforts at federal, provincial, and territorial levels. Policymakers are focused on key pillars such as high-quality, inclusive education, affordability, and improving access, yet the road to achieving these goals is complex and requires ongoing commitment and innovation
Reflection Questions:
Diversity and Multiculturalism:
How does the diversity of Toronto reflect the broader multicultural ethos of Canada, and how might this impact education, specifically in Out of School Hours Care (OSHC)?
In what ways can a diverse population in a city like Toronto contribute to both challenges and opportunities in the education system?
How might the extreme temperature variations in Toronto influence the Out of School Hours Care (OSHC) sector, and what considerations should be made to address these challenges?
In what ways can weather-related factors impact the planning and implementation of educational programs, especially for children 4 -12?
How does this impact the attraction of staff?
What are the localised opportunities?
How might a patchwork approach to funding and policies create tension between the needs of families and the challenges faced by service providers?
What are the key challenges faced by the Canadian education system due to a fragmented policy environment, and how can a lack of standardized national approach hinder comprehensive research and analysis?
How would funding for Out of School Hours Care impact access, affordability, equity and staff attraction?
How do intergenerational practices, as observed in the Allen Gray Continuing Care Centre, contribute to the overall development and well-being of both children and older individuals?
In what ways can intentional engagement, choice, and positive interaction enhance the experiences of both children and older people in such intergenerational programs?
What are the persistent systemic barriers faced by indigenous education institutions, and how have these barriers been addressed or intensified over time?
How does the incorporation of indigenous knowledge systems and cultural advisors contribute to the holistic approach of indigenous education, and what role does it play in supporting indigenous learners?
What are the challenges faced by the Out of School Hours Care (OSHC) sector, especially regarding split shifts and undervaluation of staff?
How might teacher-trainees contribute to addressing these challenges, and what role can they play in fostering deeper relationships and communication within the OSHC sector?
How has progress been made in terms of affordability in the education system, and what steps can be taken to move from a market system to ensuring high-quality education?
In what ways can public funding be better utilized to address core services and build competency in the workforce, including increasing wages and qualifications?
What specific progress has been made in the OSHC sector, especially regarding parent fees and public funding, and how can these advancements be further expanded and improved?
How might the shift from a market system to a focus on non-profit spaces contribute to the overall quality and accessibility of education in Canada?
Based on the insights gained, what are the ongoing challenges in shaping and developing Canada's education system, and how can collaborative efforts at federal, provincial, and territorial levels contribute to overcoming these challenges?
In what ways can policymakers continue to focus on key pillars such as high-quality, inclusive education, affordability, and improving access to ensure a more equitable and accessible education system in Canada?
Based on the insights gained, what could we learn from the Canadian experience?
In what ways can policymakers continue to focus on key pillars areas for Out of School Hours Care in Australia?
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