Thank you, Madam Vice-Chair.
Good morning, committee members.
First, I will give a brief introduction on who we are. The Centrale des syndicats du Québec is a labour organization. It is the third-largest labour confederation in Quebec. It represents more than 100,000 people in the fields of education, health and social services, culture, community services and childcare.
In addition to making recommendations on collective agreement negotiations, we have actively campaigned as an agent of social reform in Quebec, and Canada, to have legislation passed that improves the wages of Canadians and Quebeckers, and the living situations that enable them to exercise their rights as citizens.
We would like to take this opportunity today as part of our organization's mission to make some recommendations. We have three recommendations to make today.
Our opening statement will focus on the situation of aboriginal people. The CSQ represents the people who work on the Cree and Kativik school boards. We represent more than 2,000 members in these communities. I could go over many details that Mr. Picard brought up earlier, but I will stick to a few of them. A lot of things were said. In the field of education, in particular, we have a long way to go. You will note that our recommendations will go in that direction.
We want to point out that section 25 of the Canadian Charter of Rights and Freedoms, adopted in 1982, states that with respect to treaty rights and freedoms, Part II of the Canadian Constitution affirms the existing aboriginal and treaty rights of the aboriginal peoples of Canada. In the future, these rights can no longer be unilaterally extinguished. To be recognized, these rights must be negotiated or recognized by a court. It was already mentioned that for rights to be existing, one must be in a position to exercise them. We agree with this.
In 1996, the Royal Commission on Aboriginal Peoples issued a number of recommendations, in particular, ones calling on parties to resolve land claims, extend the land base of aboriginal communities and improve the living conditions in these communities.
That same year, the Supreme Court of Canada gave the definition of an aboriginal right protected under the Canadian Constitution in the Van der Peet ruling. Even the Canadian government is slow to enforce the Commission's resolutions and refuses to ratify the international convention on the rights of aboriginal peoples.
Therefore, we believe that the first thing this government needs to do is to sign the United Nations Declaration on the Rights of Indigenous Peoples. That is our first recommendation.
Our second recommendation for the Canadian government is to allocate the money needed to improve the living and housing conditions in aboriginal communities, and to the improve funding for infrastructure in these communities. I very strongly support what Chief Picard said earlier.
Need I point out that there are still aboriginal communities that do not have access to running water or electricity? In most communities, families are packed into homes that become small because of the size of the families and the shortage of housing.
Need I point out that aboriginals have a functional illiteracy rate that is four times higher than the Quebec rate, an infant mortality rate that is three and a half times higher, a suicide rate that is six times higher for young people under 20, and incomes that are 33% lower? The situation is unfortunately not much different today. In some communities, the suicide rate in adolescents and young adults is 20 times higher than the rate in the rest of Canada.
Many studies, and often tragedies, have shown that young aboriginals are more often exposed to problems such as alcohol abuse and drug addiction. Combined with pervasive poverty, persistent racism, and a legacy of colonialism, aboriginal peoples have been caught in a cycle that has been perpetuated across generations. This was a quote from an excerpt of Roy Romanow's report. In light of this, the education of young aboriginal people becomes a serious challenge.
In Quebec, there are two types of communities: treaty communities, those that signed the James Bay and Northern Quebec Agreement, which have their own school boards; and non-treaty communities, which receive funding from the federal government and are governed by band councils. In our third recommendation, we are calling on the Canadian government to grant funding to non-treaty schools that is comparable to the funding of treaty schools. Band schools are currently subject to an outdated funding formula that disregards costs.
I will share with you some interesting statistics. I encourage the committee's researcher to take note. In our schools, there are zero dollars for the integration of technology, zero dollars for school libraries, zero dollars for vocational courses in high school, zero dollars for sport and leisure extracurricular activities, zero dollars for adapting to the education reforms implemented in Quebec, and zero dollars for young people to receive a diversified curriculum. The unemployment rate among young first nations people is 32%, three times the rate among non-aboriginals in Quebec, and 49% of them do not have a high school diploma.
We cannot afford to wait any longer. The Canadian government can invest in infrastructures to face the economic crisis, but it can and must immediately invest in aboriginal communities to face the humanitarian crisis they are experiencing. This is close to home. It is not happening in another country; it is in ours.
Thank you.