I would just like to echo your comments. One of my concerns is the scrapping of a budget allocation of $39 million towards the Social Economy Enterprise Development Program, a cut that will have very serious repercussions. This fund made it possible to develop certain initiatives in Ontario. Among our collaborators are the RDEE and the Chambre économique de l'Ontario. Once again, they are part of the associative movement.
When I launch a linguistic accommodation initiative, I receive no money from my province to carry out that kind of activity. We are trying to convince the province to support us. Two ministries are responsible for education in Ontario: the Ministry of Education and the Ministry of Training, Colleges and Universities. The first one provides funding for this kind of activity, but not the second one.
You're right: these initiatives are not expensive, but I still have to ensure that they are self-financing. For example, I have to go and see merchants or the owner of the newspaper Le Voyageur to negotiate an agreement and ask them to help me, because I don't have much money. It's sad.
Yet investment in these kinds of activities yields absolutely amazing results. It is an investment in our young people's future. The government would not have to spend large amounts of money. I would like to see the federal government create and endorse a policy of linguistic accommodation.
I am neither for nor against anyone. Mr. Gerard Kennedy, the Minister of Education for Ontario, launched a provincial policy which was a success in Ontario and didn't cost much. When a policy turns out to be attractive, why not extend it to the rest of the country? How can we go about doing that?
Because we have no jurisdiction outside the province, we need a kind of national sponsor to support us by giving us $2,000 to buy books, so that we can give a Franco-Ontarian graduate a literary work.
Every time one of my young students reads L'Hebdo, Le Voyageur, La Tribune, or the Timmins Le Soleil , I am encouraging the person who wrote the article. Subsequently, he or she will come to me and ask whether I know any reporters, and if I have a journalism program.
At that point, a process begins that makes it possible to nurture the entrepreneur, to encourage that young person, and that results in a quality product that I will incorporate into my courses. Students do not only read the newspapers; they also have to do the work associated with that.
I also need help to develop an Ontario genealogical project. In fact, starting next year, I am considering including a genealogical component in my courses, because I believe that if you don't know where you're from, you cannot possibly know where you're going.