I would like to highlight two aspects in response to the member's question.
What struck me in the case of Edmonton is that they conducted in-depth analysis of what would be needed to provide training in French, not only in elementary and secondary school, but from kindergarten right through the 16th year. The analysis included the post-secondary period. They established 14 criteria including support from the school board and school principal, the hiring of a competent staff and support for that staff, and support from the community. It was not difficult, but the criteria were rigorous and logical, and they were applied. Often, in other provinces—and I do not necessarily want to make an east-west distinction—in other school boards, the same level of rigour was not used.
Another factor that cannot be neglected is the significant economic growth in Alberta. Some provinces are dealing with negative growth, but there is growth in Alberta. When I mentioned Edmonton as an example in other provinces, they often told me that Alberta had the necessary resources to take such steps. However, even provinces with fewer resources than Alberta must be rigorous.