With respect to immigration, we've implemented a pre-departure project that enables us to go to certain countries and acquaint people with francophone Canada. When we're abroad, our main work is to tell people about francophone Canada outside Quebec, in order to encourage immigrants to come to our communities. It's the initial work that needs to be done, because the knowledge isn't there. After that, we need to tell these immigrants that it's possible to live in French outside Quebec, and that there are lively, interesting communities where they can settle—communities that have a lot to offer them. It's this project, in particular, that helps us encourage immigration.
As for the colleges and universities, they can support what we, in French, call the “three Rs”: recruitment, retention and success. A lot of work will be needed to put service infrastructure in place in our post-secondary institutions for all the student clienteles.
We have an immigrant clientele—they are the topic of today's discussion—but the immersion graduates who make themselves to us need help and support too. In some of our colleges and universities, there are programs or service structures known to work well.
I spoke before about collective projects. With federal assistance, we could do these types of projects Canada-wide. Thanks to our collaborative efforts, we can take what works best in the provinces and territories and apply it in a Canada-wide perspective. That's how we implement all our projects, whether they be program development or service infrastructure to benefit our colleges' and universities' clienteles.