Thank you, Mr. Chair.
I thank the witnesses for being here. Their comments are very interesting.
Ms. Chouinard and Mr. Bourgeois, I get the impression that we are currently experiencing a paradox in Canada. Immersion schools are overwhelmed by demand. Parents have to line up for 24 hours to enrol their children in immersion schools, particularly in western Canada. We have seen that. My sister actually taught in an immersion school. The situation is the opposite of that in francophone school boards, which are almost systemically underfunded and unable to meet needs.
In addition, as you mentioned, Ms. Chouinard, if children are educated in French starting in kindergarten, perhaps one day they will want to teach in French, and the wheel will continue to turn. Do you see a paradox there?
My other question, related to the first one, is about funding. Obviously, it's not just a matter of money. It's also a matter of identity. However, we've heard a number of times in the past that the federal government was sending funds to the provinces under agreements, but that accountability wasn't there. So sometimes the funds sent by the federal government to the provinces to support the education continuum aren't being allocated by the provinces in accordance with the terms of the agreement, or the federal government isn't able to verify that they really are.
Mr. Bourgeois, do you see accountability as a real problem in these agreements?