I think we have to be careful when we talk about a better model, because our communities are so different from each other.
For example, in New Brunswick, about one third of the population is francophone and Acadian. So there is a critical mass, not only in elementary and secondary schools, but, of course, at the Université de Moncton. So that allows for a continuum in education. However, there are still some early childhood challenges.
As for Ontario, it managed to expand its 12 school boards thanks to the language planning policy it adopted several years ago. There are many lessons to be learned from that province in terms of language adjustments at the elementary and secondary levels. It's often more difficult at the post-secondary level, where a certain critical mass is often required. Too few programs will be offered if there aren't enough students. We then get into a vicious circle.
Personally, I think it's important that the education continuum be adapted to each province's situation. In Manitoba, francophones represent 2% of the population. Clearly, the situation is different. However, the Division scolaire franco-manitobaine does excellent work in elementary and secondary schools.
The education continuum in Quebec's English-speaking community seems to have some barriers, but there is a network of primary and secondary schools and, of course, universities and CEGEPs. These include Concordia University, McGill University and Dawson College.
I think we have to develop a model that applies to each community. Things are different in New Brunswick than they are in British Columbia or Alberta. The ideal model would be one where, as soon as a French-speaking baby from Quebec leaves the hospital, he'd have a place in a French-language day care and then be able to continue his studies in French in the education system. It would be the same thing for an anglophone baby in Quebec. However, the reality is that there are gaps throughout the education continuum, whether it be at the early childhood, primary or secondary levels. Even where there are universities, they don't offer a full range of programs.
In Ontario, there's a lot of talk about universities being mainly bilingual. But we have the Université de Hearst and the Université de l'Ontario français. However, the idea of by and for francophones often comes up.
The issue of the education continuum is extremely complex. We could put it on paper, but I don't think there's a province or territory that meets all the criteria.