Official Languages Committee on Oct. 9th, 2025

[The Chair, Liberal, Yvan Baker]

I would ask you to provide a brief answer.

[Geoffroy Krajewski]

I think that the principle of “by and for francophones” should be better taken into account in the implementation of support measures for everyone in the community, so that we can move towards non-formal or informal learning.

A lot of federal transfers obviously focus on formal learning. Once again, the modernization of the Official Languages Act recognizes non-formal and informal learning as being as important as formal learning, but the first two areas are largely neglected for the moment.

[Madeleine Chenette, Liberal, Thérèse-De Blainville, QC]

Thank you.

[The Chair, Liberal, Yvan Baker]

Thank you, Ms. Chenette.

I now give the floor to Mr. Beaulieu for two and a half minutes.

[Mario Beaulieu, Bloc, La Pointe-de-l'Île, QC]

Thank you, Mr. Chair.

My question is for the RESDAC representatives.

Do you receive funding from the education component of the official languages support program? How does that work?

Since you're not assigned to a specific territory, are you funded by the federal government?

[Geoffroy Krajewski]

Mr. Desgagné could answer that question.

[Denis Desgagné]

We receive funding from Employment and Social Development Canada. Following a complaint filed with the Office of the Commissioner of Official Languages, RESDAC initially received funding of approximately $7 million in the first year for all members of the network, from across the provinces and territories.

This year, under the last agreement, we've received $6 million over four years. To give you an example of the scale of organizations similar to ours, they can receive around $100 million a year for skills development. Community Futures Network of Canada received $630 million. I could keep giving you examples like that. Many organizations from the majority receive resources to help with [Technical difficulty—Editor] lifelong learning. The purpose of these organizations is to ensure that people have the skills to succeed and the chances to do so. In our context, it's also about their fulfillment.

Ms. Asselin said that the learning process takes a village. RESDAC, its members and its partners, whether it be the Fédération de la jeunesse canadienne-française or the parent association, also have to train volunteers and employees, so that's sort of what I'm saying. It's important to not forget the businesses. Some universities and colleges will even offer internships, some of which are paid. In our case, we can't afford it.

[Mario Beaulieu, Bloc, La Pointe-de-l'Île, QC]

Thank you, Mr. Desgagné.

My next question is for the representatives from British Columbia and Saskatchewan.

We talked earlier about budgets and the fact that they constantly increase for immersion schools, while the percentage of bilingualism among anglophones outside Quebec has long plateaued at around 9%.

How come there isn't an increase in bilingualism among anglophones in English Canada?

[The Chair, Liberal, Yvan Baker]

Mr. Beaulieu, you have only 10 seconds left. We could ask a witness to provide a short answer, if you wish.

[Daniel Dion]

I can do it.

It's important to realize that a francophone school's mandate is not to train bilingual people, but to train francophone people.

[Mario Beaulieu, Bloc, La Pointe-de-l'Île, QC]

I fully agree.

[The Chair, Liberal, Yvan Baker]

Thank you, Mr. Dion.

Thank you, Mr. Beaulieu.

Mr. Godin, you have the floor for five minutes.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

Thank you, Mr. Chair.

I'm going to go fairly quickly. My first question is for the representatives of the Réseau pour le développement de l'alphabétisme et des compétences, or RESDAC.

You recommended lifelong learning in your opening remarks. We're conducting a study on the education continuum from early childhood to post-secondary studies. However, I understand that you extend post-secondary to include the rest of life.

Have I understood that right?

[Geoffroy Krajewski]

Yes, that's exactly it.

Today's meeting is a perfect example of that. The education continuum is often associated with a period from pre-kindergarten to post-secondary studies, and post-secondary is limited to college or university. However, the entire adult education environment gets completely forgotten.

As I was saying earlier, the latest modernization of the Official Languages Act recognizes non-formal and informal learning opportunities in the same way as formal learning. However, reducing the education continuum to the formal and academic fields dismisses non-formal and informal fields.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

You know that the matter of what's formal, informal or non-formal is the legacy of your predecessor, so I'd like to say hello to Mon Audet, from Manitoba.

That said, I understand, but limits have to be set. I'm not sure that this committee is the appropriate platform to talk about combining post-secondary education with adulthood. Still, I fully share your concern. There may be subsequent work to be done on the issue, because it's a hard nut to crack.

Speaking of, I have a question for Mr. Dion and Ms. Asselin.

This study was started in the 44th Parliament, and we're continuing it in the 45th Parliament. I know there was a lot of fighting in British Columbia, as there was in Saskatchewan.

How can the federal government ensure that you focus on your mission instead of expanding your energy defending and asserting your rights? We're at the federal level here, so help us help you. What could we do to ease your burden so that you focus your energy and your time on your mission, which is to say, teaching?

Mr. Dion, you can begin. Ms. Asselin, you can take it from there.

[Daniel Dion]

I think it would be important to establish fee mechanisms to ensure that the funds transferred to francophone communities, particularly through the provinces, actually go to programs that help serve minority francophone populations. That would be the first thing.

The second would be to ensure that the government continues to properly protect and fund the court challenges program, which specifically enables francophone communities to get funding and resources to challenge certain things, when they need it.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

Before giving the floor to Ms. Asselin, I'm going to pick up on that, because I'd like to add something.

If there are very clear and well-defined federal measures, if there are no discussions, if this is the way it is, and if it's directed straight to the francophone school boards, you won't need legal challenges anymore; there won't be any more trials. We're wasting money to defend your rights when that money should be invested in the public and in rights holders.

In the current context, I agree with you, but I would prefer to eliminate that budget and give the funds to rights holders.

[Daniel Dion]

I fully understand, but education is a provincial jurisdiction. That means we need a mechanism to assert our rights with the provinces.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

Thank you.

Ms. Asselin, do you want to add anything? I'd like to hear your thoughts.

[Marie-Andrée Asselin]

Yes, absolutely.

Consultations with francophone communities should take place before agreements between the federal and provincial governments are signed. For example, when it comes to child care services, that would make it possible to define an action plan, an accountability mechanism and performance targets specifically for francophone clauses.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

Thank you, Ms. Asselin.

I have a quick question for both of you. Does the modernization of the Official Languages Act give you the tools you need to meet that objective?

[The Chair, Liberal, Yvan Baker]

There are 15 seconds left. Again, I'm looking for a quick answer.

[Joël Godin, Conservative, Portneuf—Jacques-Cartier, QC]

Mr. Dion or Ms. Asselin, would you like to answer?

[Daniel Dion]

It's hard to say; it's uncertain.

[Marie-Andrée Asselin]

I would say the same thing.