I was almost done with page 7 of my presentation, and one of the points I wanted to make was that in fulfilling our obligation under the departmental action plan of gender-based analysis, Suzanne had mentioned we have worked directly with 15 federal organizations so far over the past two years, those who are asked to implement in a phased-in approach the different elements of the action plan. In addition to that, we've been continuing to support a wide range of organizations. In fact, we've worked with almost 30 additional organizations that asked for our support in moving forward with gender-based analysis.
I wanted to stress, in more practical terms, how GBA can inform the work of your committee, because I had mentioned earlier in my presentation that in order to do proper GBA it's critical to look at how gender intersects with other factors, which we know as intersectional analysis.
In the context of your current study, your committee is focusing on gender and age to look at the situation of girls. But you will no doubt look at other intersecting factors—for example, whether a girl is based in the south or in the north or has aboriginal identity, ethnicity, etc. Other important additional factors to consider may be family situation and income with the understanding that girls' economic security will be tied to the income of their families.
The diagram on slide 8 shows the different intersecting factors that will interact with gender to inform a meaningful gender-based analysis.
Slide 9 is another example of how we can use the gender-based analysis to contribute to developing policies or programs that take into consideration the reality that girls are facing.
You received a copy of the “Women in Canada” report that has useful data on girls and education. The data can help shed some light on factors that can compromise girls' security in the future.
For example, the performance of girls and boys in school and the courses they take can influence the choices they will be making all through school. Ultimately, those choices will determine their career paths and their incomes in the future. For example, even if girls and boys perform equally well in math when they are young, we know that, when they reach 15 years of age or so, boys start to differentiate themselves from girls in that subject. So the course choices of girls and boys at the post-secondary level might partly explain that difference.
We see that, over the years, girls will continue to study and form the majority in areas recognized as being traditionally female, such as teaching and nursing. They make choices that can lead them to careers where their incomes will be lower compared to some professions where men are in a majority.
I wanted to use that example to show you how the gender-based analysis does not only look at gender, but also at the interaction between gender and age. So the relationship between being a girl and other factors can help us better understand future opportunities for girls from an economic perspective.
I am now going to move on to slide 10.
I will now conclude my presentation by saying a few words about our international role, which is mainly one of strategic advice and support based on domestic expertise.
I want to stress that we work in partnership with key federal departments responsible for international affairs to help advance overall government priorities on the international stage; deliver on international treaty obligations and voluntary commitments; develop strategic relationships with key Canadian partner countries and international organizations; and, importantly, learn from international experiences and expertise.
You heard in the presentation earlier that Status of Women Canada was co-leading with Foreign Affairs and International Trade Canada on preparations for the annual session of the United Nations Commission on the Status of Women. It is the premier international forum for highlighting our achievements in advancing gender equality. The meeting ended last week. In my next slide I will talk very briefly about that, because the minister alluded to it in her presentation.
The International Day of the Girl Child is one of the key accomplishments we can celebrate this year. Under the leadership of Minister Ambrose, and with the unanimous consent of the House, we were able to bring this to the United Nations with the success we note today. It will allow us to raise awareness and foster action on the realities of girls, looking at the specific barriers they may face in their future success.
I am now going to give the floor to Nanci-Jean.