Evidence of meeting #25 for Status of Women in the 41st Parliament, 1st Session. (The original version is on Parliament’s site, as are the minutes.) The winning word was program.
A recording is available from Parliament.
NDP
The Chair NDP Irene Mathyssen
Welcome, committee members.
It is our distinct pleasure and privilege to welcome Leanne Nicolle, director of community engagement, and by video conference, Cara Coté, the first vice-president of the Canadian Federation of Business and Professional Women.
We are delighted that you are here. We will begin with Madam Nicolle.
You will have 10 minutes to present.
Leanne Nicolle Director, Community Engagement, Plan International Canada Inc.
Thank you very much for having me today. It's my pleasure to participate, and I appreciate the fact that our work at Plan Canada is being recognized by this group as being relevant and insightful.
I'd also like to take the opportunity to say thank you for your support in proclaiming October 11 as the International Day of the Girl. Our inaugural Day of the Girl this year will be something to watch for and be excited about. Thank you for supporting us in that.
I'd like to pose the insight that education is an articulated priority for the Government of Canada to ensure that all girls, especially those in marginalized communities, can realize their right to a quality education and to provide the most direct route out of the cycle of poverty.
As a complement to the government's efforts to support sustainable benefits to girls over the long term, we strongly believe that there needs to be life skills programming to support girls outside of their academic training. From the work we are doing with girls in Canada and globally, we know that life skills are what keep girls out of the cycle of poverty, and help them reach their full potential.
The issues that affect girls are the same regardless of where they live. It's the need state that differs, and it's up to us to provide for the need state.
Plan International Canada is a global movement for change, mobilizing millions of people around the world to support social justice for children. We have one agenda: to improve the lives of children. Although the core work that we do is in the developing world, we have learned many lessons from the communities that we serve, especially in the area of girls. Our extensive work globally has proved that investing in girls is key to the social and economic well-being not only of the communities in which these girls live but of the entire country. We firmly believe that this concept applies to Canada as well.
In Canada we are seeing great success in girls' education. They are staying in school, and where appropriate and attainable, they are moving on to complete post-secondary education. Girls face unique challenges, however, and are often victims of double-discrimination because they are young and they are female. The gender discrimination is prevalent globally. We see it in Canada manifested in the types of employment that women are participating in. Two-thirds of minimum-wage earners are female. Men continue to earn approximately 20% more than women do in this country. There are fewer women in executive jobs, governance positions, and in government in Canada.
In our work with school boards and other agencies focused on girls, such as Girls Action Foundation, as well as Girl Guides of Canada, we are seeing massive gaps in life skills. Our Because I am a Girl club initiative, which is supported by the Status of Women, is a life skills program designed to provide educators, student leaders, and community group leaders with a turnkey tool kit to address the issues that girls are presented with as they grow into women. This program addresses issues that girls face and provides activities, discussion points, resources, and tools that girls can use to be empowered to work through the issue and gain that life skill. Once the issue is worked on from a domestic point of view, girls are then presented with the same issue as it manifests globally, providing them with thought-provoking content so that they can make the local-global connection.
By making the global connection, girls are then empowered to make a difference in the lives of others simply by understanding a more global perspective.
One theme we work on is gender-based analysis. Here in Canada it manifests as understanding gender—the difference between boys and girls. Globally, we work on gender and development.
The second is nutrition. Here in Canada it manifests as healthy eating and food preparation, and globally we talk about food security.
On physical literacy, we talk about activity and how important it is to be active, and we talk about females in sport. Globally, we talk about sport for development.
We talk about the environment. Right now we are talking about water conservation and preservation. Globally, we talk about the importance of clean water and sanitation, and the impact that has on the lives of girls.
The fifth theme is rights and advocacy. Here we talk about understanding your rights as a girl in Canada, while globally we talk about a community-based approach to rights.
Next is conflict resolution, manifesting here in Canada as bullying. Globally, we talk about peace-building.
Next is economic empowerment. Canadian youth here are given skills around financial literacy, and that gives them the lens to talk about programs such as microfinance, and village savings and loans.
The theme of self-esteem is manifested here in poor body image and other issues that affect girls here in Canada, while globally we talk about self-expression and the importance of harmful cultural practices that affect girls' self-esteem.
The next theme is media and information communications technology. Here it's Internet security, social media, and Internet safety; globally, we talk about ICTs as a means to empowerment for girls.
In terms of the work and career theme, here we talk about career planning tips, interview tips, etc. Globally, we talk about the work of girls and women in developing countries.
In the last theme, relationships, we talk about what a healthy girl-and-girl relationship looks like here in Canada, and also boy-and-girl relationships. Globally, it's about the role of boys and men in gender equality.
The environment in which these programs exist is very important. Girls need a safe place in a positive environment so that they can learn these skills, which are typically not taught at school or at home. Creating safe spaces for girls to work through these themes is critical to the success of the program. The standard school environment does not necessarily provide girls with the security they need to address these gaps. Violence, bullying, and gender and ethnic discrimination create a sometimes toxic place where girls feel too vulnerable to ask for help. The girl club model is designed for girls to work on issues together in a safe environment to champion each other to reach their full potential.
I would like to point out that while the work we are doing is supported by the ministry for the status of women, we have also consulted with companies in the private sector to create these modules so that our resources were not consumed in reinventing the wheel. Some examples include Visa, which provided the expertise for financial literacy modules; Dove and Unilever, which provided the expertise for the self-esteem body image module; IBM, which provided for the ICTs and Internet safety module; Kraft Foods, which provided the expertise on nutrition; and Coca-Cola, which provided expertise on women in business. This provided us with not only expertise but additional financial resources to ensure that these materials are provided to educators free of charge.
When we originally designed this program, it was directed towards girls aged 12-plus; what we are experiencing is that it must start earlier. It's critical to plant these skills as early as grade 3, or eight years old, due to the incredible influence of society through the media, Internet, and peer groups. The content of the program must be age appropriate, but the seeds for positive self-esteem, financial literacy, food and nutrition, and the other themes that I've talked about must be planted early on, so that when decisions are made, these girls have the knowledge and understanding to make good life choices.
Role models play an enormous part in the lives of girls who are economically successful. We need to start building these skills at an early age. However, educators, parents, and mentors do not have access to turnkey resources to help guide and mentor our girls. In fact, one of the insights that led us to create this program came from women who were trying to mentor girls but did not have a comprehensive resource to draw from or rely on. We need to start building these skills early on in the girls' lives so they are confident in themselves to reach their full potential. Girls are extremely powerful and are, by nature, agents of change—to invest in girls provides a positive return on investment for all.
With that, I have four recommendations.
The first is to provide educators, parents, mentors, and role models with the resources to build these skills early on in the life of a girl. By raising awareness on these gaps early on, adults can share their skills to supplement traditional academic education, and prepare girls for life once graduation has been achieved.
The tools must be current, free of charge, and easily accessible. School boards have incredible influence, and as with the delivery and implementation of Canada's Food Guide that we have from Health Canada, it would be appropriate to apply this type of resource to other areas of life skills development.
Director, Community Engagement, Plan International Canada Inc.
Yes.
Second is to adapt life skills programming to aboriginal and other marginalized youth. This is critical to keeping girls who are raised in these communities out of the cycle of poverty.
The third recommendation is to engage the private sector. Companies have extensive resources on these issues. It's important to mine their expertise, research, and funding.
The fourth is to bring boys and men into the equation, but not by diluting the feminine skill-building requirements. Don't make it coed, for example.
Thank you.
NDP
The Chair NDP Irene Mathyssen
Thank you very much.
Now, for 10 minutes, we will hear from Madam Coté.
Welcome, Madam.
Cara Coté First Vice-President, Canadian Federation of Business and Professional Women's Clubs
Thank you very much for having me.
I am Cara Coté, first vice-president of the Canadian Federation of Business and Professional Women, or BPW Canada for short.
I would like to apologize; it sounds as though the topics I'll be talking briefly on today overlap what Ms. Nicolle discussed earlier.
BPW Canada’s mission is to develop the professional and leadership potential of women in Canada through education, awareness, advocacy, and mentoring within a supportive network.
I have selected four key issues that I believe need to be addressed to improve the economic status of Canadian girls.
First is rising unemployment rates for Canadian youth. It's getting harder and harder for young people to find available jobs, as the older generation is staying in the workforce longer than anticipated. Young people constantly find themselves in the vicious circle of not being able to get a job because they don’t have experience, and not having experience because they can't get a job.
As a business owner in the technology industry, I was surprised to see the lack of programs that would encourage hiring youth. In the last few years I've seen only one internship program that would pay a portion of wages for a new youth employee, and only on the condition he or she would be returning to full-time studies.
Second is being paid equal wages for the same work as men. This is definitely not a new subject, and since this is a status of women committee meeting, I’m likely preaching to the choir on this one. Today women in Canada, on average, are required to work fourteen and a half months to earn the same income that a male would earn in twelve months. If a girl is already having trouble finding a job, imagine how frustrating it must be to receive a lower wage than an equal counterpart. We do have March 18 recognized as Equal Pay Day, but with little progress being done to narrow the wage gap—more needs to be done.
This also boils down to negotiating salary. Salary negotiation needs to be included in the curriculum for students, at least in secondary school. Also, it is difficult for any young person to think about negotiating a salary when that person feels lucky just to get a job in the first place. That barrier needs to be removed.
Third is supporting girls who get non-traditional jobs in keeping them. Girls successfully acquiring jobs in trades and technology have yet another hurdle—keeping up with the boys' club. If a girl has to fight to get a job and constantly has to deal with harassment and discrimination, there is no reason for her to stay. Companies need to address the fact that the workforce is changing and that serious policy changes need to be made. With just a small percentage of women in management roles within these companies, change will be very slow on its own.
Fourth is to start mentorship at an early enough age. Providing role models and opportunities at a young age can make a big impact. We have a perfect example right in Canada of an incredibly successful program: hockey. They start very young, and they have skilled coaches and superstar role models to look up to. Instead of waiting until high school to approach girls to think about their careers, we should be starting when they are learning to read and write. Maybe it’s time to promote those unsung females who make big changes. These mentors could help encourage young girls to get involved in sports or club activities, and to be mentored to take on leadership roles in these areas. This would also combat the decline in social skills in the younger generations who are becoming so dependent on technology.
These four issues are definitely not the only challenges for girls in Canada, but I chose to speak on them today because of how BPW is involved with them. BPW Canada has taken up the challenge to advance and empower women in the workplace, marketplace, and civil society through the women’s empowerment principles project, or WEPs.
Originally launched by the United Nations Development Fund for Women and the United Nations Global Compact on March 8, 2010, the WEPs program is finally starting to get its footing internationally.
The seven WEPs principles, and subsequently our recommendations, are as follows: establish high-level corporate leadership for gender equality; treat all women and men fairly at work; respect and support human rights and non-discrimination; ensure the health, safety, and well-being of all women and men workers; promote education, training, and professional development for women; implement enterprise development, supply chain, and marketing practices that empower women; promote equality through community initiatives and advocacy; and measure and publicly report on progress to achieve gender equality.
We think implementing these WEPs principles would solve the four key issues that I discussed. Promoting awareness with our government representatives, and business and civil society leaders, and having them sign the statement of support would be a great start. This statement can be found on our website at bpwcanada.com.
That's it from me. I appreciate the time you gave me to speak to you today. Again, on behalf of BPW Canada, thank you.
NDP
The Chair NDP Irene Mathyssen
Thank you very much, Madam Coté. You were very succinct, and we appreciate what you had to offer.
We'll begin our first round of questioning, a seven-minute round, with Madam Truppe.
Conservative
Susan Truppe Conservative London North Centre, ON
Thank you, Madam Chair.
I'm actually just going to ask one question, and then split my time with Madam James.
Thank you, Madam Nicolle, for coming today and discussing everything you did. We were very excited about the International Day of the Girl as well, so we were very happy to do that.
As you know, the focus of our committee study is prospects for Canadian girls with regard to economic prosperity, economic participation, and economic leadership. What recommendations would Plan International Canada offer the committee on how Status of Women Canada could improve the economic participation, prosperity, and leadership of girls in Canada?
Director, Community Engagement, Plan International Canada Inc.
As per my comments, which I didn't get to, there is an interesting opportunity to really involve the private sector for girls at an early age. Speaking candidly, we tend to reject the private sector for programs around young people. However, if it's done in a way that leverages the expertise of the private sector, I do think there is a very big opportunity. That brings them into the cycle early on, and potentially provides employment opportunities for girls who have already benefited from the private sector investment as an opportunity early on. That would be one, definitely.
The other would be making sure that life skills training is offered to marginalized communities, such as the aboriginal community, and those who are living below the poverty line in priority neighbourhoods.
Conservative
Roxanne James Conservative Scarborough Centre, ON
Thank you very much.
Thank you to both of our guests.
My first question is directed to Ms. Nicolle, and thank you very much for being here.
You talked throughout your 10-minute speech about life skills programming. Could you elaborate more on what you mean exactly by what the life skills would be? You skirted around and talked about the issue in generalities, but when you're talking specifically about life skills, what are those life skills that we're trying to make sure young girls get at an early age?
Director, Community Engagement, Plan International Canada Inc.
As I listed in my comments, we believe that life skills are understanding your rights as a girl, and advocacy; understanding the environment and how that affects the life you live; physical literacy, so being active; financial literacy; conflict resolution; self-esteem and confidence-building; media and information communications technology; work and career—everything from interview skills to planning your career—and relationship management.
Conservative
Roxanne James Conservative Scarborough Centre, ON
Thank you very much.
You probably already know this, but recently the Status of Women actually did a call for proposals focusing on women and girls in remote and rural areas. I wonder, when we talk about that and the economic prosperity of girls, do you think there is a difference between young girls who are within urban communities versus those in rural or remote areas?
Director, Community Engagement, Plan International Canada Inc.
I do. Yes, definitely there is a difference and we see it in the work we're doing. We have examples of programs in urban centres as well as in rural areas.
I think that technology provides different access to rural communities. They are brought into the issues much more effectively than they have been in the past, but definitely, opportunity for employment in rural communities differs. We're seeing a lot of urbanization of girls, who are moving from rural communities into urban centres in order to get jobs, so the employment opportunities are definitely different.
From a life skills perspective, there is definitely opportunity, whether you're rural or urban. It's just the outcome at the end that is different.
Conservative
Roxanne James Conservative Scarborough Centre, ON
Regardless of whether they are rural or urban communities, do you think there's a difference between different cultures, ethnicities, or even religious beliefs in Canada?
Director, Community Engagement, Plan International Canada Inc.
Yes. We are definitely seeing it through our programs.
Conservative
Roxanne James Conservative Scarborough Centre, ON
Which cultures or beliefs do you believe are the biggest obstacles to young girls in Canada?
Director, Community Engagement, Plan International Canada Inc.
I think there are definitely communities that honour girls differently from boys. Those are the communities we're finding are the most challenging to penetrate. However, our firm belief is that educating the community is equally as important as educating the girl. We always say that teaching a girl her rights, without being in a community where she can exercise them, is actually a liability.
We are working very hard on presenting the community with options and education, so the girl has an environment in which she can exercise her rights.
Conservative
Roxanne James Conservative Scarborough Centre, ON
Near the end of your speech you talked about four different things: one was education; one was life skills programming; one was using the private sector; and the last one was engaging boys and men into this conversation. You also mentioned that we need to get to the younger girls, starting in grade 3, or 8 years old, and we also need to include boys.
That is in line with what Status of Women believes. We need to engage not only the females in this discussion, but we need to get young boys actively involved.
Do you think that will help in the areas where there are cultural barriers, ethnicities, or religious beliefs? Do you think that getting to the younger boys in these groups, as well, will help women in the long run, as they grow up and become prosperous?
Director, Community Engagement, Plan International Canada Inc.
Absolutely. Boys and men have an incredible influence on girls, whether we like to believe that or not, and I do think that educating them from an early age.... There are various programs that we do, for example, through sport. Having boys and girls participate through sport can actually provide conflict resolution skills.
We take the issue and give them activities that are age appropriate in order for them to work through the life skill together. Bringing boys and men into the equation at an early age is critical.
Conservative
Roxanne James Conservative Scarborough Centre, ON
I'll ask this last question very quickly. With regard to the study we're doing on the economic participation, economic leadership, and prosperity of girls, can you provide specific or unique challenges—some very specific things with regard to economic participation—that face Canadian girls?
Can you think of the three things that are the most challenging for girls, and not necessarily a specific region or culture or whatever, but the top three things in general?
Director, Community Engagement, Plan International Canada Inc.
Self-esteem and confidence, along with financial literacy, I would say are the two top ones, and then gender—the role of boys and men.
Conservative
Roxanne James Conservative Scarborough Centre, ON
I probably don't have much time left, but I want to comment on the Because I am a Girl. I believe that during the campaign we all had buttons on that day, and I still have mine.
So thank you very much.
NDP