Mr. Speaker, I shall be splitting my time. I rise today not in my parliamentary secretarial capacity but in my backbench enthusiastic capacity, if I can put it that way.
Our last budget was the first of the post-deficit era. It had a format which I found quite compelling. It was a format which basically dealt to some degree with debt reduction and to some degree with tax reduction. Rather than distributing a series of investments and expenditures across the system it picked one major theme. That theme, as we have been discussing, was the theme of access to higher education. At the centre of that theme was the millennium scholarship fund.
There are many other aspects and elements to this theme including the reduction of past student debt, the ability of mature students with children to get some help with child care, and the ability of people in the future to invest in the well-being of their children and their grandchildren. We took a subject and we swarmed it. We really spent a lot of time on the whole access issue.
If this is the new format for doing budgets in the post-deficit era, what will be the major theme of next year's budget? There are compelling alternatives. There are many who would argue for a health care budget. There are others who would argue for a global warming budget.
Since we have to prepare now for next year, let me advance a third possibility which will feed in as well to a health budget. At the heart of next year's budget we should place young children, specifically children under the age of six. We should attempt to use next year's budget to achieve part 1 of the national children's agenda which is high on the list of provincial and federal governments in order to ensure that all our children, wherever they live in the country, have access not to higher education but to kindergarten in the best state of readiness we can create.
If a theme or name for this project is needed, it could be called the success by six millennium project. I see it as very much a continuation of this year's budget, a budget which focused on young Canadians as they left the formal school system and headed off toward post-secondary education.
This time we are asking how we can make sure young Canadians as they enter the educational system, notably in kindergarten, are as ready and well prepared as we can make them. These two form a complementarity, a pair of bookends.
Why pick this group of Canadians for next year's budget? What is the compelling argument, need or urgency? According to statistics it is estimated that up to 25% of all Canadian children live in poverty. We have attempted to deal with that through the national child benefit system. That is not all. Our children have other problems. It is estimated that about 20% of Canadian children between the ages of 4 and 11 have serious emotional and behavioural disorders.
We know from question period the concern of many members of the House over what happens to those children when they become older, when they become potentially criminal.
We know we have problems. We know that 5.7% of the population of this country is born under an acceptable birth weight and because of that two-thirds of all infant mortalities occur in that group. We have problems with not just the zero to six population, but the pre-zero, the pre-natal group as well.
If I were to say what the mission statement, the central theme, of next year's budget should be, it would be simply to ensure that every child in Canada is ready to learn upon entrance to the formal school system.
The challenge is huge because, as with all modern problems, they do not fall into old silos. There are at least six federal departments which deal in one way or another with children, whether it is the Ministry of Health, Human Resources Development or the Solicitor General's department, which has to deal with the product of children who have not been made ready for school or for life.
The justice minister has to deal with crime prevention and appropriate behaviour can best be taught between the years of zero and six.
Then we have the department of Indian affairs. We know that children among our aboriginal populations are severely at risk.
Finally we have the Minister of Finance, who allows all of these potential reforms to go ahead.
We have to, within our own government, get our act together.
It is also complicated because in our Constitution we do not say who is responsible for young children before they hit the school system.
We know intuitively that it is the primary responsibility of their families, but it is also the responsibility of communities and, in some cases, social agencies and not for profit organizations, along with municipalities, the provinces and the federal government itself.
We cannot afford to wait until we delineate who is precisely in charge of what. We just have to admit that it is a huge challenge for this country and we all have to work on it together.
What we need to do is to have the notion of projet de société, as we say in French, a national project, something which rallies us around a great cause that cannot otherwise be achieved.
We know about national projects. We have done them in the past, whether it was building a railway or creating the health care system. We understand that the outstanding characteristic is that this is a job which is so big there is not one part of society which can do this by itself.
The role of the federal government is not to dictate what the answers are. The role of the federal government is to bring us all together for the good of all to undertake a mighty task, which is to make sure that our children are ready for school.
We know from literature the way in which children specifically, and human beings in general, develop. The most crucial period for the development of the brain and social behavioural patterns is in the early years.
We know if children can be given coping skills that will be the greatest single denominator of adult health status of anything we can do. We know it is linked to the health care system because it is linked to the prevention system.
We know that crime finds its origin most clearly in things that go wrong before the age of six. If we know that, why would we not do ourselves a collective favour by taking on this task, huge as it is?
How do we start? The way we start is by actually trying to keep score. We do not know how our population is on a community basis. I have tried to find out in my own part of Toronto, East York, east Toronto, what we are doing for children from zero to six.
After the birth weight of all children is measured, which is taken at the hospital, there is no way of finding out much until they actually hit the school system.
When they hit the school system there is no way of finding out just how well prepared they are. We do not measure that. Until we start keeping score, we are not going to be able to change the collective social institutions, whether it is child care, whether it is screening for risk, whether it is parenting courses, until we know how we are doing.
The readiness to learn measure has to be at the heart of our “success by six” program. Without measurement, the rest is just guessing.
The measure not only passes a judgment on all of the social institutions in a community which have contributed to that child's state, but it also allows the school system to understand what deficiencies have to be attended to when the child enters school. If that is done the child will not be burdened with inabilities. If we attend to those soon, the child can get on with it and not fall further and further behind.
This is a tremendous challenge. We have already started to do something about it. The federal government in North York, which is part of my community, has started to finance a research project on readiness to learn. That research project involves all sorts of community institutions, including the health care system, schools and social agencies so that they are not simply measuring how children do when they enter kindergarten, they are actually going to start changing the way in which they interact with each other so that children will have a seamless web of services to support them.
The readiness to learn project, which we promised in our second red book and which we promised as well in the Speech from the Throne, is only the beginning. Coming out of that we can then work collectively. I emphasize that this cannot be dictated by the federal government. The federal government has to pull people together on a community basis to work with children.
Starting with that measure we will then be in a much stronger position to fill in the gaps at the community level and at the national level which impede the full human development of our children.
A number of measures are in place now, tools which we might want to make the equivalent of the millennium scholarship fund. We have, for example, the community action program for children which is already in place. That program is a platform, if you like, of 12 agreements between the provinces and the territories and the federal government. It has 550 communities organizing themselves in a holistic fashion around the zero to six population, particularly children at risk. It will allow for a measurement of success to take place which we might wish to convert to a readiness to learn measure.
What we probably need is to multiply that example by about tenfold, but understanding—