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Acadian and Francophone Community – Prince Edward Island Government

Joint Working Group Report

Acknowledgements

The Acadian and Francophone Community – Prince Edward Island Government Joint Working Group would like to thank its members for the valuable knowledge and guidance as well as those who have contributed to the successful completion of this report.

JOINT WORKING GROUP MEMBERS

Community representatives: Darlene Arsenault, Gabriel Arsenault, Gilbert Ladéroute, Robert Maddix and Michelle Pineau.

Government representatives: Bill Buell, Aubrey Cormier, Harry Holman, Linda Lowther and Susan MacKenzie.

Observers / Contributors: Jeannita Bernard, Edmond Richard and Lizanne Thorne.

COLLABORATORMaurice X. Gallant of X.O. Consultants

TRANSLATIONAcadian and Francophone Affairs Secretariat, Government of Prince Edward Island

A production of the Acadian and Francophone Community – Prince Edward Island Government Joint Working Group.

April 2013

The Government of Prince Edward Island recognizes the importance of the Acadian and Francophone community to the social, cultural, and economic fabric of the province.

The Acadian and Francophone Community-PEI Government Joint Working Group was formed so that government could work collaboratively with the Acadian and Francophone community to establish a joint development plan to support the vitality of this important Island community.

I am pleased to present the report of the Joint Working Group. This report and its recommendations are the result of continued collaboration between government and the Acadian and Francophone community.

The Government of Prince Edward Island has made strides in the implementation of strategic actions outlined in this report, and I remain committed to working with the Acadian and Francophone community to ensure that the remaining joint strategic actions are carried out.

I would like to thank all those who dedicated time and effort to the Joint Working Group and who contributed to the development of this report, including representatives of the Acadian and Francophone community, the provincial and federal governments, the Acadian and Francophone Community Advisory Committee, as well as the Société Saint-Thomas-d’Aquin.

I look forward to continuing to work with the Acadian and Francophone community in the implementation of the joint development plan.

Respectfully submitted,

Premier Robert Ghiz

Message from the Co-chairs

The past years have been some of significant growth and change for the Island Francophonie. As co-chairs, we are pleased to present the report and recommendations of the Acadian and Francophone Community - PEI Government Joint Working Group.

Recognizing that the Acadian and Francophone community is diverse and has different needs, it was important to work together in order to maximize its long term vitality for the benefit of current and future generations. This innovative joint approach, which promotes the partnership between government and the community, highlights the progress made to support the development of the Acadian and Francophone community of Prince Edward Island.

During the development of this document, consultation activities with community members and organizations were crucial to ensure the Joint Working Group’s ability to align the priority needs of the community with the priority strategies of the government.

We are grateful to everyone whose hard work made this report possible. We continue to engage all people within government and in the community to help us carry out this commendable work.

Respectfully submitted,

Gabriel Arsenault Aubrey CormierCommunity co-chair Government co-chair

Acadian and Francophone Community – PEI Government Joint Working Group Report

TABLE OF CONTENTSINTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

BACKGROUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Mandate of the Joint Working Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Responsibilities and achievements of the provincial government . . . . . . . . . . . . . . 6

Responsibilities and achievements of the Acadian and Francophone community . 7

Results of the analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

SHARED PERSPECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Acadian and Francophone community priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Partnership and Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Government Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Strategic Orientations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Coordination mechanisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Provincial responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Community responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Joint responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Evaluation of the plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21


It is obvious that the Francophone community on Prince Edward Island has evolved significantly because of the many changes in society over the years, and it is also obvious that this community of “French speakers” is still evolving. The government of Prince Edward Island recognizes that the linguistic landscape of Prince Edward Island has changed fundamentally in the last four decades. This major transformation wasn’t brought on by this government alone, or even by the combined actions of different public administrations. In reality, a social change has taken place in families, schools, community organizations and all Island communities. Moreover, today increasing numbers of Anglophones on Prince Edward Island speak French because they recognize the importance of knowing both of the country’s official languages.

The government of Prince Edward Island increasingly recognizes the magnitude of the value of the Francophone community in the province. The Island Francophone community’s contribution to and potential for the development of the province are more often seen at their true value. A Francophone community that is stronger culturally and economically can only increase its contribution. The citizens of the province also recognize more today the value of linguistic duality and of a flourishing Francophone community in their province. This is what motivated the government in 2009 to respond to calls from the Acadian and Francophone community to join it in developing a strategic plan for the ongoing development of the Island Francophone community. It is from this perspective that the government of Prince Edward Island and the Acadian and Francophone community (AFC) formed the Joint Working Group (JWG) to establish a joint development plan for the Island Acadian and Francophone community. While it respected community independence in choosing what to do, the provincial government took on a leadership role and coordinated the JWG’s efforts.

This report gives the background of the joint initiative and describes the effects of the relationship between the provincial government and the AFC. It gives a clear idea of the JWG’s mandate and final objective and indicates the main stakeholders who contributed to the planning. The last section of the background information presents a broad overview of the findings and issues related to demographics, identity and diversity, and the achievements of both parties. This document also describes the shared perspectives of the provincial government and the AFC, especially regarding the latter’s priorities and the strategic orientations targeted by the plan. The last part of the document contains recommendations for implementing the strategic actions in the plan.

The Joint Plan includes:

• Three (3) common fields of action

• Nine (9) strategic orientations

• Forty-eight (48) strategic actions

The Prince Edward Island government cannot implement this plan all by itself. The distribution of responsibilities for implementing the strategic actions shows the willingness of both parties to continue to collaborate on the growth of the Francophone community in the province. For instance, note that the responsibility for implementing two thirds of the strategic actions stemming from this plan falls jointly on the government and the community (33 actions), while the other actions are the sole responsibility of the government (8 actions) or the community (7 actions).

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Introduction


The portrait of the Francophone community on Prince Edward Island has changed radically in the past two generations. The large number of young people who have attended French first-language or immersion programs over the years largely explains this major transformation. Despite great progress on several fronts, the community of Acadian and Francophone origin has been facing serious demographic challenges over the past few years. This joint plan takes for granted that all Acadians, Francophones and Francophiles in PEI are part of Prince Edward Island’s Francophone family.

One reason for the creation of the JWG was to strengthen existing relationships between the provincial government and the Acadian and Francophone community in a positive, collaborative environment. The joint plan resulting from this initiative is good for both the provincial government and the Acadian and Francophone community. The joint plan allows the provincial government to consider the reality of the Acadian and Francophone community and to integrate the community’s priority needs into its daily operations, based on its capacity to meet these needs. The plan allows the community to identify potential government support based on initiatives favorable to it and related to priorities for its development.

Prince Edward Island’s Acadian and Francophone community has recognized the JWG as an important initiative in the development of its 2011-2016 Global Development Plan (GDP). Since consulting the AFC was already part of preparing the GDP, the JWG chose to concentrate on the issues and needs expressed by the AFC during this process and not hold further consultations. The JWG closely followed the community process of preparing the GDP and based itself on various findings validated by the AFC.

It is important to emphasize here the connection among the community, the provincial government and the federal government in carrying out this project. As it was quite complex, the provincial government created a partnership just with the community, at this stage in the planning exercise, to keep things relevant. Beyond this bilateral approach, the JWG invited the federal government to participate as an observer in the deliberations because of its fundamental role in the AFC’s development and growth.

The joint working group consisted of five community representatives appointed by the Société Saint-Thomas-d’Aquin (SSTA), five government representatives appointed internally by the provincial government and one representative of the Acadian and Francophone Community Advisory Committee (AFCAC) as observer. Two other representatives were invited to the table initially as observers by the co-chairs, one from the SSTA and one from the federal government. They made a greater contribution through their comments on the content and process.

Background

JWGSSTA (OBSERVER)

COMMUNITY

AFCAC(OBSERVER)

PROVINCIAL GOVERNMENT

CANADIAN HERITAGE

(OBSERVER)

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The AFC representatives were chosen because of their experience in the community milieu, and, particularly, their reputations in and influence on their community. The government representatives were chosen for their fields of expertise in relation to the departments for which they work and to the AFC’s priority development issues. The departments represented on the JWG were: Executive Council; Tourism and Culture; Education and Early Childhood Development; Innovation and Advanced Learning; Fisheries, Aquaculture and Rural Development.

Given the multidimensional aspect of the JWG’s mandate, it goes without saying that many socio-economic and cultural factors had to be considered throughout the process. This brought the JWG to consider elements in the analysis of the internal and external environments of the provincial government and the community that could somehow affect the advancement of this process. (See the Appendix on the external and internal environments.)

Mandate of the Joint Working Group

The mandate of the Joint Working Group was to prepare a joint development plan for the Acadian and Francophone community of Prince Edward Island, making the Acadian and Francophone community more dynamic and highlighting its contribution to the development of Prince Edward Island as a whole. Note that some proposals are joint responsibilities while others are the exclusive responsibility of either the provincial government or the AFC.

The JWG existed first and foremost to constitute a meeting place between the AFC’s priority needs and the government’s priority strategies, considering the community, economic and government contexts. The JWG’s ultimate goal was to establish government and community strategic orientations for the development of the AFC. To accomplish this, the JWG presented progress reports on its work during community forums on the GDP. These presentations were also an opportunity for the JWG to clarify the extent of its field of action.

Community RESPONSIBILITIES

JointRESPONSIBILITIES

GovernmentRESPONSIBILITIES

PROPOSALS IN THE PLAN

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Community’s priority needs

Community, economic and government

contexts

Government and Community strategic orientations for the

development of the AFC

Government’s priority

strategies

Issues

First, the JWG researched related factors in recent documents, basing itself on existing planning. Many joint issues came up, especially related to the socio-economic environment, showing to what point certain independent conditions have an influence on planning. For example, the transformation of the global economy, the climate of global competition or major fluctuations in the economy can definitely have consequences for a community’s development. The provincial government and the AFC are aware of what is needed to succeed in these circumstances, without forgetting the interests of the community. In the context of community consultations and environmental analyses, the members of the JWG concluded that the priority issues should focus on demographics, diversity and identity.

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Demographics

The aging of the population and the low birth rate have negative effects on the demographics of the Island Francophone community. Population growth is a continual lifecycle and is just as essential to community vitality in the country as in the city. Recent demographic data on Prince Edward Island’s Acadian and Francophone community has shown a reduction in the number of Islanders whose mother tongue is French and an increase in the Francophile population. Note as well that much of the decrease is due to assimilation. Despite this decrease, we also note an increased interest in the French language and culture among Anglophones, leading to increased numbers of Francophiles and of youth in French immersion.

Diversity

Immigration and migration must certainly be considered as possible solutions to the AFC’s demographic problem. Recruiting specialized human resources off the Island is another. Many sectors are facing a lack of workers, and it is even more important to have essential skills. PEI isn’t the only province trying to attract skilled workers and sustain its economy, and it is competing with the rest of Canada in this respect. Even though PEI is the smallest province in Canada and its population is dealing with a continual exodus, it is a good place to find work and it has a good quality of life for Francophone and Francophile migrants and immigrants. The community is making great efforts to strengthen its structures for receiving them and its economic, social and cultural development infrastructures.

Identity

The identity and increasing diversity of populations on and off the Island are another key element. The Fédération des communautés francophones et acadienne (FCFA) du Canada defines the Francophone community as “all those who choose to live and to communicate in French, no matter what their mother tongue is or where they come from. This organization sees the French language as a place for dialogue and for celebration of the diversity that makes up the richness of the Francophone community in Canada.” With this perspective on identity, what is the future of the Acadian and Francophone community on the Island, which has to deal with all these changes, including the constant assimilation mentioned above? There is certainly an increased awareness that encourages measures to reduce the extent of this phenomenon. Individual pride in identity, especially among young people, is at the heart of any struggle against assimilation. Since the definition and diversity of the Francophone community in general changes considerably from generation to generation, efforts to strengthen the vitality of the Acadian and Francophone community must target youth. A great deal of energy must be devoted to increasing, improving and strengthening all the identity-building infrastructures that are essential to the development of pride in identity, in particular community life, education and culture.

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Analysis

Responsibilities and Achievements of the Provincial Government

The Acadian and Francophone Community Advisory Committee (AFCAC), founded in 1977, has played a decisive role in many areas. It advised the government on establishing the first French Language Services Policy, on designating the first bilingual positions in the public service and on creating the PEI French Language Health Services Network (PEIFLHSN). The latter is a model joint initiative that establishes direct, regular dialogue between the government and representatives of the Acadian and Francophone community. The government of Prince Edward Island adopted the first French Language Services Policy in 1987. This marked a new era in French language services and support for the development of the Acadian and Francophone community.

In 2000, the French Language Services Act was partly enacted in certain sectors. The Act had and has major consequences for the AFC’s access to French language services, with respect to both the nature of these services and the method of access. These first legal obligations on the government’s part to provide French language services expressed in this first phase brought out the complexity of developing and implementing language legislation and regulations. The Policy also had a strong influence on the beginning of the Canada/Prince Edward Island Agreement on French Language Services, signed in 1988.

The Acadian and Francophone Affairs Secretariat advises all government departments and agencies on French language services. It comes under the Executive Council and reports directly to the Premier or a delegated Minister. Its responsibilities include government translation services and general relationships with the AFC. It is also responsible for initiatives such as the Provincial French Celebrations, the national Web site on best practices for French language services and the government’s participation in the Assemblée parlementaire de la Francophonie.

The Secretariat also has the important role of chairing the French Services Coordinators Committee for government departments and agencies and supervising their activities in this area. The working group was officially set up to ensure application of the French Language Services Act. This legislation is the basis of the obligation for government departments and agencies to develop, implement and improve the French language services that they offer. The Committee monitors improvements in the quality of French language services offered by the government.

It is also important to note the existence of another committee that is important to the government of the Island and the AFC, the Francophone Resources Development Committee (FRDC), which brings together representatives of PEI’s Acadian and Francophone community (Société Saint-Thomas-d’Aquin, RDÉE Î.-P.-É., Baie Acadienne Development Corporation and Collège Acadie Î.-P.-É.), the federal government (Atlantic Canada Opportunities Agency, Industry Canada, Service Canada, Canadian Heritage, Rural Secretariat) and the provincial government (Executive Council, Innovation and Advanced Learning).

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Responsibilities and Achievements of the Acadian and Francophone Community

Statistics Canada puts the Island Acadian and Francophone population at just over 5,000 persons whose first language is French. It is generally recognized as well that around a third of the total population of the Island is of Acadian and Francophone descent. It should also be noted that the number of bilingual persons, still according to Statistics Canada, is around 17,000. These three categories of Francophones and Francophiles were included in the discussions of the members of the Joint Working Group and are considered in the joint development plan.

The AFC has an organization that unites it, represents it and promotes collaboration, known as the Société-Saint-Thomas-d’Aquin (SSTA). Besides its several hundred individual members, the SSTA brings together forty-three sectorial organizations and six regional committees. These bodies meet and discuss their needs and achievements as part of the Forum de concertation communautaire, a SSTA advisory body. One of this Forum’s roles was to provide a place for dialogue and cooperation on the AFC global development plan, approved at a special general meeting of the SSTA in the fall of 2010. The plan will be implemented over a five-year period, from 2011 to 2016.

For several years now, the Acadian and Francophone community has had a network of six French schools located in the Acadian and Francophone regions. Each school building also houses a community component. These school and community infrastructures are all different, but they are pillars of the Island Francophone community. Today, there are about 900 students in the Francophone school system and a large number of children in preschool programs in each Acadian region. It must also be noted that many students who have a legal right to a French first-language education still don’t attend French schools. These institutions also create an opportunity to bring the two cultures together, as Anglophones can work with Francophones to organize activities in these centres.

Results of the Analysis

The JWG’s analysis of the environments and the data gathered at the community forums served to identify several issues shared by the provincial government and the AFC. Certain issues were considered to be priorities because of information validated and prioritized by the community at the forums, then adopted by the JWG members. The goal was to bring out the relationship between the priority needs of the community and the strategies of the provincial government (see the information on the JWG in the Appendices). The following sections will elaborate on those aspects shared by the provincial government and the AFC.

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Shared Perspectives

The fields of action express the general direction of the JWG’s activities and help define the AFC’s strategic development targets, established together with the provincial government. They also stem from the issues and needs brought out during the consultations and from the analysis developed and validated later during the JWG’s working sessions. The strategic orientations and actions identified by the JWG are at the heart of the joint plan.

Acadian and Francophone Community Priorities

Based on data concerning community and government issues, these three themes were prioritized as the fields of action for the joint plan:

Demographics

The whole Island community is facing demographic fluctuations, especially the aging population, falling birth rate and exodus of young people. It is clear that this situation is not unique to the Acadian and Francophone community, but is a symptom of the general demographic trend. However, it must be emphasized that this problem is worse for the AFC, whose small population makes it more fragile. For example, certain statistical studies indicate lower rates of literacy and of post-secondary education among Francophones, and this has a direct effect on employability. Since the average age of PEI’s AFC is 48, workforce renewal is a challenge and the decrease in the number of workers available on the labour market creates a vicious circle. Concrete measures are needed to recruit and train new workers at all levels. Of course, this is only one example among many of the possibilities that the government and the AFC are exploiting to stimulate demographic growth. In this respect, making identity more important and strengthening infrastructure are interdependent and will be looked at later in the joint plan. The common denominator in the Island Acadian and Francophone community’s demographic problems is the fundamental need for human resources in all sectors and at all levels.

Partnership and Collaboration

Everybody knows that in union there is strength and that creating partnerships certainly makes it easier to carry out projects successfully. In the area of joint action, the provincial government needs community members to participate in the work of certain government committees, and AFC organizations want government representatives for certain development activities. Each party has its own obligations and is capable of recognizing that in specific areas partnership and collaboration are the way to go for a better chance of success and uniformity. The theme “partnership and collaboration” has to show even more how much the provincial government and the AFC can both benefit from this sort of closeness. Both parties can profit from the opportunity provided by the joint plan to evaluate their respective abilities vis-à-vis their responsibilities and collaboration.

Government Services

The special needs of a Francophone community in a mainly Anglophone environment require appropriate programs and services. The main clientele for French language services is the community whose mother tongue is French, but these services also concern Islanders for whom French is a second language. Francophone institutions are one way to deliver these programs and services in French, and the French Language Services Act is an expression of what has to be implemented to meet the priority needs of the Island population in general.

8


Strategic Orientations

The strategic orientations express the priorities set and were determined based on the shared perspectives identified when the AFC joint development plan was being set. They were adopted for each field of action and for the strategic actions. The approach was based on the concrete measures essential to attain the objectives with a positive impact. For this it was absolutely essential to emphasize that we had to start where we were and make more optimal use of existing resources. Knowing that we can’t do everything at once, the members of the JWG decided to concentrate on the essential, that is, to integrate into the main body of the joint plan those strategic actions recognized as being feasible and directly meeting the community’s priority and immediate needs. The strategic actions identified as desirable will be included in the Appendices to the plan. They do not necessarily represent those activities that are essential to meeting the needs of the community. However, the members of the JWG want to remember these other proposals, as they add value to the joint plan. (See the desirable strategic actions in the Appendices.)

9

Reason for existence Fields of action Strategic orientations

Support the development

of the PEI Acadian and

Francophone community

Demographics


Government Services

Post-secondary education

Employability

Bilingual human resources

Migration, immigration and integration

Volunteer workforce

Identity building

Development of the Francophone community

Francophone institutions

French language services


DemographicsPost-secondary education

in French

Strategic ObjectiveImprove access and participation among young adults (aged 18-34) on the Island in post-secondary studies

in French in Prince Edward Island.

BackgroundThe following issue was identified during this planning process: “Limited access to and participation in post-secondary studies in French on PEI for the development of essential skills among young adults (aged 18-34) on the Island.”

Acadian and Francophone Islanders aged 18 to 34 have access to a very limited number and small range of French language post-secondary training programs on Prince Edward Island. There is one French language post-secondary educational institution on Prince Edward Island (Collège Acadie Î.-P.-É.), with a limited number of students.

Study programs can be accessed online; however, awareness of this option is quite low and there are still only a few users.

The French mother tongue population aged 18 to 34 on Prince Edward Island is decreasing (particularly men), mainly because of emigration to other Canadian provinces. Some of these emigrants leave to pursue a post-secondary education outside the province.

Strategic Actions(C) – Community, (G) – Government, (CG) – Community and government

a) Establish partnerships between existing post-secondary institutions in PEI and institutions with programs in French elsewhere, without creating any new institutions; (CG)

b) Raise awareness within the school system, the community and the government of the need to further promote to students in immersion and French schools the advantages of continuing on in French; (CG)

c) Explore the possibility of gathering data on students continuing their post-secondary studies in French; (CG)

d) Ensure the availability of GED preparatory programs in French so that Francophones and immersion students will be ready for post-secondary studies in French; (CG)

e) Encourage the establishment of a credit transfer program as part of an agreement between post-secondary institutions in the province and elsewhere; (CG)

f) Make accessible and promote French online learning programs to help young people who want to stay on the Island; (CG)

g) Study the possibility of developing bilingual programs of post-secondary study for Francophones and immersion students, offered by Francophone or Anglophone institutions. (CG)


DemographicsEmployability of French-speaking

Islanders

Strategic ObjectiveParticipate in creating an environment conducive to sustainable

employability of Islanders and to the use of French at work across the province.

BackgroundSustainable and meaningful employability of French-speaking Islanders across the province is an issue. In the Acadian rural areas, Acadian and Francophone Islanders are engaged mainly in the traditional sectors of the economy. Few are in the new economic sectors, including those identified as priorities by the PEI government.

Sustainable jobs in the new economic sectors now require a post-secondary diploma. Since the Island population is aging, bottom-up workforce renewal poses a challenge for the province’s Acadian and Francophone community. The number of workers in the labour market is rapidly declining, so it is important to be able to count on a larger proportion of working-age individuals who are capable of participating actively in the socio-economic life of the province. If we improve the employability of young adults, there is a better chance they will stay on the Island.

The average age of PEI’s Acadian and Francophone community is 48 (the highest in the Atlantic Provinces), which is above the national average of 40. The proportion of seniors is increasing and outstripping the proportion of young persons.


a) Make sure that the community / government partnership integrates the CED (Community Economic Development) Plan into the priorities of departments having responsibilities for the economy and employability; (CG)

b) Establish strategies for sustainable funding for initiatives to ensure the economic development of the whole community; (CG)

c) Encourage a collaboration agreement among community associations, industries and Skills PEI; (CG)

d) Position Francophone institutions within the rural development strategy; (CG)

e) Raise awareness among all areas of employment (public or private) and Chambers of Commerce of the importance of being able to offer services in French and thus serving as models. (CG)

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DemographicsBilingual human resources

Strategic ObjectiveRecruit, guide and retain bilingual employees within community

organizations and government.

BackgroundThe capacity of community organizations and government to recruit, guide and retain bilingual employees is an issue. The aging public service labour force creates challenges for renewal. The provincial government currently has around 200 bilingual employees (including those in the health system). There are about 83 designated bilingual positions. We estimate that there are approximately 100 additional employees with oral French skills who have never been formally assessed.

Note that 17,100 Islanders, or 12.7% of the population, said they were bilingual (English-French) in the 2006 Census.

French-speaking employees are in high demand and there is intense competition, on the Island as well as with other provinces. Recruitment can be expensive, with ads placed in various media, not only on the Island but increasingly in other provinces such as New Brunswick or Québec.


a) Propose a specific recruitment and training policy for the provincial government to increase the number of bilingual positions and the recognition by the provincial government of the value added of bilingualism at work; (G)

b) Encourage exchanges between community organizations (third-party subcontracting) and loans of services between the government and the community; (CG)

c) Propose policies to allow government employees to obtain language training during working hours (connection with the proposed recruitment and training policy); (G)

d) Establish strategies for recruiting Francophones, Francophiles and French immersion students; (CG)

e) Encourage optimization of Francophone human resources in the community when similar programs and services are offered. (CG)

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DemographicsMigration, immigration and integration

Strategic ObjectiveRecruit, integrate and retain newcomers (interprovincial migrants and foreign immigrants) and Francophiles in the Francophone community.

BackgroundThe capacity to recruit, integrate and retain newcomers (interprovincial migrants and foreign immigrants) and Francophiles is an issue. There is fierce international/regional competition over immigration since it is a worldwide phenomenon. On Prince Edward Island as elsewhere, it is difficult to attract and keep immigrants in rural areas; immigrants generally prefer to settle in urban centres. Prince Edward Island has a low rate of retention of newcomers.

Newcomers are not always fluent in French or English and do not know or understand the socio-cultural elements. This may hinder their integration into the Canadian and Island economy and society.


a) Support implementation of the strategy for Francophone demographic growth being developed; (CG)

b) Be more selective and determine the regions suited to receive immigrants based on skills lacking on Prince Edward Island (targeted recruitment, needs in terms of jobs, need for an environment where the linguistic aspect is supported); (CG)

c) Offer newcomers language instruction in both official languages as part of a pilot project; (CG)

d) Establish an agreement between the PEI Association for Newcomers to Canada (PEIANC) and the community; (C)

e) Set up a welcoming and accessible Francophone social and community network; (C)

f) Encourage the recognition of foreign credentials (partnership with professional associations). (CG)

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Partnership and Collaboration Volunteer workforce

Strategic ObjectiveRecruit, retain and guide Francophone volunteers within community

organizations and government services.

BackgroundThe capacity to recruit, retain and guide Francophone volunteers within community organizations and government services is an issue. The Island’s Acadian and Francophone community includes provincial organizations and six SSTA regional committees working in various development sectors.

The structures of many agencies and services are considered complex. This emphasizes the lack of people and impacts on operations. There is no formal system to recruit or redeploy volunteers.

There is a reverse trend in gender representation on community boards - 64% women versus 36% men. There is also an imbalance in age representation - only 20% of members are aged 29 or under.


a) Extend the process of redeployment of certain community organizations to maximize their efficiency; (C)

b) Create partnerships among community organizations to share and exchange volunteers based on the gaps identified; (C)

c) Set up a succession and training plan to develop the necessary skills; (CG)

d) Define a clear, precise mandate for representation on committees, with guidelines on operation and expectations; (C) (G)

e) Create a database including profiles of expertise of volunteers and community organizations, their mandates and their members that will be accessible to civil servants and community stakeholders. (CG)

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Partnership and Collaboration Identity building

Strategic ObjectiveBuild the Francophone identity and ensure daily use of the

French language.

BackgroundThe following issue was noted during this planning process: “Effects of assimilation on identity building and the daily use of the French language.”

The rate of assimilation of the Acadian and Francophone population is still very high. As well, many young Francophones still attend English-language schools despite the increase in the number of French language schools, and it is still difficult to access post-secondary education in French.

Out of 110,205 Islanders 15 years of age and over, 96% speak English most often at home, compared with 2% (2,265) for French. In mixed marriages, English is generally the predominant language in the home.


a) Establish a partnership among the French Language School Board, the SSTA and the Department of Education and Early Childhood Development to create a link between the community and students in order to create a sense of belonging; (CG)

b) Support the measures taken by the Table Langue Culture Éducation, a round table bringing together representatives of the Department of Education and Early Childhood Development and the Fédération culturelle de l’Î.-P.-É., encouraging the building of an Acadian and Francophone identity and the daily use of the French language; (CG)

c) Conduct a campaign to promote and modernize the Acadian and Francophone identity among the whole Island population; (CG)

d) Use the SCCs for more community outreach in the area of building the Acadian and Francophone identity in communities; (CG)

e) Promote bilingualism in departments where employees are in direct contact with the public. (G)

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Partnership and Collaboration Development of the Francophone

community

Strategic ObjectiveUse the available financial resources in the strategic plan, targeting the priorities identified for the sustainable development of the Island

Francophone community.

BackgroundThe following issue was identified during planning: Adequate infrastructure to support and optimize the distribution and use of financial resources for the priorities identified for the sustainable development of the Francophone community.

The financial context and government budget deficit increasingly limit access to financial resources. A large proportion of funding for community projects comes from the government. The operating costs of community organizations increase more rapidly than government aid. There is a large overlap among the mandates of various community organizations, which often compete for funding.

There are significant differences between the rural and urban Francophone communities, so Acadians and Francophones do not face the same challenges in rural areas as they do in urban centres, which have more sustainable assets.

There is a lack of expertise and experience in operational planning and partner identification within the Acadian and Francophone community, and community stakeholders are not always aware of the services and resources available.


a) Introduce on-going, flexible mechanisms for consultation and engagement in order to set priorities in collaboration with the whole community and to measure performance; (CG)

b) Analyze the programs’ effectiveness in order to see whether they need to be restructured to meet the community’s needs; (G)

c) Identify financial resources other than funding by project; (CG)

d) Foster collaboration among organizations by offering incentives to work together; (C)

e) Agree with the community on the use of financial resources and the workings of provincial and federal funding systems to create accountability frameworks for funding. (CG)

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Government Services Francophone institutions

Strategic ObjectiveAdopt a shared vision of the role and mandate of Francophone

institutions, more particularly the school and community centres, in the development of the Island community.

BackgroundThere is a lack of consensus on the existence and fundamental role of Francophone institutions, particularly educational and community institutions, in improving levels of education and the economic, social, and cultural well-being of the Francophone population of PEI.

Based on comments received during the forums, opinions also diverge between the government and the community on the critical mass of certain Francophone institutions for maintaining community infrastructures and ensuring their sustainability. For instance, programming in Francophone institutions is not always consistent with the provincial government’s innovation and economic development priorities.

During the planning phase, a lack of understanding and recognition of the special needs of French-speaking communities in a predominantly English environment was noted.

Government and community stakeholders are aware of the existence of different organizational cultures between the government and the community.


a) Define a vision of and policy on the role and mandate of Francophone institutions, especially the SCCs, clarifying their relationship to the Island population as a whole; (G)

b) Adopt a provincial policy on the mandate of SCCs in the development of the Island Acadian and Francophone community and their place within the Island community as a whole, within an ongoing open dialogue; (CG)

c) Establish shared vision and programming for the school component and the community component of SCCs, by means of a regular partnership between the two respective management teams; (C)

d) Establish a communication strategy to emphasize the role played by Francophone institutions - the SCCs, for example, are seen as an expense, not an investment. (C)

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Government Services French language services

Strategic ObjectiveImplement programs and services under accessible legislation

and regulations relating to French language services, reflecting the government’s ability to provide them and the satisfaction of the Island

community’s priority needs.

BackgroundAlthough sections of the French Language Services Act came into effect several years ago, their application is far from simple. Indeed, application of the Act is considered slow, fuzzy and vague.

According to both the Chief Legislative Counsel and Mr. Justice Michel Bastarache, the current Act has serious flaws that require major amendments.

At this time, the French Language Services Act does not seem to be adapted to the needs of Islanders, and the Francophone population has limited knowledge of it. It is recognized that priorities in terms of community needs and government strategies differ. As well, not all French language services are offered equally in all regions.

Information about community needs with regard to French language services needs to be updated.


a) Establish an ongoing process of community consultation and engagement on community priorities for French language services in order to offer a growing number of such services that reflect the current needs of the community; (CG)

b) Amend the French Language Services Act; (G)

c) Organize a promotion and awareness campaign on the use of a plain-language version of the French Language Services Act and its regulations; (CG)

d) Set up a management and monitoring committee within the public service to evaluate implementation of the Act; (G)

e) Develop a policy on bilingual human resources (action also recommended under objective 3); (G)

f) Position the SCCs as a place for delivery of French language services. (CG)

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Recommendations

Implementation of this joint plan requires coordination mechanisms and continuous evaluation.

Coordination Mechanisms Implementing this joint plan requires a commitment from both parties, as well as adequate human and financial resources. There are three levels of responsibility: provincial, community and joint.

Provincial ResponsibilitiesThe coordination mechanism for provincial government responsibilities must come under the Acadian and Francophone Affairs Secretariat (AFAS), which would serve as a liaison network. This way, the AFAS will maintain regular contact with the departments targeted by those strategic actions that are solely the responsibility of the provincial government during the implementation process.

Recommendation 1: The members of the JWG propose that the provincial government and its departments use the AFAS’s expertise in implementing those strategic actions in the plan that are solely the responsibility of the provincial government.

Community ResponsibilitiesThe SSTA’s current structure is effective because it allows for continuous dialogue among community organizations. The SSTA represents the partners in the AFC and must coordinate the implementation of those initiatives that are solely the responsibility of the community.

Recommendation 2: For this joint plan, the members of the JWG recommend that, as needed, the SSTA direct and support the efforts of community organizations.

Joint ResponsibilitiesSince most of the strategic actions concern both partners, their implementation requires a structure that can ensure follow-up and discuss respective responsibilities during the implementation phase. The main objective is to strengthen existing partnerships and avoid duplication.

Recommendation 3: The members of the JWG recommend that the AFCAC work on making sure that the joint strategic actions are implemented. It is recommended that the tripartite Francophone Resource Development Committee (FRDC) and its subcommittees implement those strategic actions that could benefit from a tripartite approach.

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Evaluation of the Plan It is important to note that the members of the JWG believe in the importance of the role of the partners who will be responsible for implementing the joint plan. The objective is to guide and facilitate the process through all the steps necessary to successfully carry out the strategic actions.

Recommendation 4: The members of the JWG recommend that the AFAS and the SSTA evaluate the validity of the JWG model and work methods.

Recommendation 5: The members of the JWG recommend that the partners responsible for implementing the joint plan evaluate the implementation process.

Recommendation 6: The members of the JWG propose that the partners responsible for implementing the joint plan call, if necessary, on the outgoing members of the JWG and their collective memories to support the implementation process.

ConclusionThe research and analysis activities that were part of this planning process showed clearly that the Island Francophone community is undergoing major changes – changes with an influence on all aspects of its development. The JWG’s planning exercise succeeded in establishing the common points of view of the provincial government and the Acadian and Francophone community with respect to strategic targets, fields of action and priorities for the next few years. As it was noted in the introduction, this joint plan will be good not only for the provincial government but for the Acadian and Francophone community and the whole Island Francophone community.

The conclusions coming out of this planning exercise complement the conviction that the Island Acadian and Francophone community has much to offer to development and progress in the province of Prince Edward Island, hinging on the resources and mechanisms at its disposal. The JWG’s government and community stakeholders recognize that the development of the Francophone community on the Island requires, first and foremost, concrete measures by the provincial government and the community. It goes without saying that the success of the joint plan depends on a commitment by both parties and their ability to implement it.

Finally, it is fundamental to acknowledge that this joint plan is an outline, subject to improvement. The strategic actions, especially, will have to be reviewed regularly, both because environment and needs change rapidly and because some choices have to be reviewed to ensure that they are still appropriate.

This government-community planning process took into account the specific realities of the Island Francophone community and proposed ways to conciliate its priority needs with government priorities and programs in accordance with its ability to meet these needs. Indeed, this is the essential element for implementation of this joint plan. The plan has allowed the community to identify potential support from the provincial government based on initiatives that are favorable to it and related to its development priorities.

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Appendices

Appendix 1 – Joint Working Group Values

Appendix 2 – Joint Working Group Working Methods

Appendix 3 – Analysis of Internal and External Environments

Appendix 4 – Joint Working Group Factsheets

Appendix 5 – Desirable Strategic Actions

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Appendix 1 – Joint Working Group Values

Preamble:

The values suggested below should be considered as moral qualities supporting and guiding members’ ac-tions for the good of the Acadian and Francophone community. It will be understood that the community and the government are included in each of these values.

1. Development of the Acadian and Francophone community by encouraging collective, dynamic participa-tion and commitment.

2. Respect for and recognition of individual value, maintaining an open, positive outlook on progress made.

3. The capacity to be accountable for decisions and actions and transparency in ideas, opinions and deci-sions.

4. Promotion of the importance of active participation in community life will be kept in mind during the recom-mendation process.

5. Maintaining an open dialogue and developing a relationship of trust to better meet community needs.

6. Assurance that the actions undertaken are guided by collaborative strategies favorable to mutual support and collective commitment.

7. Recognition of the importance of maintaining community life in French based both on its historical and cultural origins and on the diversity of the Francophone community, which counts as many Francophone emigrants as immigrants.

8. Enthusiastically valuing the innovativeness of the project and proactive consideration of the community’s needs and expectations, as well as the value added to the development of PEI.

9. Respect for individuals, their proposals, their creativity and their differences of opinion.

Sources: Plan Vision, Background, Joint Working Group, SSTA brief, CED and others.

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Appendix 2 – Joint Working Group Working Methods

1. Work from our strengths and add to those strengths we already have.

2. Stimulate everyone’s participation through interactive and cumulative exchanges.

3. Aim for mutual valuing and submit ideas to be improved on.

4. Respect individuals, as well as everyone’s proposals, creativity and differences of opinion.

5. All of the JWG’s decisions or recommendations should be by consensus.

6. Each member of the JWG promises not to use the working group for personal purposes without the express agreement of the JWG co-chairs.

7. Discussions should deal with the broad orientations and the mechanisms to evaluate the development plan and not on the daily running of the project.

8. Look for fundamental, lasting changes that will empirically demonstrate progressive improvements.

9. Confidentiality: JWG members recognize that some information on the progress of the project could be disseminated outside the group. Thus it is important that everyone respect the ethical principles of the group with respect to the choice of the information divulged.

10. Respect the terms of operation given in the background statement.

11. Provide the information deemed necessary to carry out the project.

12. Report JWG discussions in minutes that do not include names, to be prepared by the strategic planning officer and sent to members.

13. A draft agenda and the documents for each meeting will be sent electronically at least five working days before the meeting.

14. Members will be responsible for reading the documentation and minutes before each meeting.

15. Members will be responsible for having with them all documents necessary for meetings. A paper copy may be provided if requested in advance.

16. Each JWG member will participate actively in meetings.

17. In order to optimize the process of preparing the development plan, members will have to take into account the amount of time allocated for the project, as well as the material and human resources available, when choosing themes for discussion and proposing solutions.

18. JWG members who cannot attend one or more meetings shall, to the extent possible, inform the strategic planning officer.


Appendix 3 – Analysis: Government and Community

Analysis of the External Environment The external environment is made up of all the conditions and factors that are external to the strategic planning context. In order to be able to properly target the strategies later, it is vital to be well informed about the elements in the external environment that are likely to influence the development plan.

Since it is important for the government of Prince Edward Island and the PEI Acadian and Francophone community to continue to strengthen their capacity to adapt to the economic, community and political environment, it will be fundamental for the Joint Working Group to take into account the following major phenomena and issues throughout the planning process.

• The significant transformation of the form, structure and dynamics of the global economy and the climate of global competition for markets, investments and workers

• Governments running deficits in the coming years

• Wide fluctuations in the economy

• Concern with environmental protection

• Rapid, continuous development of information and communication technologies (ICT)

• The growth of urban areas and decline of rural ones

• Demographic upheavals, particularly the aging population and low birth rate

• Greater personal mobility

• A lack of workers in many sectors and the importance of essential skills

• Sharp competition among countries and regions for immigrants

• Wider diversity in populations

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Government

Analysis of the Internal Environment General description of the services in place, achievements and intentions of the government of Prince Edward Island

With the adoption of the first French Language Policy in 1987, the government of Prince Edward Island inaugurated a new era for services in French and support for the development of the Acadian and Francophone community. Previously, in 1977, the government had created the Acadian Communities Advisory Committee (ACAC).

The ACAC is made up of members of the Acadian and Francophone community. It advises the government through the Minister responsible for Acadian and Francophone Affairs – and other Ministers – about the priorities, policies, programs and services affecting the Acadian and Francophone community. In the past, the ACAC advised on matters such as the preparation of the first Policy, the designation of the first bilingual positions, the creation of the French Language Health Services Network, support for the Minister responsible and the whole government. Despite its key role in certain matters, the ACAC has also had periods of inactivity. Even so, it is quite important to the Acadian and Francophone community.

Thanks partly to the first French Language Policy, the provincial public service (including the health system) now has about 200 bilingual employees. Their level of bilingualism varies from intermediate (functional) to advanced. This number includes casual and contract employees. Note that bilingual employees are identified on a voluntary basis – unless they are in a designated bilingual position – so the total number for bilingual employees isn’t very reliable. Note that these persons are not necessarily in designated bilingual positions. There are about 83 of these positions throughout the entire public service.

However, the Public Service Commission (PSC) has an extensive language training program now offered in partnership with Collège Acadie Î.-P.-É. This program includes training at all levels (beginner to advanced) and a skill maintenance program. The PSC has also set up programs for target clienteles, such as the staff of healthcare institutions. Thus there are mechanisms and resources to support bilingual employees and those who wish to become bilingual.

The Policy also paved the way for the first Canada/Prince Edward Island General Agreement on the Promotion of Official Languages signed in 1988, now known as the Canada PEI Agreement on French Language Services. The objective of this renewable agreement is to provide multi-year funding and a mechanism of cooperation between the federal and provincial governments to increase the offer of French language services. The current federal contribution is $1.56 million a year and the provincial contribution is about $1.22 million, for a total of $2.78 million.This funding was used to create new programs such as the Acadian Cultural Development Program, the Acadian Tourism Development Program and the Community Centre Support Program, and to create bilingual positions. This agreement is a clear advantage for the offer of French language services but the dependency on federal funding could lead to a certain abdication of responsibility by the provincial government and make the continuation of services rather precarious if funding is ever reduced, frozen or cancelled entirely. 25


In 2000, the French Language Services Act was partly enacted. Prince Edward Island is the first among those provinces and territories that do not have any constitutional obligations on the subject to adopt such legislation. This marked a fundamental change for government because it marked the provincial government’s first legal obligations with respect to French language services, except in the area of education. The fact that new sections of the Act haven’t been enacted could lead one to believe that the government has become less committed in the past ten years, but it is mainly due to the complexity of drafting and implementing language legislation.

The Prince Edward Island government has a central body responsible for French language services: the Acadian and Francophone Affairs Secretariat, part of the Executive Council Office. Its main function is to help the provincial government to increase its offer of French language services. In practical terms, this means managing the French Language Services, the Canada PEI Agreement on French Language Services and bilateral agreements with partners from elsewhere in La Francophonie such as Québec.

The Secretariat also advises government departments and agencies on French language services and is responsible for the provincial translation services. The Secretariat launched initiatives such as the Provincial French Celebrations, the national website on best practices for French language services and the government’s participation in the Assemblée parlementaire de la Francophonie. The Secretariat is recognized within government for its expertise, its sound advice and its spirit of innovation.

Another major role of the Secretariat is to chair the French Services Coordinators Committee and to oversee its strategic direction. This committee is formally established under the French Language Services Act and includes the coordinators from each government department and agency. Each department or agency is responsible for establishing, implementing and improving its own French language services. The Coordinators Committee makes sure that the quality of French language government services as a whole is improved.

Awareness within the current administration of the provincial public service is much higher than it was in the past. It must also be noted that the education sector has also undergone major transformations. From the opening of École Évangéline in 1960 to the creation and expansion of immersion programs, the establishment of a French Programs Division within the Department of Education and Early Childhood Development, not to mention school management and the construction of school-community centres, as well as, more recently, official recognition of the Collège Acadie Î.-P.-É. as a post-secondary institution, the provincial government has made huge strides in the past 30 years. As well, the French immersion program is offered in almost half of all English schools. Prince Edward Island boasts a bilingualism rate of 12.7%, the third highest in the country after Québec and New Brunswick, according to the 2006 Census. This equals a large potential public and private sector bilingual workforce.

The government has made a major commitment to the Acadian and Francophone community. This commitment, confirmed by Cabinet in January 2008, includes the following elements:

• Prepare, during the current mandate, a schedule for enacting the entire French Language Services Act;

• Draft, in conjunction with the Acadian and Francophone community, a plan to ensure the community’s long-term development;

• Maintain direct, regular dialogue between government and representatives of the Acadian and Francophone community.

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The government as a whole seems to prefer more wide-reaching strategies. This also seems to be the case with the Island Prosperity Strategy, the Rural Development Strategy and the Cultural Explosion Tourism Strategy. The climate is ripe for a long-term development plan.

A new Assistant Deputy Minister position responsible for Acadian and Francophone Affairs was created in fall 2009. This shows the government’s commitment and the priority it gives the plan.

Finally, the current economic situation has had, and continues to have, repercussions on the ability of the provincial government as a whole to offer new services. The Economic Report, filed on November 20, 2009, shows a provincial deficit of $85.4 million. The Minister of Finance has indicated clearly that the government is counting on staff reductions in the public service over the next 18 months, a period during which 22% of employees will be eligible to retire. These employees will not all be replaced and we must expect major restructuring.

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Area Strengths WeaknessesFrench Language Services - Government

• Designated bilingual positions• Provincial French language training program

for employees• More bilingual public servants • More bilingual public servants in upper

management positions• Advances especially in the healthcare sector

• Delays in filling bilingual positions• Difficulties in filling bilingual positions

French Language Services - Community

• Existence of funding programs for Acadians and Francophones

• Funding for organizations like the Collège Acadie Î.-P.-É. and the French Language School Board

Financial Context • Provincial government multi-year financial commitment to the Acadian and Francophone community, no matter which party is in power

• Lack of financial and human resources • Dependence on the federal government

for funding, creating a lack of provincial commitment to programs

• Gradual disengagement by the federal government, meaning that the province is not always able to meet the financial commitments by its own means

• Provincial and federal budget deficits

Political Context • Increased desire among political stakeholders and willingness to advance the cause of the AFC

• Recognition of the community by elected officials and receptiveness to the needs of the AFC

• Greater awareness in the public service of the reality of needs for legislation

• Fixed-date elections – planning is easier and more efficient

• No long-term government planning with respect to the mandate

Opportunities ThreatsFrench Language Services - Government

• Access to a network of high-ranking public servants

• Continual lack of applicants for advertised public service vacancies

• Competition with the federal government, which offers higher wages and has more financial resources to recruit bilingual employees

French Language Services - Community

• Public servants open to changes and to the needs of the AFC

• Lack of awareness or knowledge of the AFC by certain departments

Economic Context • Current economic situation deteriorating and uncertain

Political Context • General understanding of actions on French language services

• Capitalization on the current political will• The Premier is the Minister responsible for

Acadian and Francophone Affairs and he is bilingual

• Tight timeline for the JWG project


Community

Analysis of the Internal Environment General description of the community and its achievements

The Acadian and Francophone community of Prince Edward Island consisted of 5,592 persons whose mother tongue was French in 2006, a marked decline of 297 persons or 5% compared to 2001. These Francophones represent 4.2% of the total population of the province. On Prince Edward Island, the number of persons who know French (alone or along with English) has increased dramatically in the last few decades. Today, a total of 17,000 persons in the province can speak French, about 12.7% of the total population. For the Island Acadian and Francophone community, these “French speakers” obviously represent a potential for its global development. This potential may translate into a source of support or allies, or represent a potential pool of labour or expertise that should not be ignored when implementing a new development plan.

The linguistic reality for the Francophone community on the Island is that English is part of daily life for Prince Edward Island Acadians and Francophones. For over three quarters of these Francophones, English is the primary language of the workplace.

Looking at the age “pyramid” of Acadians and Francophones on Prince Edward Island, the base can no longer support previous generations. Obviously, issues in this area focus on the birth rate, immigration and emigration. Also, some regions are doing better than others. The presence of Francophone newcomers over the past few decades is very low. Only Charlottetown seems to attract a timid few Francophone immigrants recently.

According to the 2006 Census, about 66% of the Francophone population is in the labour force, close to the provincial average (68%), and the employment rate (employed persons) is 60%, equivalent to the provincial average. The fact that the unemployment rate of Acadians and Francophones on Prince Edward Island, 6%, is below the provincial average of 11% is explained in part by the versatility of a Francophone, often bilingual, population and in part because the number of persons not in the labour force is slightly higher among Francophones. However, as a whole the situation of Francophones on Prince Edward Island reflects that of all Canadians, where the labour force participation rate is 67% and the unemployment rate is 6.6%.

As revealed by the latest data in the 2006 Census, the Francophone community of Prince Edward Island faces major challenges with respect to education. More than one person in three has no diploma. In a globalized economy, which has been turning toward a knowledge-based economy for at least a decade, the community has a lot of catching up to do in order just to adapt to constantly changing conditions in the economy and in society in general.

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The Island Francophone community is essentially rural, although a good number live in Summerside and Charlottetown. It has been recognized for a long time that despite a certain cultural homogeneity, there are marked economic and community disparities among Acadian regions. Especially in the last decade, this minority official language community has been making progress with respect to revenue and employment. However, these improvements are occurring in a context of an aging population, below-average educational levels and high youth emigration. Also, this community’s development has to adapt to a few new realities, such as the recent expansion of the Francophone community in Greater Charlottetown.

For several years now, the Acadian and Francophone community has had a good network of schools throughout the province. These schools are integrated into the school and community centres and are pillars of the Francophone community in the regions. Today, the French language school system serves around 700 students. Also, a large number of children participate in various preschool programs in each of the Acadian regions.The Acadian and Francophone community of PEI can count on around twenty provincial organizations working for its global development as well as one parapublic body, the French Language School Board of PEI. Over the years, stakeholders have chosen to establish a sectorial organizational structure. The Société Saint-Thomas-d’Aquin speaks for the community and has the mandate of looking after overall community development planning and bringing together the various stakeholders to implement the strategies chosen.

The Acadian and Francophone population of Prince Edward Island is grouped around six school and community centres. These centres are seen as essential to community development, particularly in the regions. Acadians and Francophones are aware of the role of these centres in bringing Francophones together and in spreading the culture among Francophones and Anglophones alike.

Over the past few years, the public administration sector, especially the appearance of a population of Francophone public servants in Charlottetown, has been changing the Francophone social and economic dynamic on Prince Edward Island. As a major supplier of jobs, the public service constitutes a major vector of economic and community development with jobs under excellent conditions for PEI Acadians and Francophones. For French speakers on Prince Edward Island, the fact of being bilingual is an immediate advantage in the eyes of these future employers, but it must be accompanied by solid academic achievements.

The Acadian and Francophone community adopted a new community economic development plan in 2008. Strengthening human capital and developing entrepreneurship were among the main priorities in the proposed strategic orientations. It was also proposed that the community align itself more closely with the economic development sectors favored by the government of Prince Edward Island, that is, aerospace, renewable energy, information and communications technologies and life sciences.

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Area Strengths WeaknessesLinguistic vitality • Bilingual population

• Emerging Francophone community in Greater Charlottetown

• High participation rate in the immersion program

• The population of Islanders whose mother tongue is French is in imminent danger of dropping below the critical threshold of 5,000 persons (federal services)

Social and community vitality

• Network of organizations• Educational institutions (schools and post-

secondary) in place• Community organizations in place• Important cultural products and events

(festivals, performances, etc.)

• Undereducated population (rural regions)• A low number of right holders attend

Francophone schools (25%)• High number of Acadian and

Francophone community organizations in PEI

• AFC literacy rate below the provincial and national average

Economic vitality • Higher revenues than the province as a whole (especially in urban regions)

• Lower unemployment rate than the province as a whole (especially in urban regions)

• Cooperatives operating and profitable

• Dependence on traditional sectors• Little correspondence with governmental

economic strategies

Demographic vitality • Low rate of Francophone immigration • Sharp decrease in the birth rate

Opportunities ThreatsLinguistic vitality • Language training

• Increasing clientele in immersion programs • Continued assimilation of Acadians and

Francophones (assimilation rate over 50%) (Especially 13- to 25-year-olds)

Social and community vitality

• Acadian identity and culture linked to commemorative projects and activities

• Development of Acadian identity and history in tandem with the Francophone community

• School and community infrastructures to keep young people within the Francophone community

• Development of human resources training and development strategies

• Variation in the quality of community infrastructures and spaces

Economic vitality • Leading-edge sectors (aerospace, life sciences, ICT, renewable energy, etc.)

• Public service jobs• Increased action by educational institutions

in the area of economic development • Knowledge industries

• Marginalization of economic strategies • Rural economy not integrated with the

urban economic dynamic• Decline of the rural regions • Under-diversification of the economy• Loss of skilled human resources (exodus)• Lack of workers in certain sectors

Demographic vitality • Economic immigration • Francophone diversity stemming from varied

sources of immigration, there are other countries in the world that are potential sources of Francophones

• Drop in the number of Francophones (minimum threshold 5,000)

• Exodus of youth and aging of the population


• Factsheet # 1 – Education for youth• Factsheet # 2 – Employability of French-speaking Islanders• Factsheet # 3 – Bilingual human resources• Factsheet # 4 – Migration, immigration and integration

Appendix 4 – Joint Working Group Fact Sheets

Determining Joint Working Group priority issues

Use

• The factsheets are designed to present those points that are important or indispensable to understand the elements making up the process of determining the priority issues.

• They also constitute a tool to clarify and justify choices with respect to the issues identified as priorities out of the list of all the respective issues.

• The goal is to show the relationship between the priority community needs and the provincial government’s strategies for the issues determined as being the responsibility of the Joint Working Group (JWG).

Composition

• Each factsheet reiterates in detail the issue and the relevant information in order to show the determining factors in the process of preparation.

Organization

• The factsheets are in order of field of action corresponding to the major theme to which the issue is related.

Demographics


Government Services

• Factsheet # 5 – Volunteer workforce• Factsheet # 6 – Identity building• Factsheet # 7 – Development of the Francophone community

• Factsheet # 8 – Francophone institutions• Factsheet # 9 – French language services

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Fact Sheet 1 – Education for Youth

Field of Action: Demographics

Issue

Limited access to and participation in post-secondary studies in French on PEI for the development of essential skills among young adults (aged 18-34*) on the Island

Specific comments:

Statistics Canada uses age ranges of 15 to 20 and 20 to 34. In our case, we wanted to include students, who generally finish high school at age 18, so we define young adult Islanders as being aged 18 to 34.

There is a small variety of post-secondary training programs in French; but note that a Bachelor’s degree in Education is now offered in French on PEI.

By essential skills we mean much more than basic skills related to literacy, like reading, numeracy and writing. We also mean life skills like verbal communication, reasoning ability, problem-solving, teamwork, etc.

Symptoms identified

• Exodus of young people (reasons: studies, work and wages)

• Literacy problem

• Leaving French schools for English ones

Characteristics of the issue

• There is one French language post-secondary educational institution on Prince Edward Island (Collège Acadie Î.-P.-É.), with a limited number of students.

• Study programs can be accessed online; however, awareness of this option is quite low and there are still only a few users.

• Acadian and Francophone Islanders aged 18 to 34 have access to a very limited number and small range of French language post-secondary training programs on Prince Edward Island.

• Lower literacy levels among Francophones.

• 14% of Islanders had a university degree or certificate and 25.6% had a high school diploma or the equivalent as the highest level of education attained in 2006.

• The French mother tongue population aged 18 to 34 on Prince Edward Island is decreasing (particularly among men), mainly because of emigration to other Canadian provinces. Some of these emigrants leave to pursue a post-secondary education outside the province.

Sources• Analyse de la situation et profil, communauté acadienne et francophone de l’Î.-P.-É., Institut de Leadership, Université de Moncton,

March 2004• Statistical Portrait of Francophones on PEI (Appendix A), CED Plan 2009-2012, ShiftCentral• Profile of the Acadian and Francophone community on Prince Edward Island, 2nd edition, FCFA du Canada • Compilation by the Community Accounts unit based on information on Statistics Canada’s 2006 Census


Fact Sheet 2 – Employability of French-speaking Islanders


Issue

Meaningful, sustainable employability of French-speaking Islanders across the province

Specific comments:

Since the Island population is aging, bottom-up workforce renewal poses a challenge for the province’s Acadian and Francophone community. The number of available workers in the labour market is rapidly declining, so it is important to be able to count on a larger proportion of working-age individuals who are capable of participating actively in the socio-economic life of the province. If we improve the employability of young adults, there is a better chance they will stay on the Island.

The average age of PEI’s Acadian and Francophone community is 48 (the highest in the Atlantic Provinces), which is above the national average of 40. The proportion of seniors is increasing and outstripping the proportion of young persons.

Symptoms identified

• Urban/rural imbalance because of the growth of urban areas and the decline of the rural regions at the eastern and western ends of the Island (rural exodus)

• Aging population (see note) and exodus of youth

• Labour shortage in many key sectors of rural economies


• There is a strong correlation between the labour force participation rate and levels of education. People with better educations are less likely to be unemployed.

• The level of employment for those without a post-secondary diploma has decreased by 8.6% on Prince Edward Island. In 2006, 67.1% of the unemployed lacked a post-secondary diploma.

• In the Acadian rural areas, Acadian and Francophone Islanders are engaged mainly in the traditional sectors of the economy. Few are in the new economic sectors, including those identified as priorities by the PEI government.

• The average revenue of Francophone Islanders is $23,763, compared to an average of $22,383 for Prince Edward Island and of $25,615 for Canada in 2005.

• Sustainable jobs now require a post-secondary diploma. For example, the Atlantic Canada Opportunities Agency (ACOA) now requires a bachelor’s degree for an entry-level development officer position, while in the past recruitment was based on experience.

Sources• PEI French language health services, PEI French Language Health Services Network, Wellington, Prince Edward Island • Labour Force Survey – Provincial labour force differences by level of education – Statistics Canada • Profile of the Acadian and Francophone community on Prince Edward Island, 2nd edition, FCFA du Canada• APECA – ACOA


Fact Sheet 3 – Bilingual Human Resources


Issue

Recruitment, guidance and retention of bilingual employees within community organizations and government

Specific comments:

Let’s take as an example an administrative support position and compare salary scales:$31,000 to $34,870 with a community organization$35,315 to $42,608 with the provincial government$42,263 to $45,620 with the federal governmentThe gap is wider for higher-ranking positions.

Also, young Islanders who do their post-secondary studies outside the province tend to not come back to the Island when they finish their education.

The notion of training is included in the term “guidance”.

Symptoms identified

• General lack of professional human resources in French in proportion to needs

• Limited pool of bilingual human resources at any level

• Delivery of government services in French is not done bilingually


• The aging public service labour force creates challenges for renewal.

• The provincial government has around 150 bilingual employees assessed at an intermediate or advanced level out of a total of about 9 000 employees (including those in the health system). There are also about 83 designated bilingual positions. We estimate that there are approximately 100 additional employees with intermediate or better skills in oral French who have never asked for a formal assessment.

• Note that 17,100 people, or 12.7% of the PEI population, said they were bilingual (English-French) in the 2006 Census.

• 122 employees of the health system and the public service were taking French language training, with 21 beginner and intermediate classes. 20 employees are in the four advanced classes (maintenance and grammar).

• Most divisions of departments or community organizations depend on just one bilingual employee to offer French language services.

• Salaries are more competitive with the provincial government than with community organizations, and they are higher with the federal government than with the provincial government (see the example on the salary scales comparison).

• Limited public transit system in rural areas.

• French-speaking employees are in high demand and there is intense competition, on the Island as well as with other provinces.

• Recruitment can be very expensive, with ads placed in various media, not only on the Island but increasingly in other provinces such as New Brunswick or Québec.

Sources• Statistical Portrait of Francophones on PEI (Appendix A), CED Plan 2009-2012, ShiftCentral • Statistics on the Bilingual Work Force, PEI Public Service Commission, November 2011• Compilation by the Community Accounts unit based on information on Statistics Canada’s 2006 Census


Fact Sheet 4 – Migration, Immigration and Integration


Issue

Recruitment, integration and retention of newcomers (interprovincial migrants and foreign immigrants) and Francophiles

Specific comments:

Three quarters of Francophones on the Island were born here (75.8%), 22.8% were born in another Canadian province and 1.5% outside Canada.

If you look more closely at data on knowledge of official languages, 5,592 Islanders have French as their mother tongue and 11,495 would be considered to be Francophiles, having French as an additional language.

Note as well that a large proportion of “assimilated” or “anglicized” Acadians have lost the use of the French language.

Symptoms identified

• Demographic upheavals, especially with the aging of the Island population and a declining birth rate – need for repopulation

• The Island has a low rate of retention of newcomers

• Limited number of Francophiles in Francophone/bilingual positions


• There is fierce international/regional competition over immigration, as it is a worldwide phenomenon.

• It is difficult to attract and keep immigrants in rural areas. Even though certain farming regions attract many temporary workers, immigrants generally prefer to settle in urban centres.

• Newcomers are not always fluent in French or English and do not know or understand the socio-cultural elements. This may hinder their integration into the Canadian economy and society.

• Many immigrants have advanced education and skills, so qualified immigrants can give local labour markets a solid comparative advantage.

• Difficulty in recognition of credentials internationally and between provinces.

• Since many new immigrants are young people who are at an age where they might start a family, sustained immigration would have a positive impact on the number of births as well.

• So on PEI, despite a sharp drop in the number of Acadians or of people of Francophone heritage in the past several years, the number of persons who can use French has greatly increased over the same period.

• Proportionally few Francophiles have volunteer or permanent positions in Island Francophone organizations.

Sources• From Immigration to Integration: Local Solutions to a Global Challenge, OECD 2007 • Economy, Statistics and Federal Fiscal Relations, Finance and Municipal Affairs, PEI, Population projections 2009-2050, February 2010 • 2006 Census, Statistics Canada• Global Development Plan 2004-2009, Acadian and Francophone Community of PEI, Draft 2004/01/31 • Vers une vision stratégique pour le Collège Acadie Î.-P.-É., Collège Acadie Î.-P.-É., 2010


Fact Sheet 5 – Volunteer Workforce

Field of Action: Partnership and Collaboration

Issue

Recruitment, retention and guidance of volunteers within community organizations and government committees

Specific comments:

Note that the lack of qualified human resources correlates with burnout and the lack of volunteers. Conflicts of interest on Boards of Directors are another obstacle to recruiting volunteers.

The volunteer workforce was put under partnership and collaboration because there is, in this case, interdependence between the government and the community. Considering the mutual needs for representation on the Boards of Directors of community organizations and government committees, there is an opportunity to create a win-win situation.

For example, both parties could set up measures to encourage reciprocal volunteerism by their employees.

Symptoms identified

• Volunteers are older and more burnt out (because of the workload)

• Frequent resignations and difficulty in recruiting replacements

• Lack of training and information for volunteers

• Lack of candidates for Boards of Directors

• Lack of availability of a certain age category with a more active family life


• The Island Acadian and Francophone community has 20 provincial organizations, 24 local community organizations active in various sectors of development, plus the six regional committees of the SSTA.

• The structures of many organizations and committees are considered complex. This emphasizes the lack of people and impacts on operations.

• Around 110 volunteers sit on the various Boards of Directors of these organizations. In 2002, the number was 168.

• Six Francophones out of ten have revenues below $20,000, reducing the financial ability of the community to engage in volunteering. People with limited financial resources still volunteer. The difference is that they do so from time to time instead of making a long-term commitment.

• Under the French Language Services Act, each government institution must make sure that members of the Acadian and Francophone community sit on various Boards of Directors, commissions and agencies within the provincial government.

• There is a reverse trend in gender representation on community Boards of Directors - 64% women versus 36% men. More women are involved, but their family responsibilities aren’t getting any lighter.

• There is also an imbalance in age representation on community Boards of Directors - only 20% of members are aged 29 or under.

• There is no formal system to recruit or share volunteers.

• Lack of financial literacy among some people who hesitate to sit on committees because they can’t read financial statements.

Sources• Société Saint-Thomas-d’Aquin (SSTA)• Profile of the Acadian and Francophone community on Prince Edward Island, 2nd edition, FCFA du Canada• French Language Services Act (loi sur les services en français), Government of Prince Edward Island


Fact Sheet 6 – Identity Building


Issue

Effects of assimilation on identity building and the daily use of the French language

Specific comments:

“Identity building lasts a person’s whole life. Each person is the author of his or her own personality, evolution and transformation. Our only power is to be able to create a context that encourages reflection, affirmation of values and commitment, leading a person to develop a cultural affirmation and a taste for being not just a learner but a life-long learner. It is also important to mention that you can’t build someone else’s identity any more than you can learn for someone else.”

“A person’s feeling of pride comes from a feeling of competency, of being able to face challenges and to contribute to one’s milieu. People feel proud when they face challenges or experience success. This leads to self-affirmation.”

Symptoms identified

• Anglicization of the French language and of Francophone cultural, social and community life

• Low level of knowledge in French and English

• Difficulty reading – problem of literacy and challenges with numeracy

• Increasing use of new media and communication tools in English

• Lack of modern Francophone idols and models to identify with


• 69% of Francophones live in the west of the Island, Prince County, 28% in Queens County and fewer than 3% in Kings County.

• The assimilation rate is skyrocketing, especially in regions without French schools or school and community centres.

• Many young Francophones still attend English schools despite the increase in the number of French schools.

• It is difficult to access post-secondary education in French. (See factsheet # 1.)

• In the 2009-2010 school year, 4,125 students were enrolled in French immersion and 717 in the schools of the French Language School Board. Numbers were stable between 2005 and 2010.

• Out of 110,205 Islanders 15 years of age and over, 96% speak English most often at home compared with 2% (2,265) for French, while 120 speak English and French.

• In quantitative terms, interprovincial migration is of little benefit to the Island Francophone community and the contribution of international arrivals whose mother tongue is French is still low. However, once they are here these persons contribute significantly to the process of identity building.

• Many Islanders still identify themselves as Acadians even though they have lost the use of French and are defined as assimilated or anglicized Acadians (see the specific comments on factsheet #4).

• In mixed marriages, English is generally the predominant language in the home.

Sources• Statistics Canada• La pédagogie culturelle... au fil des jours, L. Paiement, 2009• Compilation by the Community Accounts unit based on information on Statistics Canada’s 2006 Census• Profile of the Acadian and Francophone community on Prince Edward Island, 2nd edition, FCFA du Canada


Fact Sheet 7 – Development of the Francophone community


Issue

Adequate support in terms of infrastructure and optimization of the distribution and use of financial resources targeting the priorities identified for the sustainable development of the Francophone community

Specific comments:

Related to the process of identity building, the sustainable development of the Francophone community is strongly tied to a feeling of pride in the French language and Acadian culture.

On the other hand, in 2006, 11,495 Anglophone Islanders said that they could understand and carry on a conversation in French, an 11% increase over 2001.

Symptoms identified

• Growing use of English, especially in social networks

• Difficulty in increasing and keeping clientele in school and community centres (SCC)

• Capacity and space are not always adequate for the number of students in a SCC

• Status quo for programs, services and budget

• Greater diversity within the Francophone clientele


• Difficulty in adapting services to a diversified Francophone population (Islanders, newcomers from Canada and abroad).

• The financial context and government budget deficits increasingly limit access to financial resources.

• A large proportion of funding for community projects comes from the government. Similarly, the provincial government depends mainly on federal funding.

• The operating costs of community organizations increase more rapidly than government contributions.

• There seems to be a lack of accountability by both the community and the government on the precise allocation of funds.

• There are significant differences between the rural and urban Francophone communities, so Acadians and Francophones do not face the same challenges in rural areas as they do in urban centres, which have more sustainable assets.

• There is a large overlap among the mandates of various community organizations, which often compete for funding.

• Organizations mainly receive financial contributions from government in these five categories: community/policies, education, economy, culture/heritage, health.

• There is a lack of expertise and experience within the Acadian and Francophone community in operational planning and targeting partners.

• The Island community is not always aware of the services and resources available.

Sources• Profile of the Acadian and Francophone community on Prince Edward Island, 2nd edition, FCFA du Canada• RDÉE, Statistics, PEI• Société Saint-Thomas-d’Aquin (SSTA)• Statistics Canada, 2006


Fact Sheet 8 – Francophone Institutions

Field of Action: Government Services

Issue

Common vision and consensus on the fundamental importance of Francophone institutions, more especially the SCC’s, in the development of the Island community

Specific comments:

Any definition of the activities and priorities of Francophone institutions depends on both the demographic characteristics of the population and the overall economic activity in the region served. Thus, to make appropriate and enlightened choices, it is essential to know the ins and outs of these elements and their context.

Symptoms identified

• Lack of formal recognition of the importance of SCC’s in the community

• Lack of government position on the role of the SCC’s

• Tense relations among stakeholders during negotiations concerning SCC’s

• Lack of understanding of the scope of government responsibilities to the communities


• There is a problem with understanding and shared recognition of the special needs of French-speaking communities in a predominantly English environment.

• Understanding of language rights under the Charter is fuzzy and differs among stakeholders.

• Existence of different organizational cultures between the government and the community.

• Lack of Francophone public servants at the decision-making level (see factsheet # 3 on bilingual human resources).

• Diverging opinions between the government and the community on the critical mass of certain Francophone institutions for maintaining community infrastructures and ensuring their sustainability.

• Lack of consensus on the existence and fundamental role of Francophone institutions, particularly educational and community institutions, in improving levels of education and the economic, social, and cultural well-being of the Francophone population of PEI.

• Programming in Francophone institutions is not always consistent with the provincial government’s innovation and economic development priorities.

Sources• Vers une vision stratégique pour le Collège Acadie Î.-P.-É., Collège Acadie Î.-P.-É., 2010• Régions dans l’économie du savoir, Prince County, Prince Edward Island.

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Fact Sheet 9 – French Language Services

Field of Action: Government Services

Issue

A French Language Services Act that is accessible, practical and applicable to meet the priority needs of the Island community

Specific comments:

Some sections have been enacted, but applying them is far from simple.

Symptoms identified

• Difficulty in putting into effect the parts that haven’t been enacted

• Difficulty in understanding the Act concretely

• Lack of requests from Francophones


• Perceived disconnect between the reality in the regions and the provincial government.

• Not all French language services are offered equally in all regions.

• Implementation of the French Language Services Act is considered slow, fuzzy and vague.

• The present French Language Services Act does not seem to be adapted to the needs of Islanders, because it is based on legislation from other provinces.

• Priorities in terms of community needs and government strategies differ.

• According to both the Chief Legislative Counsel and Mr. Justice Michel Bastarache, the current Act has serious flaws that require major amendments.

• Information about community needs for French language services has to be updated.

• In general, the Francophone population has limited knowledge of the French Language Services Act.

Sources• Profile of the Acadian and Francophone community on Prince Edward Island, 2nd edition, FCFA du Canada• Mr. Justice Bastarache’s interim report• Website of the Office of the Attorney General and Public Safety - http://www.gov.pe.ca/oag/lc-info/dg.inc.php3

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Appendix 5 – Desirable Strategic ActionsJoint Working Group – Desirable strategic actions

These actions are included in an appendix of the plan because, while they add value to the plan, they are not necessarily essential to meeting the needs of the community.

Strategic objective Desirable strategic actionsDemographics: Youth education

# 1• Improve access to and

participation in post-secondary studies in French on PEI among young adult Islanders (aged 18-34)

• Work with young people to improve the options available, focusing on students eligible for post-secondary studies

• Increase the number of funding programs or scholarships offered as an incentive to study in French

• Master’s program allowing those who left school earlier for a job to return to school – possibility of academic upgrading in the workplace (work-study option)

• Examine surplus enrolments at Holland College and see if Collège Acadie Î.-P.-É. can handle them

• Make sure that the programs of study offered meet the needs of the job market (responsibility of the post-secondary institutions)

• Encourage the offer of co-op programs in French

Demographics: Employability of French-speaking islanders

# 2• Create an environment

conducive to sustainable employability of Islanders and to the use of French in the workplace across the province

• Promote to students in immersion (French language for 12 years) the desirability of continuing their studies in French and having an opportunity to live in French (see objective #1)

• Use incentives to facilitate the offer of French language services

• Develop a strategy to repatriate young Islanders who have emigrated that includes bilingual Francophones

Demographics: Bilingual human resources

# 3• Recruit, coach and retain

bilingual employees within community and government organizations

• Develop meaningful bilingual training programs that are of use to community groups and the government

• Create opportunities to have French language services• Offer summer or part-time winter job programs to post-

secondary students with the provincial government (example: the federal does it)

• Ongoing training for seasonal workers• Recruit through networking instead of publishing ads• Offer equivalent, reasonable job conditions (community/

government, bilingual/unilingual)• Have a regular public transit system between rural and

urban regions

Demographics: Migration, immigration and integration

# 4• Recruit, integrate and retain

newcomers (interprovincial migrants and foreign immigrants) and Francophiles in the Francophone community

• Create a partnership with Canadian Parents for French (CPF) targeting immersion students

• Organize targeted repatriation of Islanders 50 years and older with the financial means who might be interested in part-time or volunteer work



Strategic objective Desirable strategic actionsPartnership and collaboration: Volunteer workforce

# 5• Recruit, retain and coach

volunteers within community organizations and government committees

• Have a mentorship program for volunteers• Establish a profile to find out whether what people have to

offer corresponds to the needs for qualifications (whether they need training or already have the skills)

• Recruit volunteers who know and are interested in the mandate of the government committee

• Develop training and programs offering lessons on sustainability for community organizations and members of Boards of Directors

• Establish and promote the individual and collective advantages of volunteering

• Establish a regular system of peer performance evaluation

Partnership and collaboration: Identity building

# 6• Build the Francophone identity

and ensure daily use of the French language

• Make the Francophone and Anglophone public aware of existing French language programs and broadcasting resources – radio and television (example: radio station from Québec with a wider range)

• Work more closely with the producers of French language programs on the Island or in other provinces to reach the Island audience

• Promote and/or provide resources online or in libraries to improve French language skills

• Supply tools to self-evaluate French language skills• Award a prize or a merit award to recognize excellence in

French language skills and/or cultural awareness

Partnership and collaboration: Development of the Francophone community

# 7• Use the available financial

resources wisely in the strategic plan, targeting the priorities identified for the sustainable development of the Island Francophone community

• Ensure that community organizations can provide alternative, volunteer-based delivery mechanisms for services that currently have a cost

• Take greater advantage of interprovincial agreements to minimize the costs of delivering priority services

• Have a communication system to share information on actual and sustained expenses

• Organize an information system to list the resources and services available and the need for education to know how to access them

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Strategic objective Desirable strategic actionsGovernment services: Francophone institutions

# 8• Adopt a shared vision of the role

and mandate of Francophone institutions, and more particularly the school/community centres, in the development of the Island community

• Create more opportunities for collaboration and experiences of success

• Keep Francophile and Anglophone allies without giving in to assimilation

• Develop a policy to establish and manage Francophone institutions

• Identify the contributions of Francophone institutions

Government services: French language services

# 9• Implement programs and

services under accessible legislation and regulations on French language services, reflecting the government’s ability to provide them and the satisfaction of the Island community’s priority needs

• Publish the timeline for enacting the articles• Questions-answers on the French Language Services Act • Establish a communication initiative to develop a means

for members of the public to make suggestions so that they feel involved in the process

• Make sure that French language services are recognized as an obligation of government by the whole Island community

Acronyms

AFAS – Acadian and Francophone Affairs Secretariat

AFC – Acadian and Francophone community

AFCAC – Acadian and Francophone Community Advisory Committee

CED – Community Economic Development

CPF – Canadian Parents for French

FCFA – Fédération des communautés francophones et acadienne du Canada

FRDC – Tripartite Francophone Resource Development Committee

JWG – Joint Working Group

GDP – Global Development Plan

PEIFLHSN – PEI French Language Health Services Network

RDÉE – Réseau de développement économique et d’employabilité

SCC – school and community centres

SSTA – Société Saint-Thomas-d’Aquin

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