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Implementation of Section 41 of the Official Languages Act Annual Report on Results 2010–2011

2010-2011 Annual Report on Results
June 2011

Table of Contents


General Information

Canada School of Public Service
373 Sussex Drive, Ottawa, Ontario,  K1N 6Z2

Minister Responsible
The Honourable Tony Clement
President of the Treasury Board and Minister for the Federal Economic Development Initiative for Northern Ontario

Mandate

The Canada School of Public Service (the School) is the common learning services provider for the Public Service of Canada. The School has a legislative mandate to provide a range of learning activities to build individual and organizational capacity and management excellence within the Public Service.

Senior Officials responsible for implementation of section 41 of the Official Languages Act

  • Deputy Minister/President
    Guy Mc Kenzie
  • Official Languages Champion
    Jayne Huntley
    Vice-President, Program Operations
  • Co-Champion and National Co-Ordinator
    Marie-Claude Petit
    Director General, Marketing, Communications and Engagement
    613-943-4304
    marie-claude.petit@csps-efpc.gc.ca
  • National Assistant Co-Ordinator
    Suzan Kenny
    613-947-6301
    suzan.kenny@csps-efpc.gc.ca

Regional Co-Ordinators

  • Atlantic Region
    Robert Armstrong
    902-426-7243
    robert.armstrong@csps-efpc.gc.ca
  • Québec Region
    Christian David
    514-283-2808
    christian.david@csps-efpc.gc.ca
  • Ontario Region
    Carole Potvin
    416-954-0038
    carole.potvin@csps-efpc.gc.ca
  • Prairies Region
    Janine Durand-Rondeau (Manitoba)
    204-984-1738
    janine.durand-rondeau@csps-efpc.gc.ca
  • Michelle Fortier (Saskatchewan)
    204-983-6587
    michelle.fortier@csps-efpc.gc.ca
  • Alberta Region
    Michelle Vachon-Wilson
    403-292-5412
    michelle.vachon-wilson@csps-efpc.gc.ca
  • Pacific Region
    Andrée Lavoie
    604-666-1959
    andree.lavoie@csps-efpc.gc.ca

Summary of Anticipated Progress

Contribution to the Enhancement of Official Languages

The Working Group on Official Languages of the Canada School of Public Service (the School) has devoted special attention to making employees and management more aware of their responsibilities with respect to section 41 of the Official Languages Act (the Act). For example, an Armchair Discussion entitled The School and Part VII was organized to raise employees' awareness of the School's role in fostering a greater understanding of linguistic duality and greater awareness of responsibilities inherent to section 41 of the Act throughout the Public Service. The discussion, with high-profile guests in attendance, initiated a dialogue that was helpful for drawing up the School's next action plan.

Through its courses and programs, the School helps to promote both official languages to federal employees across Canada and increase their understanding of their responsibilities with respect to section 41 of the Act. For example, once again last year, the School disseminated information on the Act to several thousand federal employees who took one of the School's Authority Delegation Training courses.

The School also completed the third year of its pilot project with Canadian universities as part of the Roadmap for Canada's Linguistic Duality 2008-2013. Over 200 students from 10 Canadian universities continue to use quality languagetraining products to help them maintain or improve their proficiency in their second official language. The project also helped to promote and enhance bilingualism in participating universities.

Contribution to the Development and Enhancement of the Vitality of Official Language Minority Communities

Through its courses and learning activities, the School plays a major role in promoting linguistic duality to all federal employees and works with its partners at the national level to develop and enhance the vitality of Official Language Minority Communities (OLMCs).

For example, participants in the Direxion leadership program met with members of OLMCs in several regions, notably in the Alberta, Northwest Territories, Yukon and Atlantic regions. The participating federal employees acquired a greater understanding of the present-day circumstances, needs and challenges of the communities whose representatives they met and of how they, in carrying out their respective duties, can contribute to the development of these communities. A linguistic duality component has also been included in another leadership program, ileadership, thus contributing to the transfer of knowledge to a greater number of federal employees.

Although the School serves federal employees as part of its mandate, it maintains lasting relationships with OLMCs across Canada. Through its languagetraining activities, the School has worked with institutions in OLMCs in order to provide training for future members of a bilingual Public Service. The School is also active in meetings and forums with OLMCs in various regions of Canada in order to obtain a better understanding of their needs. The School also shares best practices with other departments, provinces and territories in order to contribute to the development and enhancement of the vitality of OLMCs.

A. Awareness - In-house Activities

In-house awareness activities include the following: training, information, orientation, awareness, communication and other activities carried out in-house to make employees and/or senior managers of the federal institution aware of linguistic duality and the priorities of OLMCs; senior manager performance contracts and recognition programs; and viewpoints of OLMCs taken into consideration in research projects, studies and surveys conducted internally.

Expected Result

Permanent changes implemented in the organizational culture of the federal institution. All employees and managers are familiar with and understand their responsibilities regarding section 41 of the Act and OLMCs.

Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Bulletin 41-42
  • Dissemination and distribution of Canadian Heritage's Bulletin 41-42 to School employees
  • Message sent to employees announcing the School's participation in the spring-summer edition of Bulletin 41-42, with an article on the pilot project with Canadian universities
  • Internal newsletter and intranet site
  • One article published in Bulletin 41-42
  • One article awaiting publication in Bulletin 41-42
Progress made toward achieving the expected result
  • Awareness of the circumstances of OLMCs was increased among employees and managers.
  • Employee awareness of their responsibilities under section 41 of the Act was increased.
  • The Bulletin 41-42 article on the pilot project with Canadian universities informed readers of the School's contribution to promoting bilingualism in Canada and of the School's pilot project with Canadian universities.

Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Internal information tool
  • Message sent to all School employees to make them aware of Linguistic Duality Day
  • Message from the Official Languages Champion sent to all School's employees to promote the special Armchair Discussion entitled The School and Part VII as part of Les Rendez-vous de la Francophonie in March 2011
  • Intranet site's section on official languages was revamped, including the addition of a section on section 41 of the Act
  • Distribution of the community calendar (233ALLO) and weekly newspaper (La Liberté) to employees in Winnipeg to promote the socio-cultural and economic activities of the region's OLMC
  • Internal newsletter
  • Message from the Official Languages Champion
  • Intranet site
  • Community calendar and weekly newspaper
Progress made toward achieving the expected result
  • Employees are better equipped and informed with respect to linguistic duality.
  • Employees now have access to information about section 41 of the Act and know more about their responsibilities with respect to OLMCs.
  • Employees have access to more information on the School's contribution to implementing section 41 of the Act.
  • Employees in the Central Prairies region are better informed about the socio-cultural and economic activities of the region's OLMC.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Armchair Discussion
  • Special Armchair Discussion entitled The School and Part VII organized for School employees as part of Les Rendez-vous de la Francophonie
  • 40 on-site participants in the National Capital Region (NCR) and 45 by webcast
Progress made toward achieving the expected result
  • Participants have a better understanding of the evolution of the Act in Canada, linguistic duality and section 41 of Part VII of the Act.
  • Participants have a better understanding of their responsibilities with respect to OLMCs.
  • The discussion initiated an internal dialogue to find possible directions for the drafting of the action plan for implementing section 41 of the Act.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Meeting with the School's various directorates
  • Many internal meetings held to discuss implementation of the Roadmap for Canada's Linguistic Duality 2008-2013 and development and monitoring of the School's action plan for official languages
  • Presentation given by the Official Languages Champion to the Human Resources Committee to inform the School's senior management of responsibilities and initiatives with respect to the implementation of section 41 of the Act, outlining the School's action plan for official languages and sharing proceedings of interdepartmental meetings
  • Meeting of the School's Working Group on Official Languages
  • Sharing of information and documentation
  • Meeting of senior management Human Resources Committee
Progress made toward achieving the expected result
  • Following the meetings, members of the Working Group on Official Languages identified activities for implementing section 41 of the Act in a consistent manner (for example, development of a reference framework for taking section 41 of the Act into account.)
  • Members of the Working Group on Official Languages discussed progress made in initiatives under way as part of the Roadmap for Canada's Linguistic Duality 2008-2013.
  • Members of the Working Group on Official Languages shared possible best practices for implementing the Roadmap for Canada's Linguistic Duality 2008-2013.
  • During meetings of the Human Resources Committee, the Official Languages Champion increased senior management awareness.
  • Senior management is further demonstrating its commitment with respect to section 41 of the Act (several senior managers attended the Armchair Discussion entitled The School and Part VII).
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Courses and programs
  • The following courses and programs with a component focusing on the Act, particularly section 41 of the Act, were offered to public servants across the country:
    • Public Service Orientation Program
    • Direxion Program
    • ileadership Program
    • Introduction to Official Languages course
    • Leading Policy course
    • Authority Delegation Training courses
  • Sharing of information and documentation on section 41
  • 192 participants in the Direxion Program
  • 12 OLMCs visited as part of the Direxion program
  • 58 participants in the ileadership program
  • 36 participants in the Leading Policy course
  • 8,950 participants in Authority Delegation Training
  • 79 participants in the Introduction to Official Languages course
Progress made toward achieving the expected result
  • The high number of participants in School courses and programs indicates that the School has helped increase federal employees' awareness of their responsibilities with respect to section 41 of the Act and of the circumstances of OLMCs.
  • The ileadership program has been reviewed and a component covering official languages, particularly section 41 of the Act, has been incorporated into the program.

B. Consultations - Sharing of Ideas and Information with OLMCs

Activities (eg, committees, discussions and meetings) in which the federal institution consults and has discussions with OLMCs to identify their needs and priorities and understand potential impacts on their development; activities (eg, round table discussions and working groups) to explore possibilities for co-operation under the current mandate of the federal institution or as part of developing a new program or new policy; participation in consultations with OLMCs co-ordinated by other government bodies; and consultations with OLMCs by regional offices to ascertain their concerns and needs.

Expected Result

Establishment of lasting relationships between the federal institution and OLMCs; the federal institution and OLMCs understand one another's needs and mandates.

Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Language training
  • Drafting of a list of qualified external suppliers to provide languagetraining services in the following regions:
    • Alberta: Consortium canadien de formation langagière together with Campus Saint-Jean of Université Sainte-Anne and École de la Cité
    • Saskatchewan: Institut français de l'Université de Régina
    • Manitoba: Collège universitaire de St-Boniface
    • Ontario: La Cité and York University (Glendon Campus)
    • New Brunswick: Centre international d'apprentissage du français de l'Université de Moncton
    • Prince Edward Island, Newfoundland and Labrador and Nova Scotia: Université Sainte-Anne
  • 2,295 federal employees took languagetraining courses during the year
Progress made toward achieving the expected result
  • The use of a list of qualified external suppliers from OLMCs helps to maintain lasting relationships with OLMCs and contributes to the development of OLMCs.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Meeting and forums with OLMCs
  • The School participated in the following meetings and events:
    • Forum on Francophone immigration and economic development, organized by the Pacific Federal Council's Official Languages Executive Committee in conjunction with the Fédération des francophones de la Colombie-Britannique (November 2010)
    • Annual Forum of Official Languages Co-ordinators, held in Vancouver (February 2011)
    • Forum on Francophone immigration and economic development, organized in conjunction with the Fédération des francophones de la Colombie-Britannique (November 2010)
    • Forum in the Alberta and Northwest Territories regions aimed at assessing the community's second languagelearning needs (November 2010)
    • Day of open discussion in the Central Prairies region bringing together OLMCs (May 2010)
    • Yukon Federal Council theme day on section 41 of the Act in conjunction with the Association franco-yukonnaise (October 2010)
    • Meeting with representatives of the Yukon, Northwest Territories and Nunavut Francophone communities, as part of a meeting of national co-ordinators of section 41 of the Act
    • Linguistic duality learning day in Halifax, where a number of OLMC representatives facilitated information sessions (September 2010)
    • Interdepartmental official languages committees in the four Atlantic provinces where OLMC representatives were invited to talk about their development plans, achievements and challenges
    • Official Languages Week in New Brunswick and Official Languages Day in Newfoundland and Labrador (January 2011)
  • Meetings
  • Sharing of ideas, information and best practices
Progress made toward achieving the expected result
  • School participants were able to establish relationships with OLMC representatives.
  • School participants have a better understanding of the circumstances and needs of the OLMCs in the areas where meetings were held: British Columbia, Northwest Territories, New Brunswick, Newfoundland and Labrador, and Nova Scotia.
  • OLMCs have a better understanding of the School's mandate.

C. Communications - Transmission of Information to OLMCs

External communications activities to provide OLMCs with information on the activities, programs and policies of the federal institution and to promote the bilingual character of Canada; inclusion of OLMCs in all information and distribution lists; and use of the federal institution's Web site to communicate with OLMCs.

Expected Result

OLMCs have a broad understanding of the federal institution's mandate; OLMCs receive up-to-date, appropriate information about the federal institution's programs and services.

Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Bulletin 41-42
  • Contribution of an article to Bulletin 41-42 with a view to promoting the School's activities and achievements in implementing the pilot project with the universities as part of the Roadmap for Canada's Linguistic Duality 2008-2013
  • One article published
Progress made toward achieving the expected result
  • Through Bulletin 41-42, federal employees and OLMCs have a better understanding of the School's contribution with respect to section 41 of the Act.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Booths
  • The School set up a booth at an event in Vancouver's central library organized by the Pacific Federal Council as part of Les Rendez-vous de la Francophonie; the general public, members of OLMCs in the region and Anglophones were invited to celebrate Canada's Francophonie
  • School booths in the Alberta, Northwest Territories and Nunavut regions were set up to inform the general public and federal public servants of the products and services available to them
  • Information booths
Progress made toward achieving the expected result
  • The presence of the School's booth gave participants a better understanding of the School's mandate.
  • Event participants are more familiar with the courses and programs that the School offers in the region.

D. Coordination and liaison - In-house Co-ordination and Liaison with Other
     Government Institutions (does not include funding)

Co-ordination activities (research, studies, meetings, etc.) carried out by the federal institution itself along with other federal institutions or other levels of government; participation in activities organized by other federal institutions and other levels of government; and participation of official languages champions, national and regional co-ordinators and other persons concerned in various government forums.

Expected Result

Co-operation with many partners in order promote the development of OLMCs, enhance the vitality of OLMCs and share best practices.

Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Collaboration with Canadian Heritage
  • Participation in the following meetings:
    • Interdepartmental meetings of national official languages co-ordinators
    • Interdepartmental meetings of regional official languages co-ordinators in several regions, including the Pacific, Yukon and Atlantic regions
    • Meetings of the Committee of Assistant Deputy Ministers on Official Languages
    • Meetings of the Interdepartmental Management Committee for the Official Languages Program
  • Sharing of information and documentation
  • Two meetings of national co-ordinators
  • Meetings of regional co-ordinators
    • Three in the Pacific and Yukon regions
    • 12 in the Atlantic region
  • Seven meetings of the Committee of Assistant Deputy Ministers on Official Languages
  • Five meetings of the Interdepartmental Management Committee for the Official Languages Program
Progress made toward achieving the expected result
  • In these meetings, the School gave presentations to its partners on the projects and programs it has set up to help raise awareness of and promote Canada's linguistic duality and implementation of section 41 of the Act.
  • The School has a better understanding of the issues and best practices within federal institutions with respect to section 41 of the Act.
  • Information sharing helped to establish a dialogue between the School and federal institutions in regard to various initiatives launched to promote the development and enhance the vitality of OLMCs.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Co-operation between the School and other federal institutions
  • School representatives attended presentations on the official languages report given by the Office of the Commissioner of Official Languages in Ottawa and in the regions
  • School representatives attended meetings of the Commissioner of Official Languages held to discuss the School's involvement in implementing section 41 of the Act
  • The School participated in the following meetings:
    • Meetings of the Council of the Network of Official Languages Champions
    • Meetings of the Executive Committee of the Pacific Federal Council's Official Languages Committee and the organization of activities with the Francophone community
    • Meetings of networks of official languages co-ordinators in Manitoba and Saskatchewan to discuss best practices and strategies for implementing section 41 of the Act
    • Meetings of the Service Canada Official Languages Committee in Ontario
    • Meetings of the Human Resources Leadership Council of Ontario
    • Meetings of the Interdepartmental Committees on Official Languages of the New Brunswick Federal Council, the Prince Edward Island Federal Council, the Newfoundland and Labrador Federal Council and the Nova Scotia Federal Council
    • Meetings of Network 41 of co-ordinators responsible for Part VII in Nova Scotia
    • Meetings of the Committee of Leaders of Official Languages of the Saskatchewan Federal Council with OLMC representatives
  • Sharing of ideas and documentation
  • Two meetings of the Pacific Federal Council's executive committee
  • Six meetings with the network of official languages co-ordinators in Manitoba and Saskatchewan
  • Three meetings of the Ontario Council's subcommittee on languagelearning
  • 20 meetings of various committees in the Atlantic region
  • Four meetings in Saskatchewan with the Committee of Leaders of Official Languages
Progress made toward achieving the expected result
  • The School has a better understanding of the issues and best practices within federal institutions relative to section 41 of the Act.
  • In these meetings, the School shared information on various initiatives it has launched to promote the development and enhance the vitality of OLMCs, and it maintains a dialogue with the various federal institutions represented at the meetings.

E. Funding and Program Delivery

Implementation of the federal institution's programs and delivery of its services; funding, provided solely by the federal institution or in co-operation with other federal institutions, of OLMC projects; and inclusion of the needs of OLMCs in the delivery of the federal institution's programs and services.

Expected Result

OLMCs are part of the federal institution's regular clientele and have adequate access to its programs and services; OLMC needs (eg, geographic distribution and development opportunities) are taken into account.

Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Courses and programs
  • Courses and leadership programs
    • Meeting involving federal employees taking part in the Direxion program and representatives of OLMCs to obtain a better understanding of linguistic duality, circumstances of OLMCs and implementation of section 41 of the Act
    • Inclusion of a component on bilingualism and the importance of linguistic duality in Canada within the ileadership program
    • Leading Policy course emphasizes the importance of conduct imbued with integrity and respect in accordance with various sections of the Act, including section 41
  • Mandatory training
    • Authority Delegation Training courses offered by the School in the NCR and in the regions cover objectives and implementation of the Act
  • Other training
    • The Introduction to Official Languages (P714) course, offered in the NCR and the regions, covers the Act and Regulations and the basic principle of linguistic equality
    • The Orientation to the Public Service course, offered in the NCR and in the regions, covers the objectives of the Act, particularly section 41
  • 192 participants in the Direxion Program
  • 12 OLMCs visited as part of the Direxion program (across the Alberta, Northwest Territories, Pacific, Yukon and Atlantic regions)
  • 58 participants in the ileadership program
  • 36 participants in the Leading Policy course
  • 8,950 participants in Authority Delegation Training courses
  • 79 participants in the Introduction to Official Languages course
  • 6,177 participants in the Orientation to the Public Service course
Progress made toward achieving the expected result
  • Meetings with representatives of OLMCs give participants in the Direxion program a better understanding of the circumstances, needs and challenges of OLMCs, and participants are more aware of how they can help implement section 41 of the Act.
  • The inclusion of a linguistic duality component in the leadership programs allows participants to learn more about the circumstances of OLMCs.
  • Through its courses and programs, the School helps to raise awareness of section 41 of the Act and linguistic duality across Canada.
  • Participants have a better understanding of how they can implement Parts IV, V, VI and VII of the Act and how they can advise their managers in regard to implementation of section 41 of the Act.
  • The ileadership program has been reviewed and a component covering official languages, particularly section 41 of the Act, has been incorporated into the program.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Language training
  • Memorandum of understanding to provide languagetraining for judges in a number of regions
  • Language training courses offered in the regions and in post-secondary institutions where members of OLMCs are educated:
    • Alberta: Consortium canadien de formation langagière together with Campus Saint-Jean of Université Sainte-Anne and École de la Cité
    • Saskatchewan: Institut français de l'Université de Régina
    • Manitoba: Collège universitaire de St-Boniface
    • Ontario: La Cité and York University (Glendon Campus)
    • New Brunswick: Centre international d'apprentissage du français de l'Université de Moncton
    • Prince Edward Island, Newfoundland and Labrador, and Nova Scotia: Université Sainte-Anne
  • Language training courses offered to Service Canada employees in Kuujjuaq (French as a second language) as part of their Northern francization project
  • Language training activities for Francophones in the North in conjunction with the Fédération franco-ténoise, the Collège des Territoires du Nord-Ouest and Aurora College in Yellowknife and in Nunavut
  • Courses offered to 80 judges
  • 2,295 federal employees received languagetraining.
  • 442 participants in languagetraining activities in the Alberta, Northwest Territories and Nunavut regions
Progress made toward achieving the expected result
  • The School contributes to the bilingualism of judges in the regions and consequently to the provision of legal services in French across Canada.
  • Through its languagetraining activities, the School maintains close ties and agreements with post-secondary institutions that provide education for members of OLMCs in the regions and thus contributes to the development of OLMCs.
  • Language training activities allow participants to develop their second-languageskills in order to provide services to members of OLMCs in the official languageof their choice.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Pilot project with universities
(Roadmap for Canada's Linguistic Duality 2008-2013)
  • Online access to 16 languagetraining products offered by the School to students participating in the project
  • Drafting and distribution of a weekly newsletter to students to guide them through the program
  • Development of linguistic duality videos with the Commissioner of Official Languages
  • Regular updating of the project's Web page to keep Web users informed of the project's progress
  • Students participated in Armchair Discussions about linguistic duality
  • 217 students from 10 Canadian universities taking part in the pilot project
  • 16 online training tools
  • Six videos (three to four minutes each) with the Commissioner of Official Languages
Progress made toward achieving the expected result
  • The project helps students to maintain or improve their second-languageproficiency.
  • A pool of university students who have completed their studies and meet Government of Canada bilingualism criteria will be created for the federal Public Service.
  • The project helps to promote and enhance bilingualism across Canada.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Armchair Discussions
  • Discussion and screening of the Osez! Dare! video as part of Linguistic Duality Day in the NCR
  • Discussions on the following topics with Francophone organizations from various communities during Les Rendez-vous de la Francophonie and throughout the year in the Pacific and Yukon regions:
    • Il y a de la joie de vivre sur l'Île with the Société francophone de Victoria
    • Francophonie en Colombie-Britannique : Portrait d'une communauté dynamique et engagée with joint interdepartmental participation in the Fédération des francophones de la Colombie-Britannique
    • Retrouver sa Dignité with the Centre communautaire La Boussole, which provides assistance for Francophone homeless people in Vancouver
  • Discussion entitled Yes, a Public Service, But Not As We Know It in partnership with the Quebec Federal Public Servants' Youth Network and the Quebec Region's Anglophone community, with the support and participation of McGill University
  • 83 participants on-site and 210 by webcast
  • Four Armchair Discussions with members of the Francophone community in the Pacific and Yukon Region; 126 participants on-site and 55 by webcast
  • 50 Anglophone participants from the Quebec Region
Progress made toward achieving the expected result
  • Public servants were made aware of the importance of linguistic duality and the evolution of the Act in Canada.
  • Public service employees were made aware of the successes, challenges, issues and circumstances of Canada's various Francophone communities.
  • Over 50 young Anglophone public servants participated for the first time in an Armchair Discussion in English in partnership with the Quebec Region Anglophone community.

F. Accountability

Activities through which the federal institution integrates its work implementing section 41 of the Act into departmental planning and accountability mechanisms (e.g., Report on Plans and Priorities, Departmental Performance Report, business plan and status report on implementation of section 41 of the Act); internal audits and evaluations of programs and services; and regular review of programs and services as well as policies by senior managers of the federal institution to ensure implementation of section 41 of the Act.

Expected Result

Full integration of section 41 of the Act and the OLMC perspective into the federal institution's policies, programs and services; the reporting structure, internal evaluations and policy reviews determine how to better integrate OLMCs' perspectives.

. Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Action Plan and Annual Report on Results
  • Drafting of the 2011-2013 Action Plan, which describes the School's proposed activities for implementing section 41 of the Act in its policies and programs
  • Production of the 2009-2010 Annual Report on Results
  • Posting of the 2009-2010 Annual Report on Results on the School's Internet site in order to disseminate information on the School's planning and achievements with respect to section 41 of the Act to OLMCs
  • Meetings
  • Consultations among members of the governance structure
Progress made toward achieving the expected result
  • The compiled results show the progress made and activities implemented within the organization in order to jointly implement section 41 of the Act and promote linguistic duality in Canada.
  • The Working Group now meets on a regular basis and conducts regular follow-ups to ensure implementation of section 41 of the Act and promotion of linguistic duality.
  • Publication of the Report on Results keeps public service employees and members of OLMCs better informed about the School's initiatives with respect to section 41 of the Act.
Read down the first column for the activities implemented to achieve the expected result. The second column lists outputs. Below the first and second column there is a merged row that indicates progress made toward achieving the expected result.
Activities implemented to achieve the expected result Outputs
Assessment and internal follow-up
  • Implementation of the School's 2009-2011 Action Plan
  • Follow-up done by the Working Group on Official Languages and submitted to senior management's Human Resources Committee
  • Updating of courses pertaining to official languages in order to further incorporate section 41 of the Act
  • Consultations
  • Report on Results
  • School's Internet site
Progress made toward achieving the expected result
  • Courses and programs are updated and cover section 41 of the Act.
  • The School monitors its involvement in implementing section 41 of the Act.

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