Canada – Prince Edward Island Early Learning and Child Care Agreement

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Between:

Her Majesty the Queen in right of Canada (hereinafter referred to as “Canada” or “Government of Canada”) as represented by the Minister of Employment and Social Development (herein referred to as “the federal Minister”)

And

The Government of Prince Edward Island (hereinafter referred to as “Prince Edward Island” or “Government of Prince Edward Island”) as represented by the Minister of Education, Early Learning and Culture herein referred to as “the provincial Minister”)

Referred to collectively as the “Parties”

Preamble

Whereas, Canada and Prince Edward Island agreed to a Multilateral Early Learning and Child Care Framework on June 12, 2017 which articulated their shared vision for early learning and child care and describes their approach to achieve this vision;

Whereas, the Department of Employment and Social Development Act authorizes the federal Minister to enter into agreements with the provinces and territories, for the purpose of facilitating the formulation, coordination and implementation of any program or policy within the mandate of the federal Minister;

Whereas, the Executive Council Act, RSPEI 1988, CAP. E-12 authorizes the provincial Minister to enter in to agreements with the Government of Canada under which Canada undertakes to provide funding toward costs incurred by the Government of Prince Edward Island for the provision of early learning and child care programs and services;

Whereas, Canada has, pursuant to its Policy on Transfer Payments, established a transfer payment program to provide funds to the provincial and territorial governments for the development and delivery of regulated early learning and child care programs and services for children under six years of age, with consideration for families more in need;

Whereas, Canada, in close collaboration with Indigenous peoples, is developing a separate framework on Indigenous early learning and child care.

Whereas, Prince Edward Island invests in early learning and child care for Indigenous children.

Now therefore, Canada and Prince Edward Island agree as follows:

1. Vision for Early Learning and Child Care

1.1 Canada and Prince Edward Island agree that the long term vision, principles and objectives for early learning and child care, which are set out in the Multilateral Early Learning and Child Care Framework (“Framework”) that is attached as Annex 1, will guide the investment of funds provided under this Agreement.

2. Early Learning and Child Care objectives and areas of investment

2.1 Objectives

2.1.1 Canada and Prince Edward Island agree that over the period of this Agreement, with financial support from Canada, Prince Edward Island will further build its early learning and child care system by addressing local, regional and system priorities that have an impact on families more in need by increasing the quality, accessibility, affordability, flexibility and/or inclusivity in early learning and child care, towards achieving the objectives of:

  1. Increasing access for under-served children and children who are more vulnerable, including, infants, preschoolers, children whose parents work non-standard hours and / or seasonally, and children in Newcomer families.
  2. Increasing early learning and child care supports for the more vulnerable children, including children with unique abilities and children in Acadian and Francophone communities.
  3. Increasing the quality of early learning and child care experiences provided to children from staff by offering training supports to Early Learning and Child Care staff.

Prince Edward Island’s vision for early learning and child care and approach to achieving these objectives is set out in their Action Plan attached as Annex 2.

2.2 Eligible Areas of Investment

2.2.1 Prince Edward Island agrees to prioritize funds provided by Canada under this Agreement in regulated early learning and child care programs and services for children under the age of six where:

  1. Regulated programs and services are defined as those that meet standards that are established and/or monitored by provincial/territorial governments.
  2. Early learning and child care programs and services are defined as those supporting direct care and early learning for children in settings including, but not limited to, regulated child care centres, regulated family child care homes, early learning centres, preschools and nursery schools.

2.2.2 In developing and delivering its early learning and child care programs and services, Prince Edward Island agrees to take into account the needs of the official language minority community in Prince Edward Island.

2.2.3 Types of investments include: capital and operating funding for regulated early learning and child care, fee subsidies, training, professional development and support for the early childhood workforce, quality assurance, parents information and referral, and administration costs incurred by Prince Edward Island in implementing and administering this Agreement.

2.2.4 Canada and Prince Edward Island also agree to promote, define, and deliver identifiable innovative approaches to enhance the quality, accessibility, affordability, flexibility, and inclusivity of early learning and child care systems, with consideration for those more in need.

2.2.5 Canada and Prince Edward Island agree that funding will be targeted toward programs and activities, as described above, for children under the age of six, that will have an impact on families more in need such as lower-income families, Indigenous families, lone-parent families, families in underserved communities; those working non-standard hours; and/or families with children with varying abilities. Needs also include having limited or no access to early learning and child care programs and/or services in the children’s official language.

3. Period of agreement

3.1 This Agreement shall come into effect upon the last signature being affixed and will remain in effect until March 31, 2020, unless terminated in writing by Canada or Prince Edward Island in accordance with the terms hereof in section 10. Funding provided under this Agreement, in accordance with section 4, will cover the period from April 1, 2017 to March 31, 2020.

3.2 Renewal of Bilateral Agreements

3.2.1 Canada commits that the annual federal allocation for all provinces and territories for the period 2020-21 to 2027-28 will be no less than the federal annual allocation for all provinces and territories for the period 2017-2018 to 2019-2020. Funding for future years will be provided upon the renewal of bilateral agreements conditional on Canada’s acceptance of new action plans and informed by the assessment of the results achieved under the action plan set out in Annex 2.

3.2.2 The renewal will provide Prince Edward Island and Canada the opportunity to review and course correct, if required, and realign new priorities in future bilateral agreements based on progress made to date.

3.2.3. In the event this bilateral agreement is renewed in accordance with the terms of section 3.2.1, Prince Edward Island may continue to use funding provided thereunder to cover the same eligible areas of investment as those covered through funding received for the period 2017-2018 to 2019-2020 subject to the terms and conditions of that renewed agreement.

4. Financial provisions

4.1 These contributions are in addition and not in lieu of those that Canada currently pays to Prince Edward Island through the Canada Social Transfer in order to support early childhood development and early learning and child care within Prince Edward Island.

4.2 Allocation to Prince Edward Island

4.2.1 Canada has designated the following maximum amounts to be transferred in total to all provinces and territories under this initiative with a fixed base rate of $2 million per year for each province and territory and the balance of the funding on a per capita basis for the period starting on April 1, 2017 and ending on March 31, 2020.

  1. $399,669,692 for the Fiscal Year beginning on April 1, 2017
  2. $399,347,695 for the Fiscal Year beginning on April 1, 2018
  3. $399,347,695 for the Fiscal Year beginning on April 1, 2019

4.2.2 Subject to annual adjustment based on the formula described in section 4.2.3, Prince Edward Island’s estimated share of the amounts described in section 4.2.1 will be:

Fiscal Year Estimated amount to be paid to Prince Edward Island* (subject to annual adjustment)
2017-2018 $3,519,129
2018-2019 $3,517,820
2019-2020 $3,517,820

* Amounts represent annual estimates based on Census 2016 population numbers.

Canada commits that the annual allocation for all provinces and territories for the period 2020-2021 to 2027-2028 will be no less than the annual allocation for all provinces and territories of this current agreement under the conditions set in section 3.2.1.

4.2.3 The final yearly amount to be paid to Prince Edward Island will be calculated using the following formula F x K/L, where:

F is the annual total funding amount transferred to provinces and territories minus the base funding;

K is the total population of Prince Edward Island, as determined using annual population estimates from Statistics Canada;

L is the total population of Canada, as determined using annual population estimates from Statistics Canada.

4.2.4 For the purposes of the formula in section 4.2.3, the population of Prince Edward Island for each Fiscal Year and the total population of all provinces and territories for that Fiscal Year are the respective populations as determined on the basis of the quarterly preliminary estimates of the respective populations on July 1 of that Fiscal Year. These estimates are released by Statistics Canada in September of each Fiscal Year.

4.3 In this Agreement, “Fiscal Year” means the period commencing on April 1 of any calendar year and terminating on March 31 of the immediately following calendar year.

4.4 Payment

4.4.1 Canada’s contribution will be paid in approximately equal semi-annual installments as follows:

The total payment for Fiscal Year 2017-2018 will be paid within 30 days of the Parties signing this Agreement.

The first installment for the Fiscal Years 2018-2019 and 2019-2020 will be paid on or about June 15 of each Fiscal Year. The second installment will be paid on or about November 15 of each Fiscal Year.

The amount of the first installment will be an amount equal to 50% of the notional amount of Canada’s maximum contribution to Prince Edward Island for the Fiscal Year, which will be calculated in the manner described in sections 4.2.3 and 4.2.4.

The amount of the second installment will be an amount equal to the balance of Canada’s contribution to Prince Edward Island for the Fiscal Year based on the actual amount of the contribution determined under sections 4.2.3 and 4.2.4 for the Fiscal Year.

Canada will notify Prince Edward Island at the beginning of the Fiscal Year of their notional amount. The notional amount will be based on the Statistics Canada quarterly preliminary population estimates on July 1 of the preceding Fiscal Year. Canada will notify Prince Edward Island of the actual increased or decreased amount of the second installment in each Fiscal Year as determined under the formula set out in section 4.2.3 as soon as possible following the release in September of each year of the Statistics Canada quarterly preliminary population estimates referred to in section 4.2.4.

For 2018-2019 and 2019-2020, Canada shall withhold payment of its second installment for the Fiscal Year if Prince Edward Island has failed to provide its annual audited financial statement for the previous Fiscal Year in accordance with section 5.2.1 (d) until such time as the annual audited statement is provided.

Payment of Canada’s funding for each Fiscal Year of this Agreement is subject to an annual appropriation by the Parliament of Canada for this purpose. Likewise, use of the funding by Prince Edward Island is subject to an annual appropriation by Prince Edward Island’s Legislature.

4.5 Maximum annual contribution in respect of administration costs.

4.5.1 Canada’s contribution in respect of Prince Edward Island’s administration costs referred to in section 2.2.3 shall not exceed:

In Fiscal Years 2017-2018, 2018-2019 and 2019-2020, an amount up to 10% of the maximum amount payable for those Fiscal Years.

4.6 Carry Forward

4.6.1 At the request of Prince Edward Island and subject to the approval of Canada’s Treasury Board, Prince Edward Island may retain and carry forward to Fiscal Year 2018-2019, an amount of up to 50% of the contribution paid to Prince Edward Island for 2017-2018 under section 4.2.3 that is in excess of the amount of eligible costs actually incurred by Prince Edward Island in that Fiscal Year, and may only use the amount carried forward to 2018-2019 for expenditures on eligible areas of investment under section 2.2 incurred in that Fiscal Year.

4.6.2 For greater certainty, the amount carried forward to Fiscal Year 2018-2019 under this section is supplementary to the maximum amount payable to Prince Edward Island under section 4.2.3 of this Agreement in 2018-2019.

4.6.3 The amount carried forward pursuant to section 4.6.1 must be spent by March 31, 2019. Prince Edward Island is not entitled to retain any such carried forward amounts that remain unexpended after March 31, 2019, nor is it entitled to retain any balance of Canada’s contribution for Fiscal Year 2018-2019 paid pursuant to section 4.2.3 that remains unexpended at the end of that Fiscal Year. Such amounts are to be repaid to Canada in accordance with section 4.7

4.6.4 At the request of Prince Edward Island and subject to the approval of Canada’s Treasury Board, Prince Edward Island may retain and carry forward to Fiscal Year 2019-2020, an amount of up to 10% of the contribution paid to Prince Edward Island for 2018-2019 under section 4.2.3 that is in excess of the amount of eligible costs actually incurred by Prince Edward Island in that Fiscal Year, and may only use the amount carried forward to 2019-2020 for expenditures on eligible areas of investment under section 2.2 incurred in that Fiscal Year.

4.6.5 For greater certainty, the amount carried forward to Fiscal Year 2019-2020 under this section is supplementary to the maximum amount payable to Prince Edward Island under section 4.2.3 of this Agreement in 2019-2020.

4.6.6 The amount carried forward pursuant to section 4.6.4 must be spent by March 31, 2020. Prince Edward Island is not entitled to retain any such carried forward amounts that remain unexpended after March 31, 2020, nor is it entitled to retain any balance of Canada’s contribution for Fiscal Year 2019-2020 paid pursuant to section 4.2.3 that remains unexpended at the end of that fiscal year. Such amounts are to be repaid to Canada in accordance with section 4.7.

4.7 Reconciliation of Payments

4.7.1 In the event payments made to Prince Edward Island exceed the amount to which Prince Edward Island is entitled under this Agreement, the amount of the excess is a debt due to Canada and shall be repaid to Canada upon receipt of notice to do so and within the period specified in the notice.

4.7.2 In the event that the second installment payment made to Prince Edward Island is determined to be less than the amount to which Prince Edward Island is owed under the terms of section 4, Canada agrees to pay to Prince Edward Island, as soon as feasible, the amount determined to be outstanding by mutual written agreement of the parties.

4.8 Use of Funds

4.8.1 Canada and Prince Edward Island agree that funds provided under this Agreement will only be used by Prince Edward Island in accordance with the areas for investment outlined in section 2.2 of this Agreement.

4.8.2 Canada and Prince Edward Island agree that, within each Fiscal Year of the period of this Agreement, Prince Edward Island may move funding between the individual programming categories outlined in its Action Plan in Annex 2 to ensure the maximum use of funding. Prince Edward Island agrees to notify Canada in writing of any such change in funding allocation, including the rationale for the change.

5. Accountability

5.1 Action Plan

5.1.1 Prince Edward Island has completed and shared its Action Plan for the years 2017-18 – 2019-20 of federal funding with Canada, as set out in Annex 2. Upon signature of this Agreement by both Parties, Prince Edward Island will publicly release their Action Plan which:

  1. Identifies specific priority areas for investment and objectives, within the Framework’s parameters, based on an assessment of progress to date in the quality, accessibility, affordability, flexibility and/or inclusivity of their early learning and child care system, with consideration for those more in need;
  2. Describes how Prince Edward Island plans to address the early learning and child care needs of its children/families more in need, including families that have limited access to programs and/or services in their official language;
  3. Outlines their planned innovation spending;
  4. Demonstrates that federal investments will be incremental, and will not displace existing Prince Edward Island early learning and child care spending, in particular spending dedicated to Indigenous populations;
  5. Outlines the indicators that will be reported on annually according to their planned investments;
  6. Identifies specific targets for each indicator that will be reported on annually for tracking progress in relation to the objectives of the Agreement;
  7. Identifies additional jurisdiction-specific indicators for tracking progress in relation to the objectives of the Agreement;
  8. Includes a description of consultation processes referred to in section 5.1.2, the type of groups consulted and annual priorities related to stakeholder feedback.

5.1.2 Prince Edward Island will consult with parents, child care providers, experts, Indigenous peoples, official language minority communities and other interested Canadians as an important step in developing and revising its Action Plan.

5.2 Reporting

5.2.1 By no later than October 1 of the subsequent Fiscal Year during the Period of this Agreement, Prince Edward Island agrees to:

  1. Report to the people of Prince Edward Island and to Canada on the results and expenditures of early learning and child care programs and services attributable to the funding provided by Canada under this Agreement.
  2. Continue to provide to Canada data required for the publication of the joint Federal-Provincial/Territorial report on Public Investments in Early Childhood Education and Care in Canada. This shall include the number of children receiving subsidies, number of licensed early learning and child care spaces broken down by age of child and type of setting.
  3. Provide to Canada an Annual Report in the format and manner decided jointly by Canada and Prince Edward Island. The report shall show separately the results attributable to the funding provided by Canada under this Agreement and shall include:
    1. Brief description of the activities, expenditures and results of the Canada-Prince Edward Island Early Learning and Child Care Agreement as set out in Annex 2;
    2. Results achieved according to the indicators and targets referred to in Annex 2;
    3. Impact on families more in need, including families that have limited access to programs and services in their official language referred to in Annex 2;
    4. Results achieved on innovation referred to in Annex 2;
    5. Description of consultation processes, the type of groups consulted and annual priorities related to stakeholder feedback referred to in Annex 2; and
    6. Any additional results of evaluation activities undertaken in the Fiscal Year, as available.
    7. For Year 1, Prince Edward Island will provide all available data on the agreed-to indicators by no later than October 1, 2017.
  4. Provide to Canada an audited statement of revenues and expenses received from Canada under this Agreement during the preceding Fiscal Year
    1. The revenue section of the statement shall show the amount received from Canada under this Agreement during the Fiscal Year.
    2. The total amount of funding used for early learning and child care programs and services under section 2.2.
    3. The administration costs incurred by Prince Edward Island in developing and administering early learning and child care programs under section 2.2.3.
    4. If applicable, the amount of any amount carried forward by Prince Edward Island under section 4.6.
    5. If applicable, the amount of any surplus funds that are to be repaid to Canada under section 4.7.

The financial statement shall be prepared in accordance with Canadian Generally Accepted Accounting Principles and the audit shall be performed by the Prince Edward Island Auditor General or his/her delegate, or by an independent public accounting firm registered under the laws of Prince Edward Island and shall be conducted in accordance with Canadian Auditing Standards.

5.2.2 Canada, with prior notice to Prince Edward Island, may incorporate all or any part or parts of the Annual Report referred to in section 5.2.1.(c) into any public report that Canada may prepare for its own purposes, including any reports to the Parliament of Canada or reports that may be made public.

5.3 Audit

5.3.1 Prince Edward Island will ensure that expenditure information presented in the annual report is, in accordance with Canadian Generally Accepted Accounting Principles, complete and accurate.

5.4 Evaluation

5.4.1 As per established policies and processes with respect to program effectiveness, Prince Edward Island will evaluate programs and/or services receiving funds provided under this Agreement and make public the results of any such evaluations.

6. Long-term collaboration

6.1 Canada and Prince Edward Island agree to share and release data as available, and knowledge, research and information on effective and innovative practices in early learning and child care, to further support the development of and reporting on quality and outcomes. Canada and Prince Edward Island agree to work together, and with stakeholders, towards the development of common quality and outcome measures that could be included in bilateral agreements in the future that could reinforce the Framework’s long-term vision.

6.2 Canada and Prince Edward Island agree to work together to improve data collection and dissemination on key early learning and child care information for children under age six.

7. Communications

7.1 Canada and Prince Edward Island agree on the importance of communicating with citizens about the objectives of this Agreement in an open, transparent, effective and proactive manner through appropriate public information activities.

7.2 Each government will receive the appropriate credit and visibility when investments financed through funds granted under this Agreement are announced to the public.

7.3 Canada agrees to give Prince Edward Island 10 days advance notice and advance copies of public communications related to the Framework, bilateral agreements, and results of the investments of this Agreement.

7.4 Prince Edward Island agrees to give Canada 10 days advance notice and advance copies of public communications related to the Framework, bilateral agreements, and results of the investments of this Agreement.

7.5 Canada reserves the right to conduct public communications, announcements, events, outreach and promotional activities about the Framework and bilateral agreements.

7.6 Prince Edward Island reserves the right to conduct public communications, announcements, events, outreach and promotional activities about the Framework and bilateral agreements.

8. Dispute resolution

8.1 Canada and Prince Edward Island are committed to working together and avoiding disputes through government-to-government information exchange, advance notice, early consultation, and discussion, clarification, and resolution of issues, as they arise.

8.2 If at any time either Canada or Prince Edward Island is of the opinion that the other Party has failed to comply with any of its obligations or undertakings under this Agreement or is in breach of any term or condition of the Agreement, Canada or Prince Edward Island, as the case may be, may notify the other party in writing of the failure or breach. Upon such notice, Canada and Prince Edward Island will endeavour to resolve the issue in dispute bilaterally through their Designated Officials, the Directors most responsible for early learning and child care.

8.3 If a dispute cannot be resolved by Designated Officials, then the dispute will be referred to the Deputy Ministers of Canada and Prince Edward Island most responsible for early learning and child care, and if it cannot be resolved by them, then the federal Minister and the provincial Minister shall endeavour to resolve the dispute.

9. Equality of treatment

9.1 During the term of this Agreement, if another province or territory, except the province of Quebec, which is not part of the Early Learning and Child Care Framework, negotiates and enters into an Early Learning and Child Care Agreement with Canada, or negotiates and enters into an amendment to such an agreement and if, in the reasonable opinion of Prince Edward Island, any provision of that agreement or amended agreement is more favourable to that province or territory than the terms set forth in this Agreement, Canada agrees to amend this Agreement in order to afford similar treatment to Prince Edward Island, if requested by Prince Edward Island. This includes any provision of the bilateral agreement except for the Financial Provisions set out under section 4.0. This amendment shall be retroactive to the date on which the Early Learning and Child Care agreement or the amendment to such an agreement with the other province or territory, as the case may be, comes into force.

9.2 Canada will make publicly available up-to-date Early Learning and Child Care agreements entered into with all provinces and territories, including any amendments, by posting them on a Government of Canada website.

10. Amendments to the Agreement

10.1 This Agreement, including all attached annexes, except Annex 1, may be amended at any time by mutual consent of the Parties. To be valid, any amendments shall be in writing and signed, in the case of Canada, by Canada’s Minister of Employment and Social Development, and in the case of Prince Edward Island, by Prince Edward Island’s Minister most responsible for early learning and child care.

11. Termination

11.1 Canada may terminate this Agreement at any time if the terms of this Agreement are not respected by Prince Edward Island by giving at least 6 months written notice of its intention to terminate. Prince Edward Island may terminate this Agreement at any time if the terms of this Agreement are not respected by Canada by giving at least 6 months written notice of its intention to terminate.

11.2 As of the effective date of termination of this Agreement under section 11.1, Canada shall have no obligation to make any further payments to Prince Edward Island.

12. Notice

12.1 Any notice, information or document provided for under this Agreement will be effectively given if delivered or sent by letter, postage or other charges prepaid. Any notice that is delivered will have been received in delivery; and, except in periods of postal disruption, any notice mailed will be deemed to have been received eight calendar days after being mailed.

The address for notice or communication to Canada shall be:

140 Promenade du Portage
Gatineau, Québec K1A 0J9

The address for notice or communication to Prince Edward Island shall be:

Department of Education, Early Learning and Culture
250 Water St., Suite 101
Summerside, PEI C1N 1B6

13. General

13.1 This Agreement, including Annexes 1 and 2, comprise the entire agreement entered into by the Parties with respect to the subject matter hereof.

13.2 This Agreement is based on the Multilateral Early Learning and Child Care Framework, Annex 1, concluded on June 12, 2017.

13.3 This Agreement shall be interpreted according to the laws of Canada and Prince Edward Island.

13.4 No member of the House of Commons or of the Senate of Canada or of the Legislature of Prince Edward Island shall be admitted to any share or part of this Agreement, or to any benefit arising therefrom.

13.5 If for any reason a provision of this Agreement that is not a fundamental term is found by a court of competent jurisdiction to be or to have become invalid or unenforceable, in whole or in part, it will be deemed to be severable and will be deleted from this Agreement, but all the other provisions of this Agreement will continue to be valid and enforceable.

13.6 This Agreement is drafted in English at the request of the Parties. Les parties ont convenu que le présent Accord soit rédigé en anglais.

Signed on behalf of Canada by the Minister of Employment and Social Development at Charlottetown this 29th day of August, 2017.

The Honourable Jean-Yves Duclos, Minister of Employment and Social Development

Signed on behalf of Prince Edward Island by the Minister of Education, Early Learning and Culture at Charlottetown this 29th day of August, 2017.

The Honourable Doug Currie, Minister of Education, Early Learning and Culture

Annex 1: Multilateral Early Learning and Child Care framework

Federal, Provincial and Territorial Ministers most responsible for Early Learning and Child Care agreeFootnote 1 on the importance of supporting parents, families and communities in their efforts to ensure the best possible future for their children. For more details on this agreement, please consult the Multilateral Early Learning and Child Care Framework.

Annex 2: Prince Edward Island action plan

Overview of Early Learning and Child care in Prince Edward Island

“The Government of Prince Edward Island is committed to supporting the future generations of our province from their earliest years. We are proud to provide quality early learning and child care to young children from our skilled and dedicated early childhood educators. Together, we can ensure that every Island child has the opportunity to develop and achieve at the fullest of his or her potential.”

Hon. Doug Currie, Minister of Education, Early Learning and Culture

The Province of Prince Edward Island is committed to the ongoing development of a high quality early learning and child care system. The education, care and wellbeing of Prince Edward Island’s preschool children is paramount to a successful and viable island community, now and into the future.

The Province of Prince Edward Island recognizes the multiple ways in which children learn, and provides educators with a system to examine and reflect on their philosophical approaches to early education. Educators are encouraged to adapt the learning environment and children’s experiences to their particular communities, to the cultures and traditions of the families of the children in their programs, and to be inclusive of all children.

In Prince Edward Island, there is no publicly delivered early learning and child care. Early learning and child care is publicly managed but delivered through licensed early learning and child care operators.

Currently, there are approximately 6,970 Island children from birth to age four. Of those, approximately 2,700 are enrolled in licensed early childhood programs across the province. Presently, the remaining children are cared for at home, or are in unregulated care. In 2010, Prince Edward Island had more than twice the Canadian average regarding the number of licensed early childhood spaces for children from birth to five years of age.

Full-day kindergarten, administered by the public school system, became mandatory for all 5-year-olds in 2010. Prior to this kindergarten was a component of the early childhood sector. The early childhood educators teaching kindergarten in the community based system were eligible for the teaching positions in the public school system. This meant that many of the most experienced educators moved from the early childhood sector at that time. In response to this significant change the Province has implemented a new early learning and child care strategy, “Securing the Future for Our Children: Preschool Excellence Initiative”Footnote 2. This initiative was developed based on the research conducted by Flanagan (Early Years Report, 2010)Footnote 3. The Prince Edward Island Preschool Initiative has foreseen the introduction of Early Years Centres, regulated parent fees, a wage grid which is based on education and experience, post-secondary education for the uncertified staff, a modernized Early Learning and Child Care Act and Regulations, and, sector planning and management support to programs.

The Preschool Excellence Initiative has stabilized the sector and has allowed for the Province to move towards the creation of an Early Learning and Child Care system.

One key element of the Preschool Excellence Initiative was the establishment of the publicly managed network of Early Years Centres (EYCs). Existing licensed early childhood centres at the time of inception were encouraged to apply to become designated as an EYC. EYCs were required to meet a set of criteria including at the time having a minimum number of children (i.e. 40 children in urban areas), integrating children with special needs, meeting a higher level of quality standards including additional educational requirements for staff, using a province-wide 0-to 4-year-old curriculum, implementing parental advisory committees, adhering to a uniform wage grid (with defined benefits) and charging families a standardized fee structure established by the provincial government.

Within the changing landscape in Early Learning and Child Care in Prince Edward Island a newly formed Department of Education and Early Childhood Development (now called Department of Education, Early Learning and Culture) was given lead responsibility for early learning and child care in the Province. This saw the restructuring of government departments to allow for this transition. This provided for a cohesive approach to ensuring quality, oversight and effective management. For example, the Province introduced an online centralized waiting list of all licensed early learning and child care spaces in the province, supports were established for successful curriculum implementation, and on-going professional development in partnership with the Early Childhood Development Association. A landmark opportunity for early childhood educators is the ability for individuals with certification at the Entry Level to move seamlessly through the certification levels with credit from one education level to the next. This means an individual can begin with three entry level post-secondary courses and move through to undergraduate and graduate level degrees. Significant investments in education for staff were provided during the implementation phase of the Preschool Excellence Initiative to allow for staff to begin or to continue their education. This process allowed for the entry level, certificate and diploma level post-secondary trainings.

Early Years Centres receive operational funding which is based on enrollment, staff education and parent fees. Non-designated centres who were receiving funding at the time of the introduction of the initiative continue to receive this provincial support.

Future directions for Early Learning and Child Care

In 2010 Prince Edward Island began the transition of moving from an early childhood sector to creating an early learning and child care system that is of high quality, accessible, sustainable and respectful of parental choice.

The Prince Edward Island Preschool Excellence Initiative, Securing the Future for Our Children, was Government’s first response and the beginning of a coordinated effort to establish a system of early learning and child care for Prince Edward Island children and families. This initiative identified a vision for Island children and initial areas of concentration as the development of an early learning and child care system took root.

A vision for Island children

Children in Prince Edward Island are healthy and happy, curious and creative, playful and joyous.

They are loved and respected, and are safe and secure in their families, homes and communities.

Children are our collective responsibility. They are valued for who they are today, and as the future parents and leaders of tomorrow.

Prince Edward Island Preschool Excellence Initiative – Initial objectives

Children:

  • provide high quality early learning opportunities
  • stimulate and support the development of the whole child
  • enhance a love of learning
  • provide for play-based activities
  • ensure trained staff
  • be inclusive of all children

Parents:

  • give parents a voice through the creation of Parents' Advisory Committees
  • regulate parent fees
  • provide new and expanded infant care
  • maintain access to licensed Early Learning and Child Care programs across the province
  • ensure quality early learning opportunities for their children

Educators:

  • increase wages
  • provide training and professional development support
  • provide a curriculum framework
  • offer new opportunities for employment

Operators:

  • have a range of business and program options
  • ensure long term quality and sustainability
  • address human resource issues and concerns
  • provide training and professional development

Prince Edward Island Preschool Excellence Initiative – What has been achieved

Quality

  • Creation of 45 Early Years Centres across the province
  • Education opportunities provided for over 170 early childhood educators
  • Introduction of a mandatory wage grid in Early Years Centres
  • Implementation of an Early Learning Curriculum Framework (infancy to school entry)
  • Parent Advisory Committees established in Early Years Centres – allows for parent engagement at the centre level
  • Increased funding to the Special Needs Program
  • Increased funding to the Early Years Autism Program
  • Early Childhood Resource Team to support pedagogy and quality enhancements in centres
  • Creation of the modernized Early Learning and Child Care Act and Regulations

Access

  • Increased infant spaces by over 100% between 2010 and 2016
  • Regulated parent fee in Early Years Centres – making Prince Edward Island one of only three provinces to regulate parent fees – this translated into 40% of families paying less for their child care space
  • Child Care Subsidy Program per-diem matches regulated parent fee – only province to do this
  • Creation of the Child Care Registry –provides data for spaces by age group and geography

Sustainability

  • A funding model for Early Years Centres was introduced which is now being studied as a model in other jurisdictions
  • Funding to existing (2010) non-designated Early Learning and Child Care Centres was maintained
  • Granting of licenses to operate is based on demonstrated community need
  • Turnover in availability of centres has stabilized – minimal centres closing

Parental choice

Parents are able to choose from spaces for children from infants to school age in:

  • Early Years Centres
  • Non - Designated Early Learning and Child Care Centres
  • Unregulated / Informal Sector

Next steps on Early Learning and Child Care

While the Province has made significant gains in early learning and child care, ongoing efforts are required to ensure continued advancements in the quality, accessibility, affordability, flexibility and inclusivity of the early learning and child care system in Prince Edward Island. While sustaining what has been established, focus has turned to what the next areas of concentration should be for children in our Province.

A Minister’s Early Years Advisory Committee was established in July of 2016. The Committee’s mandate is to provide recommendations to the Minister of Education, Early Learning and Culture on next steps in early childhood growth and investments in Prince Edward Island.

The Committee is comprised of key partners and stakeholder groups:

  • Department of Education, Early Learning and Culture
    • Director of Early Childhood Development - Chair
    • Early Childhood Programs Administrator
  • Two Parent Representatives, Early Years Centres Advisory Committees
  • Executive Director, Early Childhood Development Association (ECDA)
  • Executive Director, L'Association des centres de la petite enfance francophones de l'Île-du-Prince-Édouard
  • Executive Director, La Fédération des parents de l’Î.-P.-É.
  • Native Council of Prince Edward Island
  • International Consultant on Children's Policy and Early Education 
  • Director of Public Health and Children’s Developmental Services, Health Prince Edward Island
  • Director of Social Programs, Family and Human Services
  • Senior Policy Advisor, Family and Human Services
  • Director of Interministerial Women’s Secretariat
  • Association of Family Resource Centre’s

Additional membership will be added as needed either as a permanent member or on an ad-hoc basis. This group is the primary source of consultation and input into the future direction of early learning and child care for preschool children in the province.

The recommendations made by the advisory committee directly informed the bilateral agreement action plan. The consultation process that transpired as the action plan was being developed included internal discussions with partner departments and with the advisory committee itself. The advisory committee has endorsed the direction of the provincial action plan.

Priority areas of focus

Recommendations made by the Minister’s Advisory Committee focused in four areas: Availability, Affordability and Sustainability; Quality-Early Childhood Pedagogy and Human Resource Development; Governance, Infrastructure and Accountability; and, Parent Support and Public Education. This work would be supported by an overall strategy for data collection/analysis and research and evaluation.

Prince Edward Island’s action plan

Prince Edward Island proposes to utilize the Government of Canada investments in early learning and child care in two main areas; access for under-served populations and for children who are more vulnerable; and, improving quality. These areas of investment are consistent with the direction Prince Edward Island is taking in the ongoing development of a high quality early learning and child care system for preschool children and with the principles of quality, accessibility, affordability, flexibility and inclusivity as outlined in the Multilateral Early Learning and Child Care Framework, with particular consideration for those children more in need. Indigenous children will be among those benefitting from these investments. Acadian and Francophone communities have also been supported through this action plan.

Access

In Prince Edward Island there are an estimated 3,045 preschool licensed full time equivalent spaces across the province. Within these spaces approximately 10% are for infants, 19% for toddlers, 24% for three-year old, and 35% for four-year olds. The remainder are for children older than four years old. To improve access and to have a comprehensive understanding of the early learning and child care demands, Prince Edward Island will update and enhance the Early Learning and Child Care Registry. Through a one-time investment, Prince Edward Island will improve user friendliness and compatibility with current technology.

Creating spaces for infants and preschoolers

Prince Edward Island considers infants as an under-served population. Infant early learning and child care is typically provided in a licensed child care centre, providing service for 3 to 6 infants. Although the number of infant spaces has increased (by 125% in the first year of implementing the Preschool Excellence Initiative in 2011-12), survey data and provincial child care registry data indicates that two to three times as many infants are on a wait list compared to toddlers or preschoolers. The reason that approximately 10% of licensed spaces are responding to this young age group is that the required staff to child ratio is one adult for three infants (children from birth to twenty-two months of age). This means that infant child care is a very expensive program to operate. In addition, infant group sizes are regulated. There can be no more than 6 children within the group. While infant care is certainly a demand area, finding a child care space for toddler and preschool children also remains a challenge. Parents report a challenge in finding regulated spaces for children from 2 to 4 years of age. Prince Edward Island, through the Early Learning and Child Care Registry and the Early Learning and Child Care Board information, confirms that there is a significant need to grow spaces for infants on Prince Edward Island. The Minister’s Early Years Advisory Committee has recommended that the Province increase access for this age group.

In response to these challenges, Prince Edward Island will invest federal funds to increase the number of infant and preschool child care spaces. These investments will lead to a minimum growth of 10% in infant and preschooler spaces, enabling approximately 200 more children to access regulated early learning and child care.

($849,129 in Year 1, $1,176,820 in Year 2, $1,179,820 in Year 3)

Creating spaces for children whose parents work non-standard hours and / or seasonally

The access to spaces for preschool children on Prince Edward Island from birth to age 5 is slightly more than twice the national average. On the other hand, many parents who responded to the Prince Edward Island Early Childhood Education Survey indicated that they were having great difficulty finding a quality, regulated program for their children. These parents tended to have children who were younger than two years, and / or who worked non-standard hours.

The First Year Implementation Report of the Preschool Excellence Initiative indicates that parents working in seasonal jobs, in shift or sporadic hours cannot access regulated early learning and child care services regardless of geographic location.Footnote 4 Rural access to early learning and child care is of primary concern during the seasonal timeline but is not limited to seasonal hours. The report further indicates that, “equity does not necessarily translate into accessibility, especially as one moves further into the rural communities on Prince Edward Island. This contention was supported by focus group data where all groups perceived that rural areas were still under‐served.”Footnote 5 As highlighted in Child Care Can’t Wait till the Cows Come Home: Rural Child Care in the Canadian Context 2016Footnote 6 (Friendly), Prince Edward Island’s population distribution was broken down as 45% urban/55% rural while the early learning and child care centres distribution was 57% urban/43 rural % in 2011-12. Currently on Prince Edward Island, 12% of Prince Edward Island’s employment base is attributed to seasonal employment.

The service industry in not only seasonal in nature, there are also families working non-standard hours throughout the year. The standard hours of early learning and child care do not respond to these needs. The Minister’s Advisory Committee has indicated a need to address this gap in service.

While Prince Edward Island is small geographically, the early learning and child care needs vary across regions of Prince Edward Island. It would not be effective to develop one approach when responding to the under-served populations and expect it to work across the province. Careful consideration to the geographic regions of the Province, and the seasonal and service nature of the Island workforce is essential. Prince Edward Island provides an additional grant to EYCs, where applicable, to address the challeng­es of operating centres that are significantly smaller in size and experience a higher degree of fluctuation in enrollment. The majority of these centres are rural. Rural early learning and child care centres have particular difficulty attracting and retaining qualified staff. This challenge to recruit and retain early childhood educators is of specific concern within the Acadian and Francophone community.

In response to these challenges, Prince Edward Island will invest Federal dollars to work with stakeholders and industry to identify flexible early learning and child care needs. Prince Edward Island will do this by working with existing early learning and child care centres to increase the number of spaces through licensing additional spaces and increase capacity for non-standard hours. Prince Edward Island recognizes that the existing early learning and child care centres are not in a position to respond to these needs, therefore will explore the further development of early learning and child care centres, such as Early Years Centres, within these areas. This expansion will result in the need for capital investments and a legislative review in order to be able to respond to the needs of children of families working non-standard hours and seasonal work. These investments will result in up to 5 new Early Years Centres opening, allowing approximately 100 children to access early learning and child care spaces.

($500,000 in each of the three years)

Creating spaces and supports for children in Newcomer families

Prince Edward Island is experiencing a growth of newcomer families to the Province, including a number of Syrian refugee families. However, because of a lack of critical mass within the population, it is not feasible to look at early learning and child care spaces being provided in languages outside the two official languages. It would be appropriate to work with the existing early learning and child care centres to support an enhanced response to the needs of newcomer children and their families to optimize school readiness for the children. Prince Edward Island is taking proactive measures to address the unique needs of newcomer children: to address vulnerability; support transitions towards optimal school readiness; and, to equip early learning child care providers to respond to these challenges. This can include exploring the creation of culturally appropriate guidelines, building capacity, developing interpretation materials, and providing for cultural sensitivity training. The Minister’s Early Years Advisory Committee recommended further training to support and accommodate the needs of newcomer children and their families. These investments will act upon these recommendations to help support up to 50 children in Newcomer families.

($20,000 in Year 1, $26,000 in Year 2, $26,000 in Year 3)

Early Learning and Child Care supports for the more vulnerable

In Prince Edward Island the Best Start Home Visiting Program identifies more vulnerable children at a young age. Indicators of vulnerability can include such things as employment status, lone-parents, low literacy levels, etc. Attending high quality early learning programs can improve children’s language and literacy skills, readiness for school, and early school performance. Research shows that this is especially true for children from disadvantaged backgrounds who, following their attendance in quality early learning programs, had higher educational and occupational outcomes, such as staying in school longer and earning higher salaries later in life. A gap in early learning and child care accessibility has been identified between existing programs for vulnerable children in Prince Edward Island. With federal funds received under this agreement, Prince Edward Island will address this gap, by increasing the child care subsidy program and modifying the entrance criteria thus increasing access for more children and families. This increase in access will impact approximately 100 more children who will be supported under this Action Plan’s expansion of access for children from more vulnerable families. This approach will ensure access for children who would not otherwise have access to early learning and child care. In addition, providing access to a high quality early learning and child care space will support the child to ensure optimum development. This is a key recommendation of the Minister’s Advisory Committee.

($700,000 in Year 1, $700,000 in Year 2, $700,000 in Year 3)

Early learning and child care supports for children with unique abilities

In Prince Edward Island children with unique needs have limited access to early learning and child care support through regulated child care. Early intervention is known to have a significant positive impact in the outcomes for children. Early intervention can have a direct impact in the child’s language and literacy skills, intellectual development, and social and emotional development. Research has shown early intervention for children with unique abilities can result in as much as an 18 IQ-point improvement in receptive language.Footnote 7 Improvements in these domains of child development will have a direct link to a child’s readiness to learn. By providing the educational support required for the child’s successful inclusion into an early learning and child care program Prince Edward Island will see an increase in the number of children benefitting from early intervention. With Federal funds received under this agreement, Prince Edward Island will increase educational resources to support children with unique needs. Through these investments, access to these programs will expand by at least 25%, supporting approximately an additional 30 children with unique abilities.

($510,000 in Year 1, $515,000 in Year 2, $515,000 in Year 3)

Acadian and Francophone community

Across Prince Edward Island there are six French first language early learning and child care programs. All of these programs are non-profit, and are located in community complexes of French first language only schools.

Acadian and Francophone parents who participated in consultations indicated that it is difficult to find the types of Early Childhood Education and Care programs they want for their children to ensure their continuing linguistic vitality. Parent’s preference is to find a quality program delivered in French. As well, other communities are unable to attract and retain staff to offer early learning and child care programs in French. The establishment of new francophone Early Childhood Education and Care programs is further challenged by the difficulty in recruiting qualified early childhood educators to staff new centres. Ongoing systemic barriers regarding wages and benefits may also impede any progress with recruitment and retention efforts in the Acadian and Francophone community

As noted by the Federal Commissioner of Official Languages: “In minority communities, early childhood is particularly important, on both an individual and a community level. For young children, this is a key time in terms of learning the French language, building identity and developing a sense of belonging to the community. It is also a critical period for community vitality and development.”Footnote 8 Governments of Canada and Prince Edward Island have an opportunity to support Acadian and Francophone communities in the area of early childhood development by supporting the initiatives outlined in this action plan, which were based on the recommendations of the Acadian and Francophone community of Prince Edward Island, through the Advisory Committee, and public consultations.

With federal funds received through this agreement, Prince Edward Island, in cooperation with the Island’s Acadian and Francophone community, will invest in Francophone Early Learning Supports / Francization program. The project is called “Dès la naissance” which means ‘from birth’. Acadian and Francophone families with children will be identified soon after the children are born. Children who are identified and show vulnerability could then receive critical early learning support through an intensive program. As well, all Acadian and Francophone families would also receive language development/family literacy support in learning and maintaining their language. This innovative initiative supports an early learning and child care system that is respectful of language and culture and, in particular, recognizes the unique needs of the French linguistic minority community on Prince Edward Island. Prince Edward Island is interested in establishing baseline data and monitoring the outcomes for the children and families identified in the above initiative. This investment represents a 5% expansion of the program to allow up to 15 additional children to gain access to this important early years intervention.

($60,000 in each of the three years)

Quality

There is a consensus among researchers that the level of staff qualifications is the most important predictor of positive child outcomes in early childhood settings. Existing research suggests that in general, higher levels of teacher education are associated with higher overall classroom quality, more positive teacher behaviors in the classroom, and greater gains in cognitive and social development in children.Footnote 9 Prince Edward Island is on the verge of a crisis in attracting and retaining early childhood educators. Staff leave to work in other sectors for similar or greater wages. In responding to this challenge, Prince Edward Island is proposing to explore training supports for uncertified staff to become certified, and increase quality enhancement support.

In the provincially designated Early Years Centres all staff must hold a level of certification. In non-designated centres, there is a requirement for two staff to be certified. Prince Edward Island aims to continue to improve the quality and services provided to children in early learning and child care centres. To achieve this, Prince Edward Island will use Federal funds under this bilateral agreement to incentivize individuals to achieve greater levels of education and increase the quality of early learning and child care experiences provided to children. These investments could result in an uptake among early learning and child care staff by as much as 20%, with up to 20 staff seeking their Early Childhood Education certification and/or further professional development.

(Training: $100,000 in Year 1, $75,000 in Year 2, $40,000 in Year 3)

(Quality Enhancement Grant: $75,000 in Year 1, $75,000 in Year 2, $100,000 in Year 3)

Administration / data

Prince Edward Island will be undertaking a feasibility study to identify needs and gaps in the existing early learning and child care system. It is our intent to establish benchmark data that will inform the establishment of indicators to measure the impacts of the Bilateral Agreement. There are also other provincial data sets that could inform long term indicators and the success of the Bilateral Agreement. The overall intent is to measure a child’s trajectory for healthy child development and readiness to learn. Prince Edward Island has an early learning and child care curriculum document that responds to the needs of children from birth to school entry.

($175,000 in 2017-18; $240,000 in 2018-19 and $192,000 in 2019-20)

Innovation

Prince Edward Island has used its regulatory framework in an innovative response to the early learning and child care needs of its population. This approach has been informed by community needs, and done in consultation with the sector to assure the solutions responds to early learning and child care needs of the population. Prince Edward Island has been proactively seeking the needs of the community to develop solutions to address the gaps which have proven to be challenging to fill through standard service delivery models. Prince Edward Island will develop, through the design of novel programs, innovative solutions to these needs, such as non-standard hours of care and francophone early learning support programs which are co-developed with the Acadian and Francophone community.

Prince Edward Island indicators which will be reported on annually
Programs Principles Indicators related to planned investment Data currently available Annual report
Year 1 Year 2 Year 3
Access
Infants and preschool children Accessible affordable and flexible Number and proportion of infants and preschool children who have access to regulated child care space no tbd yes yes
Children of families whose parents work non-standard / seasonal hours Accessible affordable flexible high quality Proportional increase of children benefitting from flexible early learning and child care programs for children whose parents work non-standard/seasonal hours no tbd yes yes
Children from  Acadian and French linguistic minority community Accessible affordable flexible inclusive high quality Number of children benefitting from programs designed to serve children from  French linguistic minority community yes yes yes yes
Children from vulnerable families Accessible affordable flexible inclusive high quality Proportional increase of children from vulnerable families benefitting from access to programs no tbd yes yes
Number of children receiving subsidies or other financial supports yes yes yes yes
Number and proportion of children from low income and middle-class families participating in early learning and child care programs no tbd tbd yesFootnote 10
Children from newcomer families Accessible Affordable Flexible Inclusive High Quality Proportional increase of children benefitting from resources and programs designed to serve newcomer families no tbd yes yes
Increase access to children with unique abilities Inclusive High Quality Number of children benefitting from programs designed to serve children with unique abilities yes yes yes yes
Quality
- High Quality Number and proportion of providers with Early Childhood Education (ECE) certification yes yes yes yes
Accessible Affordable and Flexible Number of new spaces (including full and part-time locations) for infants and preschoolers yes yes yes yes
Accessible Affordable and Flexible Inclusive Number of new spaces (including full and part-time locations) for children whose parents work non-standard/seasonal hours no tbd yes yes
High Quality Number and proportion of providers using provincial early learning curriculum and framework yes yes yes yes
High Quality Number and proportion of providers participating in professional development yes yes yes yes
- High Quality Number and proportion of providers adopting innovative new tools, particularly for newcomers no tbd yes yes
Summary table of Prince Edward Island Draft Action Plan 2017-2020
Objectives/ Programs Outputs / Outcomes Indicators related to planned investment Target growth by 2020 Principles
Access
Infants and preschoolers Increase access for infants and preschoolers to early learning and child care Number and proportion of infants and preschoolers who have access to regulated child care space

Minimum growth of 10%

(Approximately 200 new spaces)

Accessible affordable and flexible
Children of families whose parents work non-standard / seasonal hours Increase access for children whose parents work non-standard/seasonal hours Proportional increase of flexible early learning and child care programs (e.g. non-traditional arrangements for harder to serve population) Minimum growth of 20% Up to 20 children Accessible affordable and flexible inclusive
Proportional increase of children benefitting from flexible early learning and child care programs for children whose parents work non-standard/seasonal hours Minimum growth of 20%
Children from  Acadian and French linguistic minority community Increase support for Acadian and French linguistic minority communities  to access to early learning and child care Number of children benefitting from programs designed to serve children from  French linguistic minority community

Minimum growth of 5%

(est. 15 children)

Accessible affordable and flexible inclusive
Children from vulnerable families Increase access for children from vulnerable families  to early learning and child care Proportional increase of children benefitting from resources and programs designed to serve vulnerable families Minimum growth of 25% Est. 100 children Accessible affordable and flexible inclusive
Number of children receiving subsidies or other financial supports Minimum growth of 10% Accessible affordable and flexible inclusive
Number of children who are more vulnerable who will benefit from early learning and child care programs Minimum growth of 10% Accessible affordable and flexible inclusive
Children from newcomer families Increase access for children of newcomer families  to early learning and child care Proportional increase of early learning programs designed to serve newcomer  communities Minimum growth of 10% Up to 50 children Accessible affordable and flexible inclusive
Proportional increase of children benefitting from resources and programs designed to serve newcomer families Minimum growth of 10% Accessible affordable and flexible inclusive
Increase access to children with unique abilities Increase educational supports for children with unique abilities Number of children benefitting from programs designed to serve children with unique abilities

Minimum growth of 25%

(Approximately 30 children)

Inclusive high quality
Quality
Quality Increased quality in early learning and child care Number and proportion of providers using provincial early learning curriculum and framework

Grow by up to 15%

(Open 5 Early Year Centres)

Quality
Number and proportion of providers with Early Childhood Education (ECE) certification

Grow by up to 20%

(Up to 20 staff)

Quality
Number and proportion of providers participating in professional development

Grow by up to 20%

(Up to 20 staff)

Quality

Estimates – Year 1 – FY 2017-18
$3,519,129 Allotment

Approximate Carry Over (one time only) - request 50 % carry over to Year 2 ($1,759,564.5)

Objective Estimated cost Other information
Access $3,169,129 Subject to feasibility study and confirmation of actual costs:
Focus on growing the infrastructure to increase spaces for infants and preschoolers, parents working non-standard /hours and spaces for children more vulnerable
  • Infant and Preschool Spaces- $849,129
  • Capital for new spaces - $400,000
  • Increased access through subsidy  – $700,000
  • Handle With Care -$70,000
  • Newcomer Training and Support -$20,000
  • Francophone Home Visiting/Francization -$60,000
  • Early Learning and Child Care Registry-$60,000
  • Supports for children with unique needs- $510,000
  • Alternate hours- $500,000
Quality $175,000 Increased credentials of educators:

  • Training -$100,000
  • Quality Enhancement Grant - $75,000
Administration: Project Manager /Quality Control $175,000
  • Feasibility study
  • Research on impact
  • Program manager
  • Inspector
Total: $3,519,129

Estimates – Year 2 – FY 2018-19
$3,517,820 Allotment

Approximate Carry Over (one time only from Year 1) - requested 50 % carry over ($1,759,564.50)

Objective Estimated cost Other information
Access $3,102,820 Subject to feasibility study and confirmation of actual costs:

Focus on growing the infrastructure to increase spaces for infants and preschoolers, parents working non-standard /hours and spaces for children more vulnerable

  • Infant and Preschool Spaces- $1,176,820
  • Alternative Hours - $500,000
  • Supports for children with unique needs- $515,000
  • Increased access through subsidy - $700,000
  • Handle With Care -$125,000
  • Newcomer Training and Support - $26,000
  • Francophone Home Visiting/Francization -$60,000
Quality  $175,000 Increased credentials of educators:
  • Training -$75,000
  • Quality Enhancement Grant - $100,000
Administration: Project Manager /Quality Control $240,000
  • Feasibility Study
  • Research on Impact
  • Program Manager
  • Inspector
Total: $3,517,820

Estimates – Year 3 – FY 2019-20
$3,517,820 Allotment

Objective Estimated cost Other
Access $3,185,820 Subject to feasibility study and confirmation of actual costs:

Focus on growing the infrastructure to increase spaces for infants and preschoolers, parents working non-standard /hours and spaces for children more vulnerable

  • Infant and Preschool Spaces- $1,179,820
  • Alternative Hours - $500,000
  • Supports for children with unique needs- $515,000
  • Increases access through subsidy - $700,000
  • Handle With Care -$205,000
  • Newcomer Training and Support - $26,000
  • Francophone Home Visiting/Francization -$60,000
Quality $140,000 Increased credentials of educators:
  • Training -$40,000
  • Quality Enhancement Grant - $100,000
Administration: Project Manager /Quality Control $192,000
  • Research on impact
  • Program manager
  • Inspector
Total: $3,517,820

Incremental funding

Prince Edward Island’s current overall spending is $12.7M.Footnote 11 The federal funds will not displace current spending by Prince Edward Island on early learning and child care.

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