Backgrounder: CANADA–PRINCE EDWARD ISLAND EARLY LEARNING AND CHILD CARE AGREEMENT
On June 12, 2017, Federal, Provincial and Territorial Ministers Responsible for Early Learning and Child Care signed a Multilateral Early Learning and Child Care Framework. This is a significant milestone in which governments agree to work together to address some of the key early learning and child care issues across the country.
Governments will work towards achieving the shared long-term vision of the Framework where all children across Canada can experience the enriching environment of quality early learning and child care. They have committed to increase the quality, accessibility, affordability, flexibility and inclusivity of early learning and child care with consideration for families that need child care the most.
The implementation of this framework, and a separate Indigenous Early Learning and Child Care Framework to be co-developed with Indigenous peoples, is supported by federal investments announced in Budgets 2016 and 2017, totaling $7.5 billion over 11 years. Through bilateral agreements, the Government of Canada will provide provinces and territories with $1.2 billion over three years that outline the unique early learning and child care needs that will be addressed and funding allocation for each jurisdiction.
The Governments of Canada and Prince Edward Island have signed an early learning and child care bilateral agreement. Through this three-year bilateral agreement, the Government of Prince Edward Island will receive $10.5 million for investments towards expanding spaces (particularly infant spaces), supporting children with unique needs and vulnerable families who can benefit the most from high-quality learning and care and responding to the longstanding needs of Island families who have seasonal jobs or work shiftwork.
By the end of the three-year agreement, this funding will:
· increase 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;
· increase early learning and child care supports for the more vulnerable children, including children with unique abilities and children in Acadian and Francophone communities; and
· increase 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.
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