partnership From Local Innovation to Global Excellence: Proposal for a French-Language University in Ontario Report of the French-Language University Planning Board – June 30, 2017 The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). This page has been intentionally left blank. From Local Innovation to Global Excellence: Proposal for a French-Language University in Ontario Report of the French-Language University Planning Board – June 30, 2017 June 30, 2017 The Honourable Deb Matthews Minister for Advanced Education and Skills Development Dear Minister, On December 13, 2016, the Planning Board for a French-language University had the pleasure of welcoming you and the Minister Responsible for Francophone Affairs at its very first meeting. You confirmed that this project was very important to the government and that the inclusion of a requirement to “identify governance models by and for francophones” in the Board’s terms of reference was not an empty gesture. You asked the Board to be innovative and strategic, and to suggest potential affiliations and partnerships with universities not only in Ontario, but also in Canada and around the world. In other words, you placed your trust in us. Today, June 30, 2017, we deliver this report with much pride after having completed our task under a very tight timeline. Of course, the Board did not do this in isolation and would like to thank first of all the members of the francophone communities who immediately responded to the call and guided us with their advice and experience. They expressed their fervent desire to see the creation of a French- language university during their lifetime. The Board actively engaged student and community groups, inter-sectoral councils, school boards, as well as not-for-profit, public, broader public and private sector organizations. Along the way, the Board realized that partnerships and collaborations will be absolutely key to the University’s success and so they made it one of the University’s defining characteristics. The Board consulted bilingual universities and other universities in Ontario, Quebec and abroad. This allowed us to understand the current and future challenges of university education and to propose an educational project that is adapted to our times and societal needs. The Board started with the assumption that the new university would have to affiliate itself to others to come to fruition. Over the course of numerous conversations with French-language and bilingual universities, the Board concluded that it was possible to create a provincial French-Language Univer- sity Network through academic affiliations to the French-language University (ULF) that would reach out in the Centre Southwest, the North and the East of the province. This project, which began on a regional scale, has therefore become provincial and, moreover, abides by the principle of gover- nance “by” and “for” francophones as specified in our mandate. The cultural, educational and socio-economic institutions of the Central-Southwestern region and the province have been forthcoming in their engagement with the French-language univer- sity education project. Not only do these organizations wish to participate actively in the uni- versity training of students through work-integrated experiences and internships, incubators / accelerators of innovation, creative projects and others but they also want to enrich and foster a francophone milieu on campus, by participating in the establishment of the Carrefour franco- phone du savoir et de l’innovation (Toronto Francophone Hub of Knowledge and Innovation). Finally, the Maison de la francophonie plans to assume responsibility for student residences, as well as other related services in support of the Francophone Hub. Everywhere we went, we received a warm welcome and the expression of a genuine interest to concretely commit to the full realization of this project, which promises to be a unifying force for Ontario’s Francophonie and for Ontario more broadly. By way of illustration, in less than six months, this project succeeded in initiating collaborations with all the bilingual and French- language universities, the two French-language Colleges, seven English-language universities in Ontario and more than eight universities and centres of excellence in research in Quebec and elsewhere in the Francophonie. The Board also wishes to thank all those within the government who have demonstrated excep- tional willingness to contribute to this process, have expressed their views and made available the expertise and time of their staff. The members of the Board and I had the privilege of engaging in reflection with hundreds of people, an enriching and rare experience in one’s life. It must be said that the mandate you gave us was also unique: to create a 21st century French- language university. Few people can boast of having the opportunity to take on such an exciting challenge! To conclude, I would like to say that without the members of the Board and without the very small team who accompanied me on this journey, I could not have given you this report today. We present to you a turn-key proposal, in which all elements are inter-connected. This report, I hope, will live up to the aspirations of the francophone community and meet your expectations. Please accept, Minister, my warmest regards. Dyane Adam, Ph.D., C.M. Executive Summary The purpose of the executive summary is to briefly review the mandate given to the French-Language University Planning Board by the Minister of Advanced Education and Skills Development (MAESD) and the recommendations that ensue. The findings and re- commendations are grouped under the different elements of the Board’s mandate. Student Interest and Market Demand1: Consider the results of the student inte- rest and market demand study and other relevant research studies to determine the breadth and scope of academic programming offered through or with potential affi- liates Conclusions: The independent Study on the Need and Interest for a French-Language University in Central and Southwestern Ontario (Malatest 2017)2 and other evidence suggest that there is a sufficiently large pool of students to support an institution of modest size driven by academic excellence and characterized by an academic and pedagogical project adapted to the 21st century. This same study, as well as others, have confirmed that employers in the region are already facing significant challenges in recruiting employees who are competent in French and the needs are expected to continue to grow. The results of a survey of employers conducted by the consulting firm correspond to the results of the Plan- ning Board’s consultations with regards to the labour market sectors with the highest demand for French-speaking university graduates: 1) education; 2) health; 3) finance; 4) commerce; 5) communications and technology; 6) administration and civil service. In fact, the same sectors are identified (in a slightly different order) in the Mercer re- port (2017)3 on employment opportunities for bilingual francophone talent in Ontario. In summary, it is clear that there are labour gaps in areas (education, law, social and health) which are essential to the province’s ability to meet its commitments to the francophone population under the French Language Services Act. 1 The data from which these conclusions are drawn are presented in chapter 2. 2 Malatest (2017). Study on the Need and Interest for a French-language University in Central and Southwestern Ontario. Independent study commissioned by the Ministry of Advanced Education and Skills Development, Toronto, ON: R.A. Malatest and Associates Ltd. 3 Mercer (2017). Looking Forward:Employment opportunities for Ontario’s bilingual francophone talents. Retrieved from https://www.dropbox.com/sh/dkm3j1j7fvbuwxw/AADzEvuY6XZcq7eKYKUGM6dda?dl=0&preview=LP_FHCF_2017_ENGL.pdf Report of the French-Language University Planning Board / Executive Summary 6 In light of these observations and considerations, and in line with the two previous committees, which recommended the creation of a French-language University (ULF): The Planning Board recommends: ► That the Minis ter of Advanced Education and Skills Development (MAESD) take the necessary steps within the government to establish a French-language University in centre and southwest Ontario, with all the powers and authorities normally granted to a university, and whose mission would be, among other things, to be responsive to the lack of French-language learning opportunities in Ontario, particularly in the Centre-Southwest of the province, covering all fields of knowledge and at all levels of university education. Governance, Partnerships and Affiliations4: Identify and advise the Minister on po- tential affiliation opportunities with one or more institutions that offer university edu- cation in Ontario; identify and advise the Minister on academic governance models by and for francophones that support affiliation approaches to academic oversight; and provide advice on options regarding the legislative composition of the board and