I am pleased to build on Minister Dunlop’s remarks about the proposed legislative changes. These changes will help set students up for success throughout their post-secondary education and as they transition into rewarding careers.

As a government, our priority is to support Ontario students and help them access high-quality education—education that will help them develop the knowledge and skills they need to get good-paying jobs and support the growth of our economy.

In order for students to flourish in post-secondary education and beyond, we first need to provide them with a solid foundation that fosters success. All students in Ontario deserve to learn in a healthy, safe and respectful environment—an environment where they don’t have to worry about discrimination or harassment while accessing an education.

The safety and well-being of students on campuses across Ontario is a critical responsibility of our colleges, universities and private career colleges—and on our part, our government will continue to take action to support institutions in their efforts.

That’s why today I’m proud to show my support for the two initiatives outlined in Bill 26, the Strengthening Post-secondary Institutions and Students Act, 2022.

As Minister Dunlop explained, the first set of proposed amendments in the bill introduce changes that demonstrate our zero tolerance stance for sexual assault, harassment and any other form of sexual misconduct in our post-secondary communities. This legislation seeks to help publicly assisted colleges and universities and private career colleges to better address faculty and staff sexual misconduct against students. This includes equipping institutions with stronger tools to address these instances should they occur, unfortunately. Institutions would also be required to have employee sexual misconduct policies that set out rules for behaviour between employees and students and set out examples of disciplinary measures for employees who break these rules.

Finally, the proposed changes would prevent the use of non-disclosure agreements, which can sometimes be used to hide the prior wrongdoing of an employee when they leave one institution for another.

As Minister Dunlop mentioned, after considering the bill in more detail and listening to feedback we received, we are strengthening the language in the bill to protect students even more by using the term “sexual misconduct” instead of “sexual abuse” to refer to both physical and non-physical acts, and making it clear that the use of NDAs, or non-disclosure agreements, is unacceptable unless the student requests it.

As someone who led hiring and recruitment at Sheridan College for the past 13 years, I can tell you first-hand about the level of responsibility institutions feel to get it right. No one should have to worry about sexual misconduct on- or off-campus, especially not students. Our post-secondary institutions go to extensive lengths to attract and retain the best talent for our students. Candidates are led through a rigorous recruitment process and vetted extensively.

Non-disclosure agreements put staff, students and visitors in harm’s way when prior wrongdoing remains a secret.

We need to ensure a safe environment for post-secondary learners, fostering feelings of safety and personal comfort in which to learn, live, work and grow. Not only do we want to surround our students with educators who are inspiring and engaging; we also want to ensure these educators are unfailingly professional.

I’d like to reiterate Minister Dunlop’s statement that in most instances, the faculty and staff at our post-secondary institutions are doing an exceptional job and are demonstrating incomparable behaviour. Unfortunately, there are a few cases where this cannot be said, and so our government will not hesitate to step in.

The second set of amendments in the Strengthening Post-secondary Institutions and Students Act, 2022, would change the name of Ryerson University to Toronto Metropolitan University. As Minister Dunlop mentioned, the university took steps towards making this name change because of concerns with the legacy of Egerton Ryerson and his role in the creation of Canada’s residential school system. The university came forward earlier this year to request that the government make Toronto Metropolitan University the official legal name of the institution. We are pleased to support this step in the university’s continued journey—a journey that better aligns the university’s name with its current values. The university’s renaming is one of many steps the university is taking to move beyond the legacy of Egerton Ryerson and his role in the design of Canada’s residential school system. I would like to congratulate the university on their decision to rename, on the extensive community consultation they have completed in order to arrive at this decision, and on the resulting report of its task force. I look forward to seeing how the university further acts on the recommendations of its task force to move towards greater inclusion and equity for Indigenous learners.

For many years, I’ve been a committed mentor and coach for students, working with high school, college and university learners to help them overcome the challenges they face when entering the workforce. As someone who is passionate about post-secondary education and supporting students on their career journeys, I can so clearly see how these proposed legislative amendments would be critical to bolstering student success. Ultimately, it all comes down to supporting student access to post-secondary education and ensuring a safe, inclusive learning environment once they get there. I’m proud to say that our government has taken extensive action over the past few years to make this happen.

But while a relatively high number of Ontarians participate in post-secondary education overall, there are still groups that, for various reasons, are under-represented at colleges, universities and Indigenous institutes. That’s truly a shame, because this province needs representation from all individuals who call Ontario home. Their varying perspectives and ideas make us undoubtedly stronger.

For example, low-income students have a high school dropout rate of 30% to 50%, and are less likely to enter a post-secondary education and to succeed once they arrive. As you can imagine, family income is an especially strong predictor for attending university. As such, young people from high-income families are two to three times more likely to go to university than students from low-income families.

Youth in extended care, often referred to as crown wards, face similar challenges in accessing post-secondary education, with a 56% chance of dropping out of high school. It goes without saying that this can often lead to unemployment and underemployment.

And there are students whose parents did not attend post-secondary education. It can be a great honour and also a lot of pressure to be the first in your family to pursue higher education. Unfortunately, only 56% of first-generation individuals—that’s the term we use to describe individuals who are the first in their family to pursue post-secondary education—have a post-secondary credential. That number jumps to 89% for those whose parents both have a degree, a diploma or some other credential. Speaker, 56% compared to 89%—that’s a significant gap.

Students with disabilities face their own unique set of challenges accessing and succeeding in post-secondary education. In 2021-22, over 96,000 post-secondary students were registered with offices for students with disabilities at publicly assisted colleges and universities, and that number has been on the rise for years.

Finally, I’ll note that in 2019, 37% of Ontarians reported having a university degree, but only 16% of off-reserve Indigenous individuals did.

I realize these stats can paint a stark picture of inequity in our province and in Ontario’s post-secondary sector, but it’s important we acknowledge the many factors at play in the context of the important legislation being discussed today.

I’m proud to say that our government has taken definitive action to better support the inclusion, access and success of more students at post-secondary institutions across Ontario. For example, in March of last year, the Ministry of Colleges and Universities engaged with the Premier’s Council on Equality of Opportunity. The council is an advisory group that champions community voices and provides advice to the government on how to help young people succeed in Ontario’s changing economy. The goal of engaging the council was to help seek feedback from stakeholders, advocates and students themselves on how the government can better respond to accessibility challenges faced by minority groups at colleges and universities. We coordinated consultations with different under-represented groups in the post-secondary sector, including those I mentioned earlier. We wanted to hear directly from individuals regarding the barriers they experienced accessing higher education and any challenges they had once they got there. That insight is helping our government shape a better, more inclusive post-secondary system.

I’m proud to say that we have many programs in place that are making a very tangible difference in this area. For example, we provide nearly $10 million annually to Pathways to Education, a not-for-profit organization that provides academic, financial, social and one-on-one supports to Ontarians in certain low-income communities in the province. Pathways to Education helps these youth graduate from high school and successfully transition to post-secondary education. This program supported more than 3,000 students in Ontario last year. That’s 3,000 students who suddenly had the door of higher education opened to them; 3,000 more students who will gain the skills they need to graduate, get a meaningful, well-paying job and help drive Ontario’s economy forward. I know Minister Dunlop had the pleasure of attending the Pathways to Education grad ball a few weeks ago. The event is always a wonderful opportunity to see the very real difference this program can make to so many young people.

Our government also provides more than $11 million annually to support Ontario Postsecondary Access and Inclusion Programs at colleges and universities. This funding helps institutions to provide outreach, transition and retention programs to students who, without supports and interventions, would not otherwise access post-secondary education. It is designed to help students see the value of higher education, see themselves in post-secondary, and help them make the transition and succeed once there. This program had about 273,000 interactions with students in the 2020-21 academic year. That’s more than a quarter of a million touchpoints with students to help them in their post-secondary journey.

We also support something called Ontario Education Championship Teams. As I mentioned earlier, it can be challenging and overwhelming for a first-generation post-secondary student to pursue higher education. This is also true for youth in extended care. Ontario Education Championship Teams help remove informational and administrative barriers for those students so they can transition to post-secondary education and access training and employment. The 21 teams are made up of children’s aid societies, school boards, post-secondary education institutions and employment services. They are doing truly great work. Each year, this important program supports an average of 6,000 students. Again, that’s 6,000 students who may not have thought a post-secondary education was even a possibility for them.

Finally, in the context of today’s proposed amendments to help Toronto Metropolitan University move beyond the legacy of the Indian residential school system, I would like to highlight the work we are doing to support more Indigenous learners with their post-secondary goals. As a government, we are supporting both changes at the local level, such as Toronto Metropolitan University’s name change, and taking concrete steps towards building a post-secondary system that embraces accessibility and equality and promotes success for Indigenous learners and all students.

We know there is an attainment gap in post-secondary education between Indigenous and non-Indigenous learners. Approximately 53% of Indigenous people aged 25 to 64 hold a post-secondary credential, compared to 65% of the non-Indigenous population. There is widespread agreement by Indigenous leaders, communities and education professionals that investing in culturally responsive post-secondary education opportunities for Indigenous learners will have tremendous benefits and reduce this gap.

To this end, colleges and universities across Ontario are committed to improving Indigenous learners’ access, inclusion and participation in post-secondary education. They have prioritized many activities, some in response to the Truth and Reconciliation Commission of Canada’s Calls to Action, including hiring and retaining more Indigenous faculty and staff; increasing recruitment, bursaries and scholarships for Indigenous learners; including more Indigenous content in courses; offering new courses, programs and degrees specializing in Indigenous subject matter; and increasing partnerships with local Indigenous communities.

Our government supports colleges and universities in providing culturally appropriate services and student supports to Indigenous learners through the Indigenous student success fund. Through this fund, our government invests $18.2 million annually to fund programs and services such as Indigenous counsellors; post-secondary education experience camps; elders-in-residence; academic supports; access to Indigenous-focused mentoring, counselling and advising services; partnership development; and student and community outreach activities. To further ensure that universities and colleges include culturally appropriate services, institutions that receive the grant are required to maintain an Indigenous education council comprised of Indigenous community members. The council provides advice and input on programs and services. To respond to community needs, colleges and universities also offer Indigenous study programs such as social work, teaching, early childhood education, and language programs.

In addition to promoting inclusion for Indigenous learners at colleges and universities, Ontario supports Indigenous institutes in providing post-secondary education and training for nearly 1,500 Indigenous learners. Indigenous institutes are an important pillar of our post-secondary education sector. That’s why, five years ago, Ontario took a historic step to formally recognize their important role in delivering post-secondary education in the province. That is when the Indigenous Institutes Act, 2017, came into force. The act allows Indigenous institutes in Ontario that have been independently quality-assured through the Indigenous Advanced Education and Skills Council to offer independently delivered post-secondary education credentials.

Nine Indigenous institutes in the province are currently part of the publicly assisted post-secondary education system. Not only do they provide education and training for thousands of Indigenous learners; they offer programming in a culturally holistic and safe learning environment—an environment where Indigenous knowledge and ways of knowing are woven into all aspects of the learner experience. Several institutes serve communities in northern, rural and very remote parts of the province. They provide critical access to learners who might not otherwise participate in post-secondary education and training.

Our government is committed to supporting Indigenous institutes in providing learners in all parts of the province with access to high-quality education and training, so that Indigenous institutes continue to flourish and respond to community demands and the needs of the local labour market. That’s why our government continues to invest in Indigenous institutes across Ontario. In 2021-22, Ontario invested $24.8 million in the Indigenous Institutes Operating Grant, and, in budget 2022, committed an additional $4.5 million over the next three years, for a total of $26.3 million in 2022-23.

There is no greater investment than in the talent and skills of the next generation.

There has never been a more rewarding time to contribute to Ontario’s health care workforce. To help meet the unprecedented health care challenges brought into sharp focus throughout the pandemic, our government is investing $34 million over four years to increase enrolment in nursing and in personal support worker programs at six Indigenous institutes. This funding will help participating Indigenous institutes expand existing programs or create new ones to support the training of approximately 340 practical nurses, 60 registered nurses and 400 personal support workers over four years. To assist these students with completing their studies, Ontario is providing subsidies for tuition, textbooks, child care and costs related to clinical education. Ultimately, we want to make it easier for learners to pursue training as a nurse or a PSW. Overall, this increase in skilled nurses and PSWs will make a significant difference in supporting our health care system and will help Indigenous learners pursue rewarding careers.

In addition to funding for personal support worker and nursing programs, Ontario promotes a diversity of programs that meet the economic, health and social needs of Indigenous communities. Our government is dedicated to creating the conditions that make it easier for Indigenous learners to access a high-quality education. This includes all aspects of a student’s experience, from the learning environment to mental health supports to financial assistance.

To provide Indigenous students, faculty and staff with access to modern and safe learning environments, through budget 2022, our government is investing $4.5 million over three years to support the maintenance of Indigenous institute facilities.

We have also taken decisive action to provide flexible and increased access to mental health supports for Indigenous students. In 2022-23, Ontario is investing $950,000 in the Indigenous Institutes Mental Health Grant. This funding will continue to support Indigenous institutes in offering new or increased access to mental health, wellness, and trauma-related programs, services and supports, primarily for learners at Indigenous institutes. Funding may also be used to provide mental health, wellness, and trauma training for their staff and faculty.

To make it easier for Indigenous people to access a culturally supportive and high-quality post-secondary education, we are also removing financial barriers for Indigenous learners. Our government opened the door to OSAP eligibility for Indigenous institutes as of the 2020-21 academic year. In addition, Ontario offers a range of grants and loans through OSAP to support the unique needs and economic circumstances of Indigenous learners. There were over 5,700 Indigenous learners who received OSAP for the 2021-22 academic year, totalling approximately $78 million in federal and provincial grants and loans across all post-secondary institutions. These supports include the Ontario Indigenous Travel Grant, which addresses the high cost of travelling to a post-secondary school for Indigenous students living in remote First Nations communities.

The real winners are Ontario’s students and communities, who benefit from the incredible work being done at our institutions across the province.

As I mentioned earlier, most faculty on campus are doing a remarkable job of supporting student success. We see this in some of the examples that I’ve shared today. But we need to do more to set students up for success so that they can achieve such milestones. We need to remove barriers to education and provide students with the kind of safe, encouraging, respectful environment where they can focus on what is most important.

Our government is ready to take bold, decisive action in order to do what’s best for Ontarians.

As someone who has worked in the sector for many years, I know that if students don’t feel safe or have a sense of belonging, this will impact their success. That’s why I’m so pleased to see that the measures we are proposing today are truly focused on what matters: the students.

To the member opposite, I appreciate your comments today. It was interesting to learn that you’re currently an undergraduate student at McMaster University.

Every campus in Ontario has a sexual assault issue—sexual harassment and violence, and 2SLGBTQ students are disproportionately affected by sexual harassment and violence. I’m wondering—because you are an MPP and a student, you are a leader on your campus—what will you do to curb sexual harassment and violence on your campus? Will you join the gay-straight alliance on your campus and will you help out with the sexual assault centres?

And I know; I know. You can laugh. I get that a lot. But frankly, again, these are young people, for the vast majority. They’re 17, they’re 18, maybe 19. They’re coming onto campus. Their joie de vivre, their appetite for learning, is limitless. The best courses are first-year courses, before they become a little bit jaded by the time they get to third or fourth year and they don’t engage as much. But the first-year students, they’re there to learn, they’re there to discuss, they’re there to experience post-secondary education, and I can’t imagine how devastating and how destructive an act can be to someone coming in with those expectations.

And that, then, is a call to all of us to take that seriously, to act not just in this way—this is an incredibly important piece of legislation that builds on the work that’s been done in a non-partisan way, and I know that any member in this House would be the first to say that it’s not the end, that there is more work that should be done. I, frankly, don’t know exactly what that is. If I did or if we did, then I know we would bring it forward. But I know that that’s something all of us share, a belief in always doing more, being better and serving—serving those who we strive to represent, including those young people who are seeking to improve themselves and to contribute, to make a difference in our communities.

And that’s why I’m speaking in favour of this legislation this afternoon, Speaker. It’s because when I think of the people that I go to school with and the people who have gone to school and have experienced, unfortunately, the terrible trauma, the déjà vu, if you will, of having been abused or having been harassed or having been assaulted by someone who is in a position of authority, in a faculty position, and then going back onto that campus, seeing that person at the front of class, teaching, speaking with authority—I can’t imagine what that would be. And I recognize, Speaker, that I’m not someone who is in a position that likely will ever experience that. I pray no one in my family will experience that; I pray that no one I know will experience that. But there are many who have.

So then it’s not enough for us just to say, “Well, the existing processes are good enough. It’s good enough, what we’ve got. Yeah, it’s not perfect, but it’s good enough.” There’s a flavour of that in what I hear. Defending these unethical NDAs—the approach of the past, frankly, in approaching these sensitive and important topics, is not good enough. That’s why this legislation is needed and it’s why I support it.

I would just ask all members to think either of their family members—or perhaps, if not family members, those they know, those they interact with. Think about the university or the college in your community. So many of us have them. There are so many amazing colleges and universities in this province that do fantastic work. Think about when you go there—we’ve all been there, right? They invite us. Perhaps it’s a new facility opening. Perhaps we get asked to speak to a class. Perhaps we’re invited to visit a high school and share about our life as an MPP or the policies that our government is providing.

When you look out upon that group of children or young adults or teenagers and think about the terrible statistics that have necessitated this type of action, the fact that so many have experienced terrible abuse or trauma from those in positions of authority—consider that when casting your ballot, and vote yes. Vote yes to a safer university campus. Vote yes to a safer college campus. Vote yes to supports in place that provide opportunity, that encourage growth so that that eager and enthusiastic group of students who I see when I go to campus don’t have the devastation and disappointment of experiences that I pray none of us will ever see.

Speaker, in conclusion, I strongly support this legislation. I will be voting for this legislation and I ask all members of this House to join me in doing so. Thank you very much.

Whether it’s this legislation or other legislation, I’m committed to working and listening. It’s so important to ensure that we’re listening to those who have had lived experiences. Whether it’s in seminars or events—I frankly don’t get to quite as many events on campus as I would like to, just given the other requirements of the job—I’m going to continue to listen and have those help inform my work and advocacy here as an elected member as well. My thanks to the member for the question.

I listened to the remarks from the member across the way, and I just want to emphasize how prevalent gender-based violence is on university and college campuses in Ontario. The government’s own climate survey showed that 63% of university students—that’s two thirds—experienced sexual harassment while on campus, and 23% disclosed a non-consensual sexual experience. It is a crisis at our post-secondary institutions.

But the majority of the sexual violence that is experienced is student-on-student sexual violence; it is not faculty to student. So I’m wondering, when so many organizations came to the committee and urged the government to include prevention in this bill, to include measures to reduce the prevalence of student-on-student sexual violence on campus, why did the government ignore all of that input?

I’d like to congratulate my colleague the member for Toronto Centre on her remarks today, but also her leadership in her private member’s bill on Consent Awareness Week. I was privileged to attend the launch of that bill the day that she tabled it in this Legislature, and I heard the widespread support from student organizations who really identified the importance of consent education on campus as a measure that’s going to really help reduce incidents of sexual violence on campus.

So I wondered if the member could comment on the shortcomings of an approach, as set out in this bill, that focuses only on punitive cases of faculty-to-student sexual violence and doesn’t encompass the kinds of prevention initiatives like Consent Awareness Week.

I’m pleased to join the debate today on Bill 26, the third reading of the Strengthening Post-secondary Institutions and Students Act.

Just by way of context, you’ll know that in the official opposition I was the education critic, and in that position I had the opportunity to visit many of the campuses across Ontario. In my own riding I have three educational institutions: Ontario Tech, Durham Trent and Durham College, and the proposed changes that are in Bill 26, I believe, will allow those post-secondary institutions and the students who are in those institutions to succeed going forward.

Now, interestingly, I was also in the standing committee when we discussed amendments, and the member for Nickel Belt was in the course of debating some of the amendments described this legislation as “life -changing” and also “generational.” I think those are two important descriptions when we’re looking at this legislation and what the effects can be, and will be, given the direction and intent and purpose that’s evident in Bill 26.

What’s clear, Speaker, as we debate the bill here this afternoon, is that campuses across the region of Durham, like Ontario Tech, Trent Durham in Oshawa and Durham College in my riding of Whitby, are not only places of learning but, importantly, centres of employment and economic growth for their communities, cities and regions that they call home.

The other aspect of Bill 26 which is important to get on the record is that it’s about also creating the right conditions for student success. It’s also about creating inclusive, respectful and safe environments for learning, and I think those are qualities that we all aspire to for the youth who are that are on campus, as well as faculty and staff.

What’s evident is that the proposed legislation seeks to help institutions like the educational facilities in my riding and other ridings in the region of Durham better address faculty and staff misconduct against students.

First, it will equip these institutions with stronger tools to address instances of faculty or staff sexual misconduct. For example, sexual abuse of a student by faculty would be just cause for dismissal, as it should.

Second, it would prevent the use of non-disclosure agreements, which can be used to hide the prior wrongdoing of an employee when they leave one institution for another. The parliamentary assistant to the Premier, when she spoke earlier in this Legislature, spoke about the effect and cause-effect of that. Also very important, preventing the use of non-disclosure agreements will help to limit instances where an employee leaves an institution to be employed at another institution and their prior wrongdoing remains a secret, unknown to faculty, staff and students.

Third, it would require institutions to have sexual misconduct policies that provide rules for behaviour between employees and students and examples of disciplinary measures for employees who break these rules. These measures will help address instances where faculty overstep a teacher-student relationship with inappropriate behaviour, such as an instance in 2016 when an independent review found that a professor gave alcohol to and made sexual advances towards a student.

Speaker, if approved, the legislation’s amendments would come into force on July 1, 2023. Taken together, these changes will require publicly assisted colleges and universities, as well as private career colleges, to have specific processes in place that address faculty and staff sexual misconduct on campus and to make those processes transparent.

At a fundamental level, no student in Ontario can reach their full potential unless they’re safe on campus and feel safe on campus. Our government believes that everyone should be able to pursue their studies on or off campus without having to worry about sexual violence, harassment or misconduct. Speaker, this is not something we merely believe in, but as a government, in fact, we’ve acted on.

The measures included in Bill 26 further build on our government’s actions to address the safety of students. What I’m alluding to there, Speaker, is about a year ago, in March, we brought forward a set of regulations designed to make the campuses safer than what they were. And by no means is that to cast dispersion on the robust work taking place on campuses across Ontario, including my riding, overall. But what it does is make sure that the checks and balances are in place to help our students who are aspiring to careers succeed in their studies to accomplish that.

I want to share with you a couple of comments from people who have looked at the legislation and one that resides with Ontario Tech University: “Ontario Tech University welcomes the province’s strong support for the post-secondary community’s commitment to eradicating sexual violence and maintaining healthy and safe learning, living, social and working environments for students, staff and faculty members with this bill....”

And, Speaker, I’m conscious of the time, so I’m going to go to my closing, if I could, please.

These proposed amendments, if passed, will benefit students by helping to create a safer, more respectful environment and campus community. Bill 26, I believe, provides measures to help position our post-secondary education sector for continued success for present and future generations, like my granddaughters, Annette and Sophia. The sexual misconduct measures will provide students with more protection—as they should—empowering them to achieve their full potential during some of the most formative years of their lives.

What’s clear with Bill 26 is that we’re building on past successes to help students feel safe and supporting our institutions to continue to uphold high standards. We will continue to work with our colleges and universities, student groups and other partners to make sure our world-class post-secondary institutions—like Ontario Tech, where I was last Friday, with my colleague MPP Dowie—support a bright future for the people in this province—importantly, the students, the staff and the faculty.

To those members in the official opposition, there are times in this place when we have the opportunity to make a strong decision to affect the lives of young people in our communities. Today is a day when you stand in your place and say yes and support this critical piece of legislation—

I listened to the comments from the members on the opposite side, and I want to ask a question specifically to the member for Markham–Thornhill. He spoke very powerfully and sincerely about his awareness of the devastating consequences of sexual violence for the survivor, in the case of post-secondary institutions, overwhelmingly, the young women who are the people who experience sexual violence on campus.

Now, I wonder if he would agree that the experience would be just as devastating, just as shattering, for that young woman if she is on a co-op placement or an internship or some other kind of work experience learning thing that is mandated by the institution, and if he could answer why there is no oversight of those supervisors for experiential learning placements.

Thank you, Speaker, through you, to my colleague for that question. It’s a question and discussion that I’ve had on the campuses in my riding, and part of the discussion, in the context of Bill 26, is that in no way should it be perceived as an attack on our faculty or a way to limit their rights or anything else that people might want or suggest to believe.

In fact, many of the faculty and staff on these campuses see the necessity of these sorts of protections, because it keeps them safe and it keeps the students safe. The prime objective of the faculty on campuses, from the conversations that I’ve seen, is to make sure that the students are safe in every way possible, so that, as I indicated earlier, their aspirations that they have, in fact, can be fulfilled. That’s what I’m hearing.

I thank the member for his question—thoughtful as usual.

Our government has shown an incredible commitment to the protections of students on campus, and one of the most notable is, in some respects, the funding, but the non-disclosure agreements and dealing with those non-disclosure agreements, and what the effect has been historically, and what the checks and balances that we’ve put in place now—I think have been significant, Speaker.

Added to that is the work that each of the universities and community colleges have done to put in place their individual policies and programs and services to support their students as well.

I think, taken together—taken together—when the time comes to vote on this legislation, we can satisfy ourselves that we’re putting in place the supports that are needed to help students in our communities, our individual communities, succeed and be protected. That’s why we’re here today to debate the bill. That’s why we’re going to succeed together in moving this bill forward.

I want to thank the member from Markham–Thornhill for the question. We are all agreed that we need to deal with sexual harassment and violence on campus, and this bill just doesn’t go far enough. There should be much more. There should be an education component and there should be supports for survivors built into this bill. That’s what was asked for at committee by many, many organizations and experts. Unfortunately, it didn’t get incorporated into the bill, which is a real lost opportunity.

When you’re talking about education, I mean, it’s very clear: The statistics are clear that 96% of Canadians believe that there should be consent with sexual activity, but one in three don’t know what consent means. So that’s where the gap is. That’s where we really need education, and that’s why I’m really hoping the government will push through the consent awareness act that our colleagues have brought forward, because that is going to mandate education about what consent actually means across the province.

There are some good things in this bill, but this in itself is not going to protect students on campus, and that’s got to be our goal. There should be no holds barred on that, like we’ve got to do—well, we’ve got to do it within the Constitution and the charter, but we’ve got to make sure that we’re doing everything we possibly can to make students safe on campus. This bill just doesn’t go far enough.

The other thing that people were asking for is comprehensive data and province-wide data on this issue, because the data is the key to understanding how broad, how widespread this problem is and then to address—creating real solutions for it.

The question back for me, especially reading the reports coming out of committee, was, why weren’t the recommendations from so many deputants incorporated into the legislation? This bill was an opportunity to address this. The last time that this issue came up in this Legislature was back in 2015-16, when the Liberal government was in. They provided money for cameras and lights and they mandated policies at campuses, but it just wasn’t enough and it didn’t stop the problem. My fear is that this bill is not going to stop the problem.