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Biden’s FY 2022 Budget—And What It Means for Education Funding

Late last week, President Joe Biden released his administration’s  proposed FY 2022 budget . NASSP  applauded this proposal, as it contains the robust funding that so many federal educational programs need. Below, we break down some of the highlights of the president’s proposal and walk through what happens next.

• Overall Proposed Funding Level:  The president’s FY 2022 budget proposal asks for $102.8 billion for the nation’s K–12 schools during the 2022–23 school year. This robust request would provide schools with the reliable funding they require to continue meeting the needs of each student. It is promising to see such a proposal containing significant investments in our nation’s students and schools, particularly with increased funding and resources to hire school counselors, nurses, and mental health professionals.
• School Leader Recruitment and Support Program   Funding:  The president’s proposal reinvigorates the School Leader Recruitment and Support program and recommends that it be funded at $30 million for FY 2022—a huge win for principals and assistant principals. The School Leader Recruitment and Support program, which NASSP worked to have Congress include in the Every Student Succeeds Act (ESSA), provides competitive grants to local education agencies, state education agencies, the Bureau of Indian Education, or related consortia to improve the recruitment, preparation, placement, support, and retention of effective principals or other school leaders in high-need schools. The funds suggested in the president’s proposal would support grants for high-quality professional development for principals and other school leaders and high-quality training for aspiring principals and school leaders.
• Title I Funding:  Title I of the Elementary and Secondary Education Act (ESEA) provides formula grants to states and, in turn, to districts to support academic success for disadvantaged children. The Biden administration’s FY 2022 proposal asks for $36.5 billion in funding for Title I, which is a $20 billion increase over FY 2021 levels, and creates a new Title I equity grant program that encourages states to rethink how they provide equitable funding to schools.
• Title II Funding:  Title II of the ESEA provides formula grants to states to increase academic achievement by improving teacher and principal quality. This program also helps districts and schools invest in principal residencies, job-embedded and cohort-based professional learning, and mentorship opportunities for aspiring principals. The Biden administration’s FY 2022 proposal asks for $2.148 billion for Title II, which is a $5 million increase from the FY 2021 allocated level of $2.143 billion.
• Title IV Funding:  Title IV of the ESEA is a flexible block grant program that allows for investments in safe and healthy schools, a well-rounded education, and investments in the effective use of technology. The Biden administration’s FY 2022 proposal asks for level funding of Title IV at the same level as FY 2021, which was $1.22 billion.
• Funding for Other Important Programs:  The Biden administration’s FY 2022 proposal asks for $15.5 billion for IDEA funding, which is a $2.6 billion increase over FY 2021. The budget also requested level funding of $192 million for the Comprehensive Literacy State Development grants program, which helps advance the reading and writing skills of students from birth through grade 12. This includes English-language learners and students with disabilities. The Career and Technical Education (CTE) State Grants program, which provides support for states and communities to implement high-quality CTE programs to meet the demands of the 21st-century economy and workforce, also receives a boost. The president’s FY 2022 budget proposes that the CTE State Grants receive a $20 million increase over last year, to a total $1.355 billion for FY 2022.  

What Happens Next

You may have noticed that throughout this post we have referred to the administration’s FY 2022 budget as a “proposal.” Why is this not a final budget, only a proposed one? That’s because, under the  U.S. Constitution , Congress has the “power of the purse.” What this means in practice is that the president’s proposal will be taken under consideration by Congress, and that the pertinent committees that decide how to appropriate federal funds will also debate their own spending proposals. All of these proposals ideally will be debated over the summer, and wrapped up before the end of the current fiscal year on September 30, 2021. 

However, in recent years, Congress has been unable to come to a bipartisan agreement on increased funding levels for all federal agencies, and has as a result passed what are known as “ continuing resolutions ,” or “CRs” in Washington parlance. CRs are not ideal because they are stopgap measures to prevent the federal government from running out of money and do not actually adjust funding to reflect the latest needs of federal agencies and our country. NASSP remains hopeful that this year’s spending discussions will not result in another CR, but we will engage with representatives, senators, and the administration to advocate for the federal funding needs of school leaders, educators, and students no matter what course the funding discussion takes. Stay tuned for updates from NASSP over the summer and opportunities for your voice to be heard as Congress finalizes the education spending bills. 

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A progress report on Indigenous education in Ontario's publicly funded schools

New report by People for Education shows that publicly funded schools in Ontario have made significant progress towards Indigenous education over the last decade but we still have a long way to go to fulfill the education-related Calls to Action from the Truth and Reconciliation Commission.

Introduction

1. truth and reconciliation commission calls to action for education and youth, 2. ontario’s response to the calls to action related to education, 3. professional development on indigenous education an increasingly common starting point, 4. increase in secondary schools offering and mandating indigenous studies courses, 5. more ontario schools working with indigenous guest speakers, elders, and knowledge keepers, 6. community consultations and partnerships are integral to advancing indigenous education, 7. incorporating indigenous cultures, ways of knowing, teachings, and language, 8. access to indigenous education differs by region and level of schooling, conclusion and recommendations, appendix: methodology, bibliography.

Findings from People for Education’s 2022-23 Annual Ontario School Survey (AOSS) indicate that Ontario’s publicly funded schools are showing signs of progress in response to the Truth and Reconciliation Commission’s (TRC) Calls to Action for education.

It has been eight years since the TRC issued its Calls to Action to support reconciliation in Canada, with Calls to Action 6-12 and 62-66 specifically addressing children, youth, and education. While some progress has been made, a recent report from the Yellowhead Institute found that only 13 of the 94 Calls to Action have been fully implemented, and none of these completed calls are those focused on education. 1

Using data from People for Education’s annual survey, based on responses from 1,044 schools across all the province’s 72 publicly funded school boards, this report provides an overview of how Ontario is doing in response to the TRC’s Calls to Action for education, and the progress Ontario schools have made on implementing Indigenous education strategies and programs over the last decade.

These findings focus only on provincially funded schools in Ontario school boards, and do not include First Nations schools located on reserves. According to the Ministry of Education, more than 80% of Indigenous students attend provincially funded schools. 2 So, while this report does not provide information about First Nations education on reserves, it does offer insight about the progress of Indigenous education programs in provincially funded schools which are attended by the vast majority of Indigenous and non-Indigenous students in the province.

According to The Honourable Murray Sinclair, Chair of the Truth and Reconciliation Commission, education has a key role to play in long-term reconciliation, and changes in our education systems must include improvements in the education of both Indigenous and non-Indigenous students.

“Education is what got us into this mess — the use of education in terms of residential schools — but education is the key to reconciliation. We need to look at the way we are educating children. That’s why we say that this is not an Aboriginal problem. It’s a Canadian problem.” 3 Justice Murray Sinclair, Chair of the Truth and Reconciliation Commission

It is important to recognize that there is much diversity within First Nation, Métis, and Inuit communities in Ontario. Please note that the use of the term “Indigenous” in this report refers to all the distinct cultures, nations, and individuals within First Nation, Métis, and Inuit populations living in the province.

Quick Facts

Figure 1. Truth and Reconciliation Commission Calls to Action pertaining to education and young people

Over the last 16 years, Indigenous education policy in Ontario has been punctuated by a number of reports, frameworks, goals, and changes to funding.

In 2007, Ontario launched its First Nation, Métis, and Inuit Education Policy Framework. The Framework outlined two targets to be achieved by 2016: improving achievement among First Nation, Métis, and Inuit students and closing gaps between Indigenous and non-Indigenous students in literacy and numeracy scores, graduation rates, and advancement to post-secondary education. At the same time, the province acknowledged the importance of having accurate data to track whether these goals were being achieved. To that end, the Ministry of Education released guidelines to support school boards in developing a voluntary, confidential self-identification process for Indigenous students. 4

Nearly a decade after the release of the 2007 Policy Framework, the Ontario government released The Journey Together: Ontario’s Commitment to Reconciliation with Indigenous Peoples. The 2016 strategy emphasized a commitment to “address the legacy of residential schools, close gaps and remove barriers, support Indigenous culture, and reconcile relationships with Indigenous peoples.” 5

In 2017, in a further step toward reconciliation, and in response to Calls to Action 62 and 63 from the Truth and Reconciliation Commission, the province made a commitment to revise the Ontario curriculum by fall 2018 so that it would include mandatory Indigenous-focused content for grades 4, 5, and 6 Social Studies and grades 7, 8, and 10 History. 6

Four years later, a new Ontario government reiterated previous governments’ commitments to work with Indigenous partners to support First Nation, Métis, and Inuit student achievement and wellbeing by closing the achievement gap and increasing every student’s knowledge of Indigenous perspectives, histories, and cultures. 7   The 2021 announcement included a plan to work with Indigenous partners to add mandatory Indigenous-focused curriculum to Social Studies for grades 1-3 by September 2023. The content was to focus on the role of family and resilience in First Nations, Métis, and Inuit communities, Indigenous historical and contemporary realities, Indigenous peoples’ connection with the land, the residential school system, and the reclamation of identity, language, culture, and community connections. 8 As of April 2023, the revamped curriculum had not yet been released.

Science curriculum unilaterally changed

In the spring of 2022, the province released new Science and Technology Curriculum for grades 1-8. However, despite having worked with Indigenous partners on the curriculum, the government made a unilateral decision to remove or substantially modify sixteen Indigenous-related expectations in the curriculum just three weeks before its release. 9 For example, the original curriculum explicitly named that students would “explore real-world issues by connecting Indigenous sciences and technologies and Western science and technology, using ways of knowing such as the Two-Eyed Seeing approach…”. This approach allows an understanding of science that includes both Western and Indigenous perspectives. Instead, the final version generally states that students will “analyze science and technology contributions from various communities.” 10

Slow progress on data collection

Data collection forms a key component of both the Calls to Action from the Truth and Reconciliation Commission, and the recommendations from the UN on Canada’s lack of progress in implementing the UN Convention on the Rights of the Child. 11  Without data, and in particular, race-based data, it is impossible to know if numerous policy goals are being met. 12  While school boards in Ontario are now required to collect race-based data (as of 2023), it is not yet clear whether this work has been completed. Likewise, through school boards have been encouraged to implement voluntary, confidential Indigenous self-identification initiatives since 2007, it remains difficult to find out what progress has been made.

In the 2022-23 school year, Ontario’s Ministry of Education allocated $120.5 million in the Indigenous Education Grant, intended to fund “programs and initiatives to support the academic success and well-being of Indigenous students, as well as build the knowledge of all students and educators on Indigenous histories, cultures, perspectives and contributions.” 13 The funding is allocated to school boards based on their total enrolment, the number of students in Indigenous studies and language programs, and the number of students who have self-identified as Indigenous. However, since Ontario appears to be behind in its collection and reporting of race-based and Indigenous student data, it is not clear if funding is being allocated where it is most needed.

“We want to do more but need help and direction with what to do and how to do it.” Elementary school principal, Southwestern Ontario

Staff professional development is essential to effectively incorporating Indigenous histories and curriculum in classrooms (i.e., Calls to Action 62 and 63). Professional development was the most reported Indigenous education opportunity offered across the province’s publicly funded elementary (76%) and secondary (82%) schools. The proportion of schools reporting professional development for school staff has more than doubled for elementary (34% in 2012 to 76% in 2022) and secondary schools (34% in 2012 and 82% in 2022) over the last decade.

Figure 2. Proportion of elementary and secondary schools in Ontario offering staff professional development on Indigenous education, 2012-2013 to 2022-2023

In their responses to the AOSS 2022-23, principals often cited the value of professional development on Indigenous education. Principals noted that a supportive school board that prioritizes Indigenous education, along with having a dedicated staff member in school leading the work, were valuable when offering staff professional development opportunities.

“Having a System Principal of Indigenous Rights and Education has really helped to ensure that we have open communication between our Treaty Partner and the board, and this is translating into better services and understanding at the school level.” Elementary school principal, GTA

Some barriers mentioned by principals included finding the time for professional development, competing priorities with other equity focuses, and staff or board hesitancy or discomfort with Indigenous-focused content.

“Time and priority. With so little staff meeting time and the focus for those being on math and literacy instruction, there is no time to run staff PD for Indigenous studies. We cannot have PLC [professional learning community] time as we are unable to get supply coverage.” Elementary school principal, Eastern Ontario “People are interested in doing the work but are fearful at times about offending members of the Indigenous community. We need to continue to build partnerships and have representation in the work that we do.” Secondary school principal, GTA

In February 2023, the Toronto District School Board (TDSB) joined a growing list of school boards in the province who are making the shift to replace the compulsory grade 11 English course (i.e., ENG3U/C/E) with an Indigenous-focused course centered on First Nations, Métis, and Inuit voices (i.e., NBE3U). 14  The course, titled Understanding Contemporary First Nations, Métis, and Inuit Voices, is currently offered as an alternative English course, along with other optional Indigenous-focused courses for secondary school students, in the revised 2019 Ontario Curriculum grades 9 to 12 First Nations, Métis, and Inuit Studies. 15 For French-language schools, this change would mean replacing the grade 11 French course (i.e., FRA3U/C/E) with the course titled, Découvrir les vois contemporaines des Premières Nations, des Métis et des Inuits (i.e., NBF3U).

Figure 3. Ontario school boards who have mandated the grade 11 English course, NBE3U: Understanding Contemporary First Nations, Métis, and Inuit Voices (February 2023)

Figure 3 lists the 32 school boards in Ontario who have mandated NBE3U as of February 2023. A handful of other boards are also in the process of following suit. For example, Halton District School Board (HDSB) and Waterloo Region District School Board (WRDSB) have plans in place to mandate NBE3U by the beginning of the upcoming 2023-2024 school year. 16

Some schools who participated in AOSS 2022-23 have chosen to offer the Indigenous studies course NBE3U as the only option for students’ grade 11 compulsory English credit despite it not being mandated by their board. Many of these principals noted that the Indigenous studies courses offered were popular with students and generally supported by the school community, although some said that they experienced resistance to the course. A secondary school principal in Central Ontario reported that, “It is sometimes challenging to get all students/families to recognize the importance of this learning. For instance, we are offering only the NBE courses for Gr. 11 English and we have experienced some resistance from the school community.”

Longitudinal AOSS data shows that the proportion of secondary schools offering any Indigenous studies course rose from 40% in 2013 to 72% in 2022, indicating Ontario secondary schools have made significant progress on incorporating Indigenous-focused courses over the past decade, and as more school boards make plans to mandate NBE/NBF3U, that growth will likely continue.

Figure 4. Proportion of secondary schools in Ontario offering an Indigenous studies course (e.g., NBE/ NBF3U), 2013-2014 to 2022-2023

“Our district has great partnerships with local Indigenous knowledge keepers and our students and staff have lots of opportunities to learn from them.” Elementary school principal, Southwestern Ontario

In the TRC’s Calls to Action, Call 63 includes a focus on building student capacity for intercultural understanding, empathy, and mutual respect. 17 Prioritizing opportunities for First Nations, Inuit, and Métis guest speakers, Elders, and Knowledge Keepers to visit and develop relationships with Ontario schools is vital to build this capacity in students as it provides students with access to Indigenous perspectives and cultures. In 2022-23, 41% of elementary schools and 68% of secondary schools reported offering opportunities to talk with Indigenous Elders and/or Knowledge Keepers. Moreover, the proportion of schools reporting that they had Indigenous guest speakers rose significantly over the last decade, increasing from 23% in 2012 to 55% in 2022 for elementary schools and from 41% in 2012 to 76% in 2022 for secondary schools.

Figure 5. Proportion of elementary and secondary schools in Ontario offering Indigenous guest speakers, 2012-13 to 2022-23

Beyond having Indigenous guest speakers, principals talked about the importance of creating extended opportunities for Indigenous Elders, speakers, and Knowledge Keepers to build relationships with their students and school communities through a range of activities. They said that staff and students greatly benefited from learning with them. A secondary school principal from Eastern Ontario reported, “We have a resident Knowledge Keeper who builds canoes and wigwams. Our students are learning through building, creating and storytelling.”

On the other hand, not all principals said that they had access to these individuals, with some saying that they did not have enough board support, funds, or community partnerships to facilitate these relationships. One elementary school principal from Southwestern Ontario wrote that, “Some people are able to access money for guest speakers and other opportunities, but it is not universal.”

There have been steady increases over the last decade in the proportion of schools offering the Indigenous education opportunities that People for Education asks about on the AOSS. However, in the AOSS 2022-23, principals called attention to some areas where more work needs to be prioritized: community consultations and partnerships, offering cultural support programs, and support for resources and teacher training.

“We work hard at our relationships with our Indigenous partners and families and look for opportunities to learn together.” Elementary school principal, Northern Ontario

Strong relationship building between First Nations, Inuit, and Métis communities and non-Indigenous communities, consultation with Indigenous communities about educational priorities, and partnerships with Indigenous community organizations are all key to responding to the TRC’s Calls to Action for education. The proportion of elementary schools that offer consultation with Indigenous community organizations about education priorities rose from 12% in 2012 to 36% in 2022, while secondary schools saw an increase from 28% in 2012 to 59% in 2022.

Figure 6. Proportion of elementary and secondary schools in Ontario offering consultation with Indigenous community organizations about educational priorities, 2012-13 to 2022-23

“We have connected with some families who are sharing their expertise, for example, developing a display of Indigenous resources in the library, smudging ceremony, outdoor learning, grandfather teachings.” Elementary school principal, Southwestern Ontario

While some principals reported that their schools had strong partnerships with local Indigenous communities, others said they were still working on building community relationships or noted that they needed support from their school board as well as the Ministry of Education to do this work. Principals also told us that relationships with Indigenous students’ families were sources of connection to and learning about Indigenous perspectives, teachings, and cultures.

“We have a partnership with [name of Indigenous community]. Their program lives in our school, with an Indigenous Youth Outreach Worker providing mentorship opportunities, in-school math and literacy supports, in-school and after school cultural programming and nutritional supports. We collaborate to celebrate an annual powwow, a true highlight at our school. Our Ojibwe Language program continues to grow with an increasing number of students opting to take Ojibwe instead of French as a Second Language each year. Educational staff are open to learning and to providing land-based learning opportunities for students.” Elementary school principal, Northern Ontario

The TRC’s Calls to Action for education are not only important to support the Indigenous youth in our schools, but also to educate non-Indigenous students about residential schools and Indigenous culture, history, and ways of knowing. It is important that Indigenous students see themselves reflected in their education, and that they feel that their communities and cultures are valued and connected to school. 18

Offering cultural support programs in schools not only provides a valuable resource to Indigenous students, but they also help to integrate Indigenous perspectives more holistically in the school community. Cultural support programs include things like creating an Indigenous-focused student success team or dedicating an Indigenous space like a smudge room or garden on school property.

The proportion of elementary schools reporting that they offer cultural support programs rose from 9% in 2012 to 36% in 2022; for secondary schools, the proportion of schools offering cultural support programs increased from 22% in 2012 to 51% in 2022. These are significant increases over the past decade, but cultural support programs were still one of the least reported Indigenous education opportunities compared to all other opportunities.

Figure 7. Proportion of elementary and secondary schools in Ontario offering cultural support programs, 2012-13 to 2022-23

Another way Ontario schools are working to support Indigenous students is through offering activities such as ceremonies and land-based activities like drumming, dancing, medicine walks, and storytelling. These activities support Indigenous students by connecting the school community to Indigenous students’ families and communities outside the school and help to incorporate Indigenous cultures and ways of knowing more holistically in the school community through experiential learning for all students, Indigenous and non-Indigenous.

“We have an Outdoor Education program for all primary students that focuses on looking at the land we live on through an Indigenous lens. One of the parents on our grounds & greening committee (which manages a teaching garden & works with the outdoor ed teacher) is Indigenous and helps us to reflect & question.” Elementary school principal, GTA

In 2022-23, 44% of elementary schools and 56% of secondary schools reported that they offer activities such as ceremonies and land-based activities (e.g., medicine walks, drumming, dancing, storytelling).

Principals also listed various ways in which their schools were working to support Indigenous students and incorporate Indigenous cultures and teachings holistically. One school installed a courtyard healing circle. A few principals mentioned that their school had a smudge room or smudging retreats. Others said that students had opportunities to participate in experiential learning, Indigenous cooking, gardening, land-based activities, storytelling, art, and the Seven Grandfather Teachings.

“We have been able to collaborate in an amazing whole-school living reconciliation on important lands and learning to integrate circles, treaties, and relationships with each other and the land by learning from Indigenous educators and Elders.” Elementary school principal, Southwestern Ontario

Indigenous Languages Programs

Offering an Indigenous languages program in school is another way Ontario elementary and secondary schools can support Indigenous students. The TRC’s Call to Action 10 calls for protecting the right to Aboriginal languages, which includes the teaching of Aboriginal languages as credit courses in school, along with a commitment to sufficient funding in this area. 19

In 2022-23, the least reported Indigenous education opportunity was Indigenous languages programs for both elementary (13%) and secondary schools (20%). Although they were the least reported education opportunity, the proportion of schools reporting it still increased from 2012 to 2022 (from 4% to 13% for elementary schools and from 11% to 20% for secondary schools).

In the 2022-23 AOSS, principals said that they wanted to offer Indigenous languages courses, with some mentioning that it was challenging to find a qualified Indigenous languages teacher. Funding was mentioned by principals as another major barrier to offering Indigenous languages programming in school.

Figure 8. Proportion of elementary and secondary schools in Ontario offering Indigenous languages programs, 2012-2013 to 2022-2023

“We have a large percentage of Indigenous students. I would like to offer NSL [Native as a Second Language], but we cannot secure a native speaker to teach this course.” Elementary school principal, Northern Ontario “Finding a language speaker to take on our Anishnaabemowin class on a consistent basis has been a significant barrier.” Elementary school teacher, Southwestern Ontario

In 2022-23, secondary schools were more likely than elementary schools to offer Indigenous education opportunities. The biggest differences between elementary and secondary schools were in the proportions of schools that reported offering opportunities to speak with Indigenous Elders and/or Knowledge Keepers (41% of elementary schools compared to 68% of secondary schools), consultation with Indigenous community organizations about educational priorities (36% of elementary schools compared to 59% of secondary schools), and Indigenous guest speakers (55% of elementary schools compared to 76% of secondary schools).

Figure 9. Proportion of elementary and secondary schools in Ontario offering Indigenous education opportunities, 2022-2023

Moreover, there are regional differences in Indigenous education opportunities across the province. Generally, schools in Northern Ontario were more likely to offer Indigenous education opportunities, while schools in the GTA were least likely to offer these opportunities. While some responses from schools in Northern Ontario highlighted serving larger populations of Indigenous students, recent data from Statistics Canada show that the Indigenous population living in large urban population centres has grown by 12.5% from 2016 to 2021. 20

Figure 10. Proportion of Ontario schools offering Indigenous education opportunities, by region, 2022-2023

The largest differences regionally were in the proportion of schools that offered cultural support programs (55% of Northern Ontario schools compared to 25% of GTA schools), Indigenous languages programs (37% of Northern Ontario schools compared to 5% of GTA schools), and activities such as ceremonies and land-based activities (72% of Northern Ontario schools compared to 30% of GTA schools). On the other hand, secondary schools in Northern Ontario (61%) were least likely to offer an Indigenous studies course compared to secondary schools in Central Ontario (82%), Southwestern Ontario (81%), the GTA (73%), and Eastern Ontario (71%).

There is more work to be done for Truth and Reconciliation in education

People for Education’s latest findings illustrate that progress has been made in the past decade to advance Indigenous education across publicly funded schools in Ontario, but overall, Canada still has a long way to go in completely fulfilling the TRC’s eleven Calls to Action regarding education. These Calls to Action emphasize the importance of informed consent, full participation, consultation, and collaboration with Indigenous peoples; all components that require building partnerships between Indigenous and non-Indigenous peoples. So, while commitments to work together in the form of public statements and policy documents such as school curriculum are a critical first step, they alone are not enough for truth and reconciliation.

To move forward in supporting the TRC’s Calls to Action regarding education and young people, People for Education has three recommendations for the Ontario Ministry of Education:

Mandate the NBE/NBF3U Indigenous studies course in place of grade 11 English/French at the provincial level, and increase the number of elementary and secondary schools offering Indigenous languages and programs by providing funding and resources for:

The recruitment, hiring, and retention of Indigenous education workers and teachers, in collaboration with school boards and post-secondary faculties of education.

Frequent, timely, and meaningful professional development opportunities to support educators in implementing Indigenous education.

Improved data collection and reporting on the status, experience, and outcomes of Indigenous students.

Provide dedicated funding for positions in schools, boards, and government that are focused on promoting and supporting effective programs on Indigenous languages and ways of knowing more holistically from kindergarten to grade 12.

Convene a taskforce of diverse and regionally reflective Indigenous educators and Elders to support the Ministry of Education and the 72 publicly funded school boards across Ontario in responding to the Calls to Action regarding education and young people. Activities would include the co-development of curriculum and updating the Ontario First Nation, Métis, and Inuit Education Policy Framework that was originally published in 2007. 21

This report is based on data from 1,044 schools from all 72 publicly funded Ontario school boards that participated in the 2022-23 Annual Ontario School Survey (AOSS). Longitudinal data comparisons are based on the data collected from the elementary and secondary schools that participated in People for Education’s 2012-13, 2013-14, 2014-15, 2015-16, 2016-17, 2017-18, 2018-19, 2019-20, and 2021-22 AOSS. Unless cited from other sources, the statistics and quoted material in this report originate from People for Education’s 2022-23 AOSS, the 26th annual survey of elementary schools, and the 23rd annual survey of secondary schools in Ontario. Surveys from the 2022-23 AOSS were completed online via SurveyMonkey in both English and French in the fall of 2022. Survey responses were disaggregated to examine survey representation across provincial regions (see table below). Schools were sorted into geographical regions based on the first letter of their postal code. The GTA region includes schools with M postal codes as well as those with L postal codes located in GTA municipalities. 22

Figure 11. Survey response representation by region, all schools, 2022-2023

Qualitative data analysis was conducted using inductive analysis. Researchers read responses and coded emergent themes in each set of data (i.e., the responses to each of the survey’s open-ended questions). The quantitative analyses in this report are based on descriptive statistics. The primary objective of the descriptive analyses is to present numerical information in a format that is accessible to a broad public readership. All data were analyzed using SPSS statistical software. All calculations have been rounded to the nearest whole number and may not total 100% in displays of disaggregated categories. All survey responses and data are kept confidential and stored in conjunction with TriCouncil recommendations for the safeguarding of data.

People for Education acknowledges the absence of Indigenous research methodologies in this report, specifically the missing perspectives and lived experiences of First Nations, Métis, and Inuit communities. Building partnerships and working in collaboration with Indigenous communities is an area of improvement where our organization is committed to growing in the future.

For questions about the methodology used in this report, please contact the research team at People for Education: [email protected] .

1 Yellowhead Institute. 2022. “Calls to Action Accountability: A 2022 Status Update on Reconciliation.” Accessed February 22, 2023. https://yellowheadinstitute.org/wp-content/uploads/2022/12/TRC-Report-12.15.2022-Yellowhead-Institute-min.pdf .

2 Ontario Ministry of Education. 2018. “Strengthening Our Learning Journey Third Progress Report on the Implementation of the Ontario First Nation, Métis, and Inuit Education Policy Framework.” Accessed March 3, 2023. https://files.ontario.ca/edu-ieo-third-progress-report-en-2021-10-28.pdf , p. 19, citing preliminary OnSIS enrollment data for October 2015.

3 Watters, Haydn. 2015. “Truth and Reconciliation chair urges Canada to adopt UN declaration on Indigenous Peoples.” CBC News, June 1, 2015. Accessed March 31, 2023. https://www.cbc.ca/news/politics/truth-and-reconciliation-chair-urges-canada-to-adopt-un-declaration-on-indigenous-peoples-1.309622.

4 Ontario Ministry of Education. 2007. “Ontario First Nation, Métis, and Inuit Education Policy Framework.” Accessed March 17, 2023. https://files.ontario.ca/edu-ontario-first-nation-metis-inuit-education-policy-framework-2007-en-2021-10-29.pdf ; Ontario Ministry of Education. 2007. “Building Bridges to Success for First Nation, Métis and Inuit Students.” Accessed April 4, 2023. https://files.ontario.ca/edu-building-bridges-to-success-first-nation-metis-inuit-students-en-2021-10-21.pdf .

5 Government of Ontario. 2016. “The Journey Together: Ontario’s Commitment to Reconciliation with Indigenous Peoples.” Accessed February 23, 2023. https://files.ontario.ca/trc_report_web_mar17_en_1.pdf .

6 Johnson, Rhiannon. Nov 8, 2017. “Indigenous history, culture now mandatory part of Ontario curriculum”. CBC News. Accessed March 9, 2023. https://www.cbc.ca/news/indigenous/indigenous-history-culture-mandatory-ontario-curriculum-1.4393527 .

7 Government of Ontario. 2021. “Indigenous education in Ontario.” Accessed February 22, 2023. https://www.ontario.ca/page/indigenous-education-ontario .

8 Government of Ontario. 2021. “Ontario to Strengthen Mandatory Indigenous Learning in School Curriculum.” September 29, 2021. Accessed March 31, 2023. https://news.ontario.ca/en/release/1000904/ontario-to-strengthen-mandatory-indigenous-learning-in-school-curriculum.

9 McInnes, Angela. 2022. “Ontario science and tech curriculum shifts focus from Indigenous framework to economy, educators say.” CBC News, July 23, 2022. Accessed March 31, 2023. https://www.cbc.ca/news/canada/london/ontario-science-and-tech-curriculum-shifts-focus-from-indigenous-framework-to-economy-educators-say-1.6527820 .

10 Alphonso, Caroline. 2022. “Indigenous science framework removed from Ontario elementary school curriculum.” The Globe and Mail, July 2, 2022. Accessed March 31, 2023. https://www.theglobeandmail.com/canada/article-indigenous-science-framework-removed-from-ontario-elementary-school/ .

11 People for Education. 2022. “30 years with insufficient progress on child well-being.” Accessed April 4, 2023. https://peopleforeducation.ca/our-work/30-years-with-insufficient-progress-on-child-well-being/ .

12 Ontario Ministry of the Solicitor General. 2020. “Annual progress report 2020: Ontario’s Anti-Racism Strategic Plan.” Accessed April 4, 2023. https://files.ontario.ca/solgen-annual-progress-report-2020-anti-racism-strategic-plan-en-2020-09-20-v2.pdf.

13 Ontario Ministry of Education. 2022. “Education Funding: Technical Paper 2022–23.” Accessed April 4, 2023. https://files.ontario.ca/edu-2022-23-technical-paper-en-2022-03-15.pdf .

14 Toronto District School Board. 2023. “TDSB Approves Mandatory Indigenous Education in Grade 11.” February 1, 2023. Accessed March 31, 2023. https://www.tdsb.on.ca/Home/ctl/Details/mid/42863/itemId/66

15 Ontario Ministry of Education. 2019. “The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies.” Accessed February 23, 2023. https://assets-us-01.kc-usercontent.com/fbd574c4-da36-0066-a0c5-849ffb2de96e/e5733b4c-80ae-4988-8ab4-d29ae1cbaae2/First-nations-metis-inuit-studies-grades-9-12.pdf .

16 Halton District School Board. 2021. “Student Voices Student Experiences of Racism & HDSB’s Strengthened Commitments to Anti-Racism.” Accessed March 1, 2023. https://www.hdsb.ca/our-board/Documents/Student-Voices-HDSB-Response-to-Racism.pdf#search=NBE ; Waterloo Region District School Board. 2022. “Director’s Response Strategic Plan.” Accessed March 8, 2023. https://www.wrdsb.ca/learning/strategic-plan/directors-response/.

17 Truth and Reconciliation Commission of Canada. 2015. “Truth and Reconciliation Commission of Canada: Calls to Action.” Accessed February 22, 2023. https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf .

18 Ontario Ministry of Education. 2017. “Ontario’s Education Equity Action Plan.” Accessed March 3, 2023. https://files.ontario.ca/edu-1_0/edu-Ontario-Education-Equity-Action-Plan-en-2021-08-04.pdf.

19 Truth and Reconciliation Commission of Canada. 2015. “Truth and Reconciliation Commission of Canada: Calls to Action.” Accessed February 22, 2023. https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf .

20 Statistics Canada. 2022. “Indigenous population continues to grow and is much younger than the non-Indigenous population, although the pace of growth has slowed.” September 21, 2022. Accessed March 31, 2023. https://www150.statcan.gc.ca/n1/daily-quotidien/220921/dq220921a-eng.htm .

21 Ontario Ministry of Education. 2007. “Ontario First Nation, Métis, and Inuit Education Policy Framework.” Accessed March 17, 2023. https://files.ontario.ca/edu-ontario-first-nation-metis-inuit-education-policy-framework-2007-en-2021-10-29.pdf.

22 City of Toronto. n.d. “City Halls – GTA Municipalities and Municipalities Outside of the GTA.” Accessed February 28, 2022. https://www.toronto.ca/home/311-toronto-at-your-service/find-service-information/article/?kb=kA06g000001cvbdCAA.

Government of Ontario. 2021. “Ontario to Strengthen Mandatory Indigenous Learning in School Curriculum.” September 29, 2021. Accessed March 31, 2023. https://news.ontario.ca/en/release/1000904/ontario-to-strengthen-mandatory-indigenous-learning-in-school-curriculum

Halton District School Board. 2021. “Student Voices Student Experiences of Racism & HDSB’s Strengthened Commitments to Anti-Racism.” Accessed March 1, 2023. https://www.hdsb.ca/our-board/Documents/Student-Voices-HDSB-Response-to-Racism.pdf#search=NBE.

Johnson, Rhiannon. 2017. “Indigenous history, culture now mandatory part of Ontario curriculum”. CBC News, Nov 8, 2017. Accessed March 9, 2023. https://www.cbc.ca/news/indigenous/indigenous-history-culture-mandatory-ontario-curriculum-1.4393527

McInnes, Angela. 2022. “Ontario science and tech curriculum shifts focus from Indigenous framework to economy, educators say.” CBC News, July 23, 2022. Accessed March 31, 2023. https://www.cbc.ca/news/canada/london/ontario-science-and-tech-curriculum-shifts-focus-from-indigenous-framework-to-economy-educators-say-1.6527820

Ontario Ministry of Education. 2007. “Building Bridges to Success for First Nation, Métis and Inuit Students.” Accessed April 4, 2023. https://files.ontario.ca/edu-building-bridges-to-success-first-nation-metis-inuit-students-en-2021-10-21.pdf

Ontario Ministry of Education. 2007. “Ontario First Nation, Métis, and Inuit Education Policy Framework.” Accessed March 17, 2023. https://files.ontario.ca/edu-ontario-first-nation-metis-inuit-education-policy-framework-2007-en-2021-10-29.pdf

Ontario Ministry of Education. 2017. “Ontario’s Education Equity Action Plan.” Accessed March 3, 2023. https://files.ontario.ca/edu-1_0/edu-Ontario-Education-Equity-Action-Plan-en-2021-08-04.pdf

Ontario Ministry of Education. 2018. “Strengthening Our Learning Journey Third Progress Report on the Implementation of the Ontario First Nation, Métis, and Inuit Education Policy Framework.” Accessed March 3, 2023. https://files.ontario.ca/edu-ieo-third-progress-report-en-2021-10-28.pdf

Ontario Ministry of Education. 2019. “The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies.” Accessed February 23, 2023. https://assets-us-01.kc-usercontent.com/fbd574c4-da36-0066-a0c5-849ffb2de96e/e5733b4c-80ae-4988-8ab4-d29ae1cbaae2/First-nations-metis-inuit-studies-grades-9-12.pdf

Ontario Ministry of Education. 2022. “Education Funding: Technical Paper 2022–23.” Accessed April 4, 2023. https://files.ontario.ca/edu-2022-23-technical-paper-en-2022-03-15.pdf

Ontario Ministry of the Solicitor General. 2020. “Annual progress report 2020: Ontario’s Anti-Racism Strategic Plan.” Accessed April 4, 2023. https://files.ontario.ca/solgen-annual-progress-report-2020-anti-racism-strategic-plan-en-2020-09-20-v2.pdf

People for Education. 2022. “30 years with insufficient progress on child well-being.” Accessed April 4, 2023. https://peopleforeducation.ca/our-work/30-years-with-insufficient-progress-on-child-well-being/

Statistics Canada. 2022. “Indigenous population continues to grow and is much younger than the non-Indigenous population, although the pace of growth has slowed.” September 21, 2022. Accessed March 31, 2023. https://www150.statcan.gc.ca/n1/daily-quotidien/220921/dq220921a-eng.htm

Toronto District School Board. 2023. “TDSB Approves Mandatory Indigenous Education in Grade 11.” February 1, 2023. Accessed March 31, 2023. https://www.tdsb.on.ca/Home/ctl/Details/mid/42863/itemId/66

Truth and Reconciliation Commission of Canada. 2015. “Truth and Reconciliation Commission of Canada: Calls to Action.” Accessed February 22, 2023. https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf

Waterloo Region District School Board. 2022. “Director’s Response Strategic Plan.” Accessed March 8, 2023. https://www.wrdsb.ca/learning/strategic-plan/directors-response/

Watters, Haydn. 2015. “Truth and Reconciliation chair urges Canada to adopt UN declaration on Indigenous Peoples.” CBC News, June 1, 2015. Accessed March 31, 2023. https://www.cbc.ca/news/politics/truth-and-reconciliation-chair-urges-canada-to-adopt-un-declaration-on-indigenous-peoples-1.3096225

Yellowhead Institute. 2022. “Calls to Action Accountability: A 2022 Status Update on Reconciliation.” Accessed February 22, 2023. https://yellowheadinstitute.org/wp-content/uploads/2022/12/TRC-Report-12.15.2022-Yellowhead-Institute-min.pdf

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The 2022-23 Budget invests in measures that support Australian families, strengthens student educational outcomes, and will help secure Australia’s ongoing economic recovery through skills and employment.

On this page:

The 2022-23 Budget provides record funding for child care, schools and universities and delivers on initiatives that promote excellence, access and equity in education. 

Workforce, employment and skills measures are framed by a new National Workforce Strategy which is supported by strong investment in apprenticeships, skills and training to build and secure the future workforce.

Early Childhood and Child Care

The Australian Government will provide $19.4 million to fund up to 20 new services in disadvantaged regional and remote areas where there is a lack of suitable child care.

The funding will be provided under the  Community Child Care Fund Open Competitive grant .

It will help establish new services in areas of high need. This will support greater workforce participation and better outcomes for children. 

The funding round will open later in 2022. Information about the application process will be available on GrantConnect later this year.

Schools and Youth

Australian schools continue to receive record funding, with $25.3 billion in 2022, and $318.9 billion over the period 2018 to 2029.

The Budget provides:

• An additional $62.4 million for projects that enable better student educational outcomes through the National School Reform Fund and the Non-Government Reform Support Fund.  
• Funding for the Emerging Priorities Program will be increased to support projects that school communities  to respond to emerging priorities in school education, including COVID-19 recovery. 

Initiatives benefiting regional, rural and remote students include:

• $17.3 million to extend a grants program to assist boarding providers to better support Aboriginal and Torres Strait Islander boarding students and improve their educational outcomes, and
• a new $10.9 million Commonwealth Regional Scholarship Program will assist up to 200 families from low-socioeconomic status (SES) communities with the cost of boarding school fees.

Respectful relationships, student wellbeing and mental health initiatives include:

• $6 million to support the continued delivery of respectful relationship education materials for primary and secondary school students nationally
• $6.1 million to support the development of new online safety educational materials for younger students in Years 1-4 by Life Education Australia
• $5 million for the Australian Human Rights Commission to undertake a survey of secondary school-age students on issues related to consent education at school
• $9.7 million for new projects to help teachers and school leaders better identify, understand and respond to the mental health and wellbeing needs of students, and
• $7.2 million in measures that support teachers to foster inclusive, engaged and respectful school classroom environments.

Higher Education, Research and International

There is a record level of annual funding for higher education, $20 billion in 2022-23, which will continue to grow over the forward estimates.

The Australian Government is continuing to invest in research commercialisation through:

• a new $37.4 million research translation program to be delivered through the CSIRO, and
• a commitment to supercharging university innovation and industry collaboration, with more than $1.2 billion to be invested in research commercialisation opportunities over the next 5 years.

Skills and Training

Building on record funding of $7.8 billion in 2021-22, the Australian Government continues its strong investment in apprenticeships, skills and training.

• Up to $12 billion over 5 years will be committed in support of the National Skills Agreement (NSA) with states and territories. Under this measure, the Australian Government has provisioned an additional $3.7 billion as part of the 2022-23 Budget, on top of the $8.3 billion National Skills and Workforce Development Specific Purpose Payment. The NSA, once agreed, will transform the way all governments support vocational education and training, ensuring greater national consistency, and that investment decisions are transparent, evidence-based and linked to skills need. The NSA has the potential to deliver around 800,000 additional training places over 5 years.
• $365.3 million to extend the Boosting Apprenticeship Commencements (BAC) wage subsidy for three months to 30 June 2022 and the Completing Apprenticeship Commencements (CAC) wage subsidy to 30 June 2027. Extending these wage subsidies takes the Government’s investment in Australian Apprenticeships under BAC and CAC to $5.8 billion and leverages the momentum over the past 18 months that saw the number of trade apprentices in-training increase to their highest levels yet.
• Building on the success of the BAC wage subsidy, $2.4 billion is going towards the new Australian Apprenticeships Incentive System (AAIS), which will commence on 1 July 2022. The new AAIS is designed to increase commencements and completions in occupations on the Australian Apprenticeship Priority List (priority occupations) and support employers around Australia to fill skills shortages. This replaces the Australian Apprenticeships Incentives Program (AAIP), which is closing to new entrants on 30 June 2022.
• The Australian Government will expand support for eligible employers and Australian Apprentices in regional and remote Australia to support greater apprenticeship completions. The measure, which will cost $144.1 million, is part of the $2 billion Regional Accelerator Program, which is topping up existing Commonwealth programs to grow regional economies.
• $38.6 million is going towards encouraging women to take up an apprenticeship in a non-traditional trade occupation . This includes priority occupations that have had a historically low take-up by women, such as carpenters, bricklayers and electricians. 
• $2.8 million will help support an additional 2,500 Australians aged between 15 and 20 while they are completing their apprenticeship. In-Training Support (ITS) includes pastoral care, mentoring, counselling, career guidance and referrals to other specialist services. This builds on the 30,000 ITS places already accessed by young Australians through Australian Apprenticeship Support Network providers.
• The JobTrainer Fund will be expanded, with the Government investing a further $48.5 million over 2 years, contingent on matched funding from states. This will make available an additional 15,000 free or low-fee places through the JobTrainer Aged Care Boost to support Australia’s aged care workforce through to 31 December 2023.
• $3.9 million will be provided to support women considering a transition into the tech workforce . This will include access to resources, online training, coaching and mentoring to support women to pursue a mid-career transition into the tech workforce.
• $1.5 million to extend a trial offering career advice to job seekers aged 25 and over. Run by the National Careers Institute, the trial is being extended by a further 6 months to 31 December 2022. This will facilitate up to 1,820 additional career guidance sessions by qualified career practitioners.
• $17.5 million over 5 years is being provided to the Australian Skills Quality Authority (ASQA) to undertake training package assurance for the national VET system.
• $11 million in 2022–23 for critical maintenance of the VET Student Loans (VSL) IT system to ensure the system can continue to support the delivery of the VSL program.

Employment and Workforce

As the economy continues to strengthen, the Australian Government will address immediate and longer-term workforce challenges that continue to persist.

• The Government has developed a new National Workforce Strategy that will sit at the centre of a new workforce policy environment. The strategy will guide the national effort to build the workforce and ensure that a more coordinated and joined up approach to addressing workforce issues is sustained. In recognition of the workforce challenges being faced by the care and support sector, the Australian Government has also developed a new Care and Support Workforce Strategy, which provides a holistic and coordinated approach to workforce investment and further realises opportunities to enable, grow and sustain this critical workforce.

The Government will continue to invest in employment programs that will provide support to job seekers, including young people and Indigenous Australians, to improve their chances of securing a job.

• An additional $42.1 million to introduce further support for our most vulnerable youth to engage in education and employment. ReBoot commits to working with not-for-profit organisations to build resilience and to encourage and inspire up to 5,000 young people facing disadvantage to reboot their path to a job.
• Expanded eligibility for Local Recovery Fund activities under the Local Jobs Program to job seekers self-managing through the Government’s Workforce Australia digital employment services. This change supports more job seekers to connect with employment opportunities and helps meet local employers’ workforce needs.
• AgMove program until the end of 2022.
• An additional $3.2 million to extend the Time to Work Employment Service by another year. The voluntary service helps Indigenous prisoners prepare for employment on release.

Portfolio Budget Statements 2022-23

2022-23 (march) education, skills and employment portfolio budget statements.

The March 2022-23 Education, Skills and Employment Portfolio Budget Statements

• Download 2022-23 (March) Education, Skills and Employment Portfolio Budget Statements as a PDF (2.4mb)
• Download 2022-23 (March) Education, Skills and Employment Portfolio Budget Statements as a DOCX (1.33mb)

Media Releases

• Coalition Government delivers record funding to drive stronger educational outcomes
• Morrison Government delivering Australia's workforce of the future

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California Career Technical Education Incentive Grant 2022-23

Note: Recipients and funding amounts are subject to budget and administrative adjustments.

Program Questions: Colby Franklin, email: [email protected] , phone: 916-322-5050

Fiscal Questions: Sarah Chambers, email: [email protected] , phone: 916-319-0459

California Career Technical Education Incentive Grant Round 8 A (XLSX)

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