So what exactly has the Ontario Ministry of Education and Training set out as policies and requirements governing the English-language secondary school program in Ontario (especially in terms of equity in education)?

We presented these to the Parliamentary Assistant to the Minister of Education, Ms. Kathleen Wynne, to remind her of the commitment the Ministry and other education folk have made to equity in education, especially in terms of inclusivity and making accessible a variety of knowledges.

We also suggested that Women's & Gender Studies in high schools would be a GREAT way for them to own up to these commitments. Feel free to make the same suggestion to Ms. Wynne, the Minister of Education, and your MPP! They love hearing from you. They just love it.

The Miss G___ Project's Notes on Things of Interest and Equity and How a Women's & Gender Studies Course Makes Sense in Terms of this Policy Document (italics and boldface represent our emphasis) Ontario Ministry of Education and Training Ontario Secondary Schools Grades 9 to 12 Program and Diploma Requirements 1999 1. Preface - [this document] sets out the policies and requirements that govern the program in English-language secondary schools in Ontario. (5) 2. Introduction - The Ontario secondary school program is designed to equip students with the knowledge and skills they will need to lead satisfying and productive lives in the twenty-first century. (6) - The program will prepare students for further education and work, and will help them to become independent, productive, and responsible members of society. (6) - ... Ontario's schools should offer an education program that provides students with the learning opportunities and support they need, and that is relevant to society's needs and expectations. (6) - Courses are offered in new ways intended to ensure that education is relevant both to students' needs and interests and to the requirements of postsecondary institutions and employers. (6) ... 4. The Organization of Secondary School Courses - The provision of different types of courses in the secondary school program is designed to provide all students with the essential knowledge and skills they will need in any area of endeavour... (13) 4.3 Grade 11 and 12 Courses: Overview - In Grades 11 and 12, students will focus more on their individual interests and identify and prepare for initial postsecondary goals. (16) ... 7. Program Planning and Delivery by School Boards and Schools 7. 13 Antidiscrimination Education - To ensure that all students in the province have an equal opportunity to achieve their full potential, the education system must be free from discrimination and must provide all students with a safe and secure environment so that they can participate fully and responsibly in the educational experience. (58) - The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to high standards, affirms the worth of all students, and helps them strengthen their sense of identity and develop a positive self-image. It encourages staff and students alike to value and show respect for diversity in the school and the wider society. It requires schools to adopt measures to provide a safe environment for learning, free from harassment of all types, violence, and expressions of hate. (58) -In putting their commitment to antidiscrimination in education into practice, schools should work to create an inclusive learning environment... (58) - Learning activities should be designed to help students develop respect for human rights and dignity, and to develop a sense of personal, social, and civic responsibility. (58) - These activities should reflect diverse points of view and experiences, and should enable students to learn about the contributions of a variety of peoples, in the past and the present, to the development of Canada. (59) -Students should be encouraged to think critically about aspects of their own and their peers' backgrounds, and to become more sensitive to the experiences and perceptions of others. (59)