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Policies and Regulations
Current BCTF policies 

The following are examples of the many different policies and procedures found in the Members’ Guide directing the work of the BCTF for this particular CASJ Action Group.

Status of Women

41.B.01—That the federal government should be concerned with the image of women that the media portray, and should take steps through the Canadian Radio and Television Commission to eliminate programs and advertisements that are derogatory to women, or promote violence against women.

(Reviewed Dec 78 Ex, pp. 16-17)   (Jan 94 Ex, p. 8)

41.B.03—That the BCTF not maintain membership in any organization that limits its membership by sex, race or creed.

(Sept 74 Ex, p. 18) (Reviewed Dec 79 Ex, p. 19)

41.B.05—That the BCTF support the right of females regardless of age, marital status, income or geographical location to:
1. have access to a full range of information, counselling and medical services with respect to their health and well-being;
2. decide whether or when to have children.

(81 AGM, p. 17)

41.B.09—Gender equity is concerned with the promotion of personal, cultural, and economic equality for all who participate in the education system of BC. The term ‘’gender equity’’ arose out of a growing recognition in society of a systematic and pervasive gender inequity. A continuing tradition of stereotypical conceptions and
discriminatory practices resulted in the systematic devaluation of attitudes, activities, and abilities traditionally attributed to and associated with girls and women. Gender equity, as distinct from ‘’sex equity,’’ is not attainable solely by a quantitative balance of females and males in all aspects of the existing system. It must also entail a qualitative reworking of gender assumptions within all aspects of the present system.
Concretely, this means promoting gender equity in respect of:
1. curriculum,
2. social relations,
3. institutional structures and conditions, and
4. the social-cultural context of public education.

(91 AGM, p. 22)

41.B.11—That a non-sexist environment shall be defined as that in which:
1. there is no discrimination against females and males by portraying them in stereotyped or degrading roles or by omitting their contributions to particular areas;
2. people treat each other with respect; and
3. no sexist comments/anecdotes are delivered under the guise of humour or otherwise.

(Jan 95 Ex, p. 19)

41.B.13—That the BCTF recommend to the Ministry of Education that they collect data annually on students’ choices by gender as well as teachers’ subjects by gender which would allow for a longitudinal study.

(Nov. 01 RA, p. 13)

41.B.15—That the BCTF condemn the decision of the BC government to divert rather than prosecute alleged spousal assaulters in contravention of the BC government’s Violence Against Women in Relationships Policy.

(Aug. 02 Ex, p. 10)

41.B.17—That the BCTF condemn the trafficking of young girls in Bountiful as wives, and the use of public funds to support the independent schools in Bountiful.

 (Sept. 04 Ex, p. 8)

41.B.19—That the BCTF is opposed to the introduction of a Sharia Court in Canada.

(Jan 05 Ex, p. 16)

41.B.21—That the BCTF demand that the federal government restore funding to Status of Women Canada and that the mandate of Status of Women Canada include the goal of equality for all women in Canada.

(Feb. 08 RA, p. 13)

41.B.02—That each local be encouraged to elect one person to act as a contact with the Status of Women Committee and the BCTF staff member, and to assist them in working toward an improvement in the status of women in the government of the BCTF and in education in BC. 

(73 AGM, p. 22) (Reviewed Dec 77 Ex, p. 12)

41.B.04—That the BCTF investigate any cases of discrimination in the public education system of BC.

(May 73 Ex, p. 3) (May 80 Ex, pp. 9-10)

41.B.06—That the BCTF encourage women to increase their participation in the decision-making bodies of the Federation and the education system.

(May 80 Ex, pp. 9-10)

41.B.08—That locals should include status of women contact persons as voting members of their executive committees. 

(Jan 75 Ex, p. 26) (Reviewed Dec 79 Ex, p. 19)

41.B.10—That local professional development committees, in liaison with status of women committees, be encouraged:
1. to develop in-service education programs to make teachers, students and parents more aware of sex stereotyping and other gender equity issues;

(Reviewed Dec 79 Ex, p. 15) (Jan 94 Ex, p. 8)

2. to include a component in all training programs to make teachers, students and parents more aware of gender equity issues such as gender socialization and sex stereotyping.

(94 AGM p. 35)

41.B.12—That BCTF representatives on local and provincial curriculum revision committees work to ensure that, where applicable, the history of women’s struggles, their contributions to society, and their present status be included in revised curricula.

(75 AGM, pp. 34–35) (Reviewed Dec. 79 Ex, p. 15)

41.B.14—That locals be encouraged to establish status of women standing committees, with appropriate funding.                                                                                                                                                     

(77 AGM, pp. 29–30)

41.B.16—That the BCTF defend the right of women, regardless of marital status or age, to be employed on the same basis as men. 

(78 AGM, pp. 12–13) (90 AGM, p. 40)

41.B.18—That in order to achieve working and learning conditions free of sexism, locals develop appropriate procedures that outline specific actions for members to follow in:
1. reporting materials and activities they consider sexist;
2. evaluating materials and activities alleged to be sexist; and
3. removing materials and discontinuing activities judged to be sexist. 

(92 AGM, p. 23)

41.B.20—That the BCTF oppose violence against women.  

(93 AGM, p. 13)

41.C.21—1. That the BCTF actively lobby Canadian authorities to enforce human trafficking legislation.
2. That the BCTF encourage law enforcement agencies to investigate persistent rumours of physical and emotional abuse of the members of Bountiful.
3.That the BCTF support the creation of an independent task force under the terms of reference outlined at the roundtable on Bountiful.

(Sept. 06 Ex, p. 4)

41.C.23—1. That the BCTF support the investigation of the advisability of creating a Province of BC program similar to Utah’s Safety Net, which assists people in leaving polygamous relationships that are abusive and helps people coping with the aftermath of abuse.
2.That the BCTF press government to institute an independent review of the schools in Bountiful, on a yearly basis and at random times and until such a review is complete, the schools of Bountiful not be eligible to receive public funding.

(Sept. 06 Ex, p. 4)


41.D.01—That the federal government should implement an employment equity plan that will enforce the equal treatment of women:
The employment equity plan:
1. means any program, scheme, or schedule that leads to a full equality between men and women in all aspects of employment and education, including hiring, promotion, superannuation, training and retraining, and access to jobs.
2. is a recognition by the recipient of federal government monies that the onus of responsibility for ending sexual inequality in society rests fully upon these institutions, organizations, government departments, crown corporations, government commissions, boards and agencies, people or companies, not on the individual.

(June 74 Ex, p. 7)

41.D.03—That the provincial government enact employment equity legislation that will lead to full equality between men and women and equity of inclusion of Aboriginal and minority groups in all aspects of employment and education including hiring, promotion, superannuation, training, retraining, and access to jobs; and that the self-identification with these groups be made on a voluntary basis.

(06 AGM, p. 34)

41.D.05—That the provincial government should enact gender equity legislation that will lead to full equality between male and female public school students in all aspects of education including curriculum, guidance, counselling, and co-educational courses and programs.

(90 AGM, p. 37)

41.D.09—That each school board in the province should examine the status of female students and teachers in the school district, and develop and implement a program to eliminate sex discrimination and achieve gender equity in that district.

(78 AGM, pp. 37-38) (90 AGM, p. 40)

41.D.11—That a more equitable distribution of women and men should be included in school staffs at all levels.

(Jan 75 Ex, p. 28)

41.D.13—That the School Act should be amended to ensure that no student be denied, on the basis of sex, access to any course offered by a public school.

(76 AGM, p. 51)

41.D.15—That the counsellors shall not be assigned to students on the basis of sex, but that counsellors of both sexes shall be available. 

75 AGM, p. 33) (Reviewed Dec 79 Ex, p. 15)

41.D.17—That, in accordance with the BC Human Rights Code, all courses, programs, activities and clubs sponsored by schools should be open to all students, regardless of sex.

(75 AGM, p. 32)

41.D.19—That textbooks and all other resource materials that consistently show women and men in stereotype roles should not be condoned and should be replaced by more realistic materials in curriculum areas where such deficiencies are detrimental to the optimum development of young people.

(73 AGM, p. 23) (Reviewed Dec 77 Ex, p. 12)

41.D.21—That the BCTF promote and foster, through integrated physical activity programs, the acquisition by all students of lifetime physical fitness skills. Definition: integrated physical activity programs are those in which a student will learn and develop activities that will foster good physical health throughout a lifetime and that may become an integral part of an individual’s lifestyle.

(76 AGM, p. 51)

41.D.23—That the Ministry of Education, local school boards, and teachers should develop and implement Practical Life Skills courses, fully integrated, for Grade 8 male and female students, to encompass various aspects of home economics and industrial education.

(78 AGM, p. 38)

41.D.25—That the BCTF support any public school physical activity program that encourages the participation of all students, regardless of sex or skill level.

(76 AGM, p. 52)

41.D.31―That the BCTF condemn the Public Sector Equitable Compensation Act, and work through the CLC and others to urge theimplementation of the 2004 recommendations of the Pay Equity TaskForce.

(09 AGM, p. 25)

41.D.02—That the BCTF encourage an equitable distribution of males and females throughout the education system.

(May 80 Ex, pp. 9–10)

41.D.04—That the Federation include information regarding employment equity opportunities at presentations of post-secondary education programs.

(Dec. 07 Ex, p. 4)

41.D.06—That locals be urged to negotiate, with their local school boards, affirmative action programs for students and staff. Affirmative action programs for students would include the
following components.
1. The district level:
a. The identification and/or development of curriculum resources that promote sexual equality, for use in all areas of the curriculum in Grades K-12 and adult education.
b. The compilation and dissemination of information of relevance to teachers and administrators in eliminating sexism and sex-role stereotyping.
c. The development and support of school based programs which promote and enhance affirmative action.
d. The provision of in-service programs designed to assist members in examining their individual practices as a strategy for eliminating sexism.
e. The co-ordination and monitoring of the implementation and effectiveness of the program.
2. The school level:
a. The identification and implementation of specific actions which can be taken to eliminate sexism and promote equality of opportunity for students across all areas of the school’s organization and curriculum.
b. The development of guidance counselling initiatives to promote sexual equality in course selection and greater student awareness of the wide variety of program and career opportunities, both traditional and non-traditional.
c. The provision of ongoing opportunities for students to examine sex-role stereotypes and explore career opportunities through such means as student conferences, seminars, career days, and other appropriate events.
d. The guarantee that all courses and programs are offered on a co-educational or equal opportunity basis. This does not preclude the establishment of any program, club, or activity whose objectives are to redress the negative effects of sex-role stereotyping.
e. The implementation of structures and programs which encourage, facilitate and support the entrance of students into courses, programs and/or activities which have been non-traditional for their gender.
f. Affirmative action programs for staff would include the following components:
g. The monitoring and reporting by the board on the distribution of male and female staff assigned to curriculum areas, grade levels and positions of added responsibility.
h. The establishment of a plan for recruiting, hiring and promoting teaching staff to redress those identified gender inequities.
i. The provision of retraining incentives and programs as a means of redressing inequities of distribution in identified areas.
j. The development of specific programs designed to identify and encourage women to pursue leadership positions within the district.
k. The establishment of specific goals and timetables for increasing the representation of women in areas where they are underrepresented.
l. The establishment of an evaluation process to review the program and ensure that goals and timetables are being met and that those responsible for various areas of the program are held accountable.

(87 AGM, pp. 12–14)     (89 AGM, p.50)

41.D.08—That local professional development committees, in liaison with status of women committees, be encouraged to develop in-service education programs to make teachers, students and parents more aware of sex stereotyping.

(75 AGM, p. 34) Reviewed Dec 79 Ex, p. 15)

F. Equity, Diversity, and Inclusion
41.F.04―That the BCTF hold an annual institute to support and encourage more women in undertaking leadership roles within the BCTF.

(17 AGM, p. 21)

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