A/HRC/13/23/Add.2 community. In British Columbia specific initiatives focus on addressing high levels of child poverty. B. Education 33. Provincial or territorial governments establish and implement education policies with the devolution of certain measures of control to municipal and district school boards. Black Canadian sources in particular stated that systemic racism in education is manifested in the ideologies, structures, policies and practices within the education system, at all levels throughout Canada. They complained that the issue of racism is rarely addressed in schools and that a focus on “multiculturalism” and “diversity” does not adequately address inequality. 34. Dropout rates among students from certain minority groups are considerably higher than the average. The Toronto District School Board’s 2006 Student Survey found that dropout rates of English-speaking black students with a Caribbean heritage were 40 per cent. Central and South American students experienced dropout rates of 37 per cent and the rate for students of East-African descent was 32 per cent. In some low-income localities with a high percentage of ethnic minorities, dropout rates were reported to be far higher. The poor educational outcomes of black boys are particularly worrying. 35. Minority communities reported school curriculums that neglect their heritage, cultures and religions, or contributions to Canadian society. Teachers, principals and school councils continue to be predominantly white even in localities with high proportions of people of colour. A study of Toronto’s teachers showed that roughly 23 per cent are visible minorities – yet 7 in 10 high-school students are minorities.12 Approaches to learning and the school environment do not respond to different learning cultures or the specific needs of children of colour. Wide disparities are reported among school boards and within school districts in how issues of race, exclusion and inequity are addressed. Minority representatives call for more inclusive learning environments and Afro-centred programmes. 36. Ontario’s Ministry of Education notes that its Equity and Inclusive Education Strategy provides a framework to identify and remove discriminatory biases and systemic barriers to student achievement. With the Ontario Human Rights Commission the Ministry is working to provide joint training sessions for the education sector as part of the province’s commitment to an equitable and inclusive education system. Ontario has set a target of an 85 per cent graduation rate by 2010–2011. Additional supports, including credit schemes for struggling students, seek to enable eligible students to overcome barriers to graduation. 37. Minority representatives believe that the Safe Schools Act and “zero-tolerance programs”, implemented in Ontario since 2001, impose a security and disciplinary regime that has targeted and negatively impacted on black students. They claim that the legislation, which allows police presence in some schools, promotes racial profiling of black, Hispanic and some Asian students. School principals have broad powers to suspend or expel students considered a threat to safety. Community representatives claimed that 80 per cent of students expelled under the legislation are from visible minority groups – most commonly black students. Expulsion greatly increases the likelihood of permanent dropout. Some 12 10 See Louise Brown, “Searching for a generation of teachers”, Star (Toronto), 19 May 2008, available from www.thestar.com/article/427299. GE.10-11860