Canadian Federalist Party

Excerpts from the CFP Constitution:


5.1.26 The CFP believes in publicly funded education through high school for all citizens and landed immigrants. The CFP supports privately funded education, with per-student government subsidization, through high school as long as government approved basic curriculum standards and content are provided. The CFP believes that this government funding should include post secondary level education as well for Canadian citizens under 25 years old.

Unique cultural segmentation of the government’s schools is not supported by the CFP. The CFP places Canadian cultural identification above other cultural heritages of Canada’s citizens. Such unique cultural schools are perceived as private funding educational opportunities.

The CFP believes that the mental development of Canadian society and future generations is a major priority for this nation. Thus, the educational mission of the CFP is to ensure Canadian students have the most effective education, learning and training institutions in the world. The CFP believes in establishing world-class educational research facilities in this context.


During the last 30 years of the 20th century, the public education curriculum was substantially expanded in an effort to increase the diversity of educational options available to students. There is widespread concern that the education system is not maintaining an adequate level of core competencies either in the intellectual nor the technical educational streams. Thus, the CFP recognizes that the field of public education should be reviewed in the context of advanced learning delivery systems and processes that provide widespread access to optimal teaching and training materials. (Internet and mass media delivery systems for core learning subjects and materials).

Curriculum Development

The CFP believes that every capable student should be provided with a broad, yet definitive, grounding in the basic learning blocks of language, reading, writing, mathematics, science, history and physical education.

The goal of the curriculum provided to students through the end of High School should be to develop literacy and competency capabilities independent from mechanical aids such as calculators and computers.

Mental Development

The CFP believes that the educational system should also recognize the various mental development capabilities of students and thus provide education materials, systems and processes that compliment a student’s maturing mental aptitudes, capacities and capabilities.

Similarly, early childhood education and development in linguistics and perceptual cognition should be accessible to all children. Early diagnosis of learning capacities or handicaps should be accessible to all children.

Behavioral Development

The CFP recognizes that behavioral attributes can significantly affect a student’s attitudes and propensities to learning in both the short and long term. Consequently, behavioral analyses and observations should be accessible to students and parents in order to help them recognize impediments to student learning capabilities.

Consequent to variable rates of mental and behavioral maturity, the CFP recognizes that pushing slow learners, or slowing down fast learners, effectively impairs the best possible development of our future human resources. Consequently, the CFP will develop effective options to ensure that educational institutions provide effective alternatives consistent with each group’s capabilities.

Parenting Development

The CFP recognizes the influence different parenting methods can have upon student performance and development during the stages of education. Thus, all high school students will be expected to be taught the outcomes of a variety of parenting approaches concerning significant lifestyle events and experiences. The expectation of this educational program is to help break negative social cycles within families.

Skills & Expertise Development

With the emergence of global corporations dominating industry after industry, it is important that the Canadian work force be equipped to adapt and compete in this form of economic environment. Thus, the Canadian educational system must prepare individuals to be able to adapt to a multiplicity of careers, or job opportunities, or business creation opportunities.

Consequently, post secondary educational options should focus upon the acquisition of transferable skills, expertise and management traits that will enable individuals to innovate and exploit emerging opportunities.

Teacher Training & Development

Canada has acquired respect around the world for the quality of its teaching professions. The CFP believes that we must continue to enhance the skills and expertise of its educators and to investigate new methods and techniques for providing their services to our students. The principle of “Innovation leads to Excellence” will be encouraged by the CFP.

The role of teachers is so important to Canada’s future that every effort will be made to identify the qualities of teachers who produce outstanding results and then pass these along to our new teachers. Similarly, teachers who aren’t successful in motivating their students to excel should be helped to move into other careers.

Educational Research and Development

The CFP believes that educational research and development will lead to an acceleration in the learning potential of Canadian students. Since this policy is based upon investing in Canada’s future human resources development, it is a national priority.

Academic Learning Environment

The CFP believes that the school environment must be equipped to provide a safe and effective environment to further personal study, learning and development. It follows that the students must respect this environment and the staff needs to be empowered to protect this environment. In enrolling in an educational programme, individuals must accept limitations to their rights and freedoms according to the requirements of providing a quality learning environment.

The CFP acknowledges that coed educational classroom environments may be less effective learning centers for many students. Similarly, school uniforms can offer significant psychological benefits towards maintaining a focussed learning environment. Such facilities should be encouraged where practical by the school boards across Canada.

School facilities must meet the highest standards of cleanlines and good maintenance. The CFP believes that demonstration of respect and care for the school environment will provide a sense of dignity and self-respect within the students and staff.

Canada is the foremost country where diverse cultures have agreed to accomodate each other and to share this country's heritage in peace and harmony.

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