College Faculty Bargaining Update: Vote YES on October 15-17
October 11, 2024
As you enter a well-deserved weekend of rest with your loved ones and friends, here is our final bargaining bulletin before the upcoming strike mandate vote from October 15-17.Despite our concerns with the CEC’s inconsistent commitment to bargaining, their use of captive audience messaging, and the serious concessions they have tabled, we have entered the conciliation process maintaining our focus: achieving a negotiated settlement that integrates members’ proposals brought to the table through our democratic processes.The parties met on October 9 for our first day of conciliation, and our next scheduled day of conciliation is October 15. This is also the first day of the important strike mandate vote.Watch: OPSEU/SEFPO President JP Hornick speaking at the College Faculty Bargaining Town Hall on October 8, 2024While we remain committed to the bargaining process, we are disheartened by the CEC’s continued efforts to spread disinformation about faculty proposals. Below, please find our responses to the CEC’s recent claims about our demands:CEC claim: demands would result in “hiring 50% more full-time teachers to deliver the current level of programming.”Response: This proposal was recently withdrawn so the information the CEC has presented is not factual; however, this proposal did aim to reassign already occurring teaching to more permanent positions, and we will continue to seek ways in bargaining to do so. The employment stability provided by full time employment allows faculty to focus on their primary duty: to deliver quality education, and support to students and the broader community. Employment stability also provides stability in teaching, learning and support for students. The fact that the CEC says this would result in a 50% increase in faculty hiring simply points to the level of precarity that exists in the current college workforce.CEC claim: demands would result in “hiring 233% more full-time counsellors and librarians.”Response: Faculty put forward a proposal to establish a manageable ratio of students per counsellor and librarian, so that students receive timely and meaningful support. The fact that the CEC assumes this will result in a 233% increase in faculty hiring, points to how desperately underserviced these departments currently are. More than half our colleges do not have faculty librarians, and some do not have faculty counsellors.CEC claim: demands would result in “a 4-hour reduction in the maximum assigned time each week for full-time teachers.”Response: This proposal is based upon members’ demands to go from working 44 hours, to a 40-hour work week, in keeping with comparator groups. Full time faculty workloads far exceed 44 hours, despite what the outdated workload calculations might suggest.CEC claim: demands would result in “a reduction of average teaching hours from 12.01 to 8.76 hours per week for full-time teachers.”Response: This claim is misleading. Faculty proposals would increase the time available for teaching faculty to complete course preparation, student evaluation and feedback, and provide actual time to meet and support students with complex needs. To ensure student success, students need well supported teaching environments that include direct contact and feedback.CEC claim: demands would result in “a guaranteed six-week period of self-directed non-teaching time every year.”Response: Non-teaching periods are used to ensure programs and courses meet accreditation and program review requirements. This is where faculty create rewarding educational experiences instead of just transactional learning. This is also when most professional development opportunities occur. This time permits faculty to develop courses that meet learning and vocational outcomes and provide skills for employment in Ontario’s economy.CEC claim: demands would result in “a 50% increase in Professional Development days.”Response: Time for professional development was established in 1985. Teaching environments are now driven by rapidly changing technology, and faculty must stay at the forefront. For faculty to provide quality education to students in the communities we serve, we must be leaders in our fields, aligning with technological, professional, and accreditation requirements. This proposal ensures faculty have the skills and knowledge to train Ontario’s future.