Due to the Increasing Learning Needs, The Government of Manitoba has assigned more than $20 Million for Strengthening Learning and Student Support

Building on previous investments to strengthen learning and student support from kindergarten to grade twelve, the Manitoba government has allocated more than twenty million dollars for the upcoming school year. 

According to this event, the Education Minister Wayne Ewasko has said that “Throughout the pandemic, teachers and school staff have worked hard to engage students, be nimble and keep everyone as safe as possible, we have heard directly from school divisions what they need to move forward, and we are supporting those needs with this funding and provincial planning.” Moreover, due to the COVID-19 pandemic, many students have disrupted their learning, so this funding will help schools strengthen those students’ learning. 

After the consultations with different school divisions across Manitoba, the twenty million dollars will be used for investment into literacy and numeracy, mental health supports, student re-engagement, and additional support for students with special learning needs. 

The twenty million dollars will be split into three categories: eleven million dollars to be given to school divisions and schools directly, nine million dollars directed to schools and students affected most by the COVID-19 pandemic, and two-hundred thousand dollars for the “credit recovery summer school programming” offered by the Pembina Trails and St. James-Assiniboia school divisions. 

The Manitoba Government has also dedicated three million dollars to the Teachers’ Idea Fund proposals highlighting mental health and wellbeing. This also provides easily reached mental health resources. 

Sources:

https://news.gov.mb.ca/news/index.html?item=55237#:~:text=The%20Manitoba%20government%20is%20allocating,Minister%20Wayne%20Ewasko%20announced%20today.

https://twitter.com/MBGov

– Halla Alhamed, U Multicultural

Disclaimer: The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of U Multicultural.