2010 - This guide is intended to be a practical resource for human resources professionals, human rights and equity advisors, managers and supervisors, unions, and any other people or groups considering a data collection project, or seeking support to do so. This guide may be particularly helpful to readers with little or no knowledge of data collection. The guide will discuss the benefits of data collection, and will highlight key concepts and practical considerations for organizations thinking of gathering data on Code and non-Code grounds. Appendices A to F offer concrete examples of how non-profit, private and public-sector organizations have successfully developed and implemented data collection projects.
This guide aims to encourage and support police services across Ontario in their work as it relates to upholding the Ontario Human Rights Code. The development of this guide is built on the experience gained in a three-year collaborative human rights organizational change project between the Ontario Human Rights Commission (the OHRC), the Toronto Police Service (TPS) and the Toronto Police Services Board (TPSB). The principled human rights approach elaborated in the guide can help police services better serve the needs of Ontario’s increasingly diverse communities, and draw on the strengths of police services’ own internal diversity.
Toronto2015: Let’s build an accessibility legacy
The upcoming Pan Am and Parapan Am Games are an exciting opportunity to showcase the many ways Ontario is a world leader. One notable accomplishment should be our ability to welcome and include guests and residents of all backgrounds and abilities. The Games offer a good opportunity to raise awareness about what Ontario and its municipalities are doing to promote and enhance accessibility.
WHEREAS on July 7, 2005, the OHRC initiated a complaint, number GKEA-6DUH6W, pursuant to subsection 32(2) of the Human Rights Code in the public interest and on behalf of racialized students and students with disabilities alleging that the application of the safe schools provisions of the Education Act and the Ministry’s and school boards’ policies on discipline are having a disproportionate impact on racial minority students and students with disabilities. NOW THEREFORE, the Parties agree to settle these matters as follows: