Appendix E: Long descriptions of alternative text
Cover image:
Dreams Delayed Guide on Monitoring and Evaluation: Towards Achieving Outcomes in Ontario's Public Education System. Illustration imagining the outcomes of implementing the Dreams Delayed Calls to Action, including greater representation among Black educators, increased support for STEAM learning pathways, accessible and inclusive learning environments, and improved educational outcomes from early childhood through graduation and post-secondary education. Illustration with multiple images: an adult sitting on the floor playing with toys with two children; an adult sitting on a chair, reading from an open book with two middle-grade children with backpacks nearby; three people standing together, one in a wheelchair playing the trumpet, one holding a paintbrush, and one watching two youth in graduation caps and gowns; and two adults in lab coats at a table with microscopes.
Image 1:
Illustration of two Black children sitting on the floor playing together with toys and building blocks. One child wears a light-coloured dress while another wears a short-sleeved shirt and shorts.
Image 2:
Illustration of a Black educator seated in a chair reading from an open book to two young Black children seated nearby. The children are listening while seated on small chairs.
Image 3:
Illustration of three people participating in creative activities together. One person seated in a wheelchair plays a trumpet, another holds a paintbrush, and a third stands nearby. The image represents participation in the arts.
Image 4:
Illustration of two Black students conducting a science experiment at a laboratory table. One student looks through a microscope while the other holds a flask containing liquid. Test tubes and other laboratory equipment are arranged on the table, representing participation in science, technology, engineering, and mathematics (STEM) learning.
Image 5:
Illustration of a community consultation session facilitated by an education duty-holder. Members of Black communities are gathered around a table discussing documents and sharing input, while a facilitator speaks at a podium. A presentation screen displays “Community Consultation Session.” The image represents inclusive engagement with Black students, staff, families, and community organizations to identify needs, address policy gaps, and co-design solutions.
Image 6:
Illustration of two Black students celebrating graduation. One holds a diploma overhead. The other holds a certificate. The image represents positive educational outcomes and achievement for Black students.
Image 7:
Illustration of a community outcomes review session involving education duty-holders and Black community members. Participants review data and discuss findings to assess progress toward substantive equality, identify barriers, and inform corrective actions and future improvements. A presentation screen displays “Community Outcomes Review.” Charts and evaluation materials are displayed throughout the meeting space.
Figure 1:
Diagram titled “Applying the HRBA Framework” showing a continuous, iterative Human Rights-Based Approach cycle. Seven stages are arranged in a circular sequence:
- Stage one: Context analysis—identify the human rights context of the initiative;
- Stage two: Undertaking research & analysis—research and analysis reflecting human rights obligations;
- Stage three: Planning engagement—work with impacted communities on engagement;
- Stage four: Developing options & recommendations—develop rights-responsive options from research and engagement;
- Stage five: Seeking approvals—secure decision-maker approval on human rights obligations;
- Stage six: Implementing programs & services—deliver the initiative with human rights upheld; and
- Stage seven: Monitoring & evaluation—assess the human rights impacts of the initiative.
A central circular graphic labels the Human Rights-Based Approach as a continuous, iterative cycle.
Figure 2:
Flowchart titled “Appendix A: Sample indicators and metrics” showing the components of a human rights-based monitoring framework. The vertical sequence moves through the following titles:
- Action (the commitment or call to action being measured),
- Targeted duty-holder(s) (who is responsible for the action),
- Indicator (the specific measurable used to assess progress),
- Type of indicator (structural, process, or outcome),
- Data sources (such as surveys, administrative data, reports, and complaints data),
- Timeline (when progress is expected),
- Human rights outcome (the intended long-term impact),
- Potential risk (factors that could undermine success), and
- Proposed mitigation strategy (actions to reduce or manage risks).
Arrows connect each step, illustrating the process for developing and evaluating indicators.