An example of (b) might be: CCLOW could recommend that local groups develop a familiarity with the policies and implementation guidelines of the educational institutions and governmental agencies involved with day care issues; with the supporting statistical data; with a wide variety of specific examples of how these policies and guidelines affect individual mothers; and with the implications of all this for the future.

An example of (c) might be: CCLOW could be prepared to serve as an information clearinghouse with regard to day care issues related to educational programs.

An example of (d) might be: Fees for day care services, provided in relation to educational programs, could be based on educational need as well as on economic need.

To assist in such a discussion, we have outlined below, several issues which might be considered for future policy development: .

1. CCLOW could encourage the development of advocacy activities which would approach educational institutions and governmental agencies from both within and without. If we believe that the major burden for developing and maintaining day care services in educational institutions and agencies rests with the parent/user group and with the day care staff; then both parents and staff must be part of the educational institution before they can begin to affect policy or take on this responsibility. Where no such services now exist, no students will register who are in immediate need of the services and no day care staff will be hired; therefore, the administration can say, with some justification, that the need for day care services does not exist. The argument is cyclical. Initiation of the service tends to increase the demand for and use of such services. The argument can be broken most effectively if current general staff members lobby from inside the institution for day care services. This, in combination with pressure from outside interest groups and prospective students, will facilitate changes in policy.

2. CCLOW could adopt the general recommendations on day care services as suggested by the Association of Universities and Colleges of Canada, to serve as guidelines for all types of educational institutions and agencies.

3. CCLOW could request some basic statistical studies related to the day care needs of students; the changing parental and marital characteristics of students; the current day care services provided by educational agencies of all types to determine the nature and extent of such services. Such studies could be carried out by local educational agencies, by CCLOW staff, or by governmental agencies such as Statistics Canada.

4. CCLOW could develop a model for the setting up of a coordinating committee within an educational agency and for the process such a committee might use in planning and advising about day care issues.

5. CCLOW could develop a model for the development and administration of drop-in child care services for day or night care. Such a model might include information about the characteristics, training and supervision of staff; the control and type of programming; administrative procedures; fee schedules; lunch and after-school programming; evening and night programming; resources required, etc.

6. CCLOW could propose changes or additions to policy or policy guidelines related to day care issues, such as

• changes in the process and conditions for claiming day care expenses including the right of mothers to claim for service required to permit attendance at any educational program both full and part-time; tax credits rather than tax deductions; increases in the maximum allowable deduction.

• changes in the criteria used to determine day care subsidies to include educational expenses as a valid family expense; to include the educational need of the mother as well as the economic and social needs of the family.

• changes in the condition that a woman must include her spouse's income when assessing her need for day care subsidy, particularly in situations where the spouse refuses to pay for day care services

• changes in the long-range planning for day-care service so as to include preventive and developmental services for both mother and children, in addition to the short-term services for remedial, rehabilitative and problem-solving purposes we now have. Preventive and developmental services could focus on the prevention of decline in self-esteem experienced by mothers of young children trapped at ho and on the educational development of the mother for future contributions to her family, to herself and to society in general. Such changes would necessitate fundamental changes in funding and staffing policies.