Month: November 2016

Financial Literacy: Does it Belong in Ontario’s Curriculum?

Graduation cap made from money to show student debt

Does financial literacy belong in high schools? This question is surfacing more and more as Canadians dig themselves further into debt. Today’s guest is Prakash Amarasooriya, a member of the Toronto Youth Cabinet who recently launched a petition urging the Ontario Ministry of Education to beef up their Grade 10 career studies course to include basic financial skills like budgeting. Within less than a month the petition was signed by nearly 900 supporters.

Is there a need for financial literacy?

Prakash thinks so.

Every day I would notice people coming into the bank and living in this kind of what I call a cycle of poverty. They would be living in their overdraft credit card advances and just paying off interest every month and just the bare minimum payments.

study by the Investor Education Fund states that 9/10 high school students have at least one financial product. This begs the question, with so many young students using more financial products, how can we expect this younger generation to succeed financially when we don’t provide them with the tools to do so?

From 2009 to 2016 the number of students who believe financial literacy should be taught in the classroom increased from 57% to 69%.

There’s a study done by the Investor Education Fund where one in four don’t feel that their schools are doing an adequate job in teaching financial literacy and one in four feel they don’t make great spending decisions.

If Ontario high school students feel unprepared to manage their money after graduation, we’re not aiding their transition into adulthood. Once they break out into the real world their financial education primarily comes from people who are looking to make a profit on the consumer’s investment.

What can be done?

The petition from the Toronto Youth Cabinet proposed changes to the Grade 10 careers course. The remodeled course would include:

  1. Budgeting, how to create one, as well as how to follow it.
  2. Mortgages, down payments, amortization periods. Even something as simple as explaining their definitions and purposes.
  3. The ins and outs of leasing, financing or buying a car.

Reforming the careers course was the optimal choice for the Toronto Youth Cabinet’s proposal because it seemed like the path of least resistance. In order to start adding financial literacy into Ontario’s curriculum it’s a lot easier to add pieces into an existing course – one that was already being looked at by the Ministry of Education – as opposed to adding a full course on its own.

For more of our discussion with Prakash Amarasooriya and details of the proposal, listen to our podcast or read the full transcript below.

Resources Mentioned in the Show:

FULL TRANSCRIPT show 116 with Prakash Amarasooriya

financial-literacy-ontario-curriculum

Doug Hoyes: November is financial literacy month and every year at this time you hear lots of news reports about the low state of financial literacy for all age groups, you and old. Every year someone suggests that financial literacy needs to be taught early, in high schools so that we can learn good money management habits when we’re young. In fact we talked about this exact topic last year on show number 62 with Dave Mitchell, a retired high school math teacher, who believes you can plant the seed of lifelong confidence if you teach students some basic math calculations in high school. Learning the power of compounding is an important skill.

But is high school the place to teach this? Is financial literacy a math issue or should it part of other courses? Or is high school too early to be teaching students about money? My guest today has some very definitive opinions on these and other questions, so let’s get started. Who are you and what do you do?

Prakash Amarasooriya: Hi there, so my name’s Prakash Amarasooriya, I’m the School Board lead for the Toronto Youth Cabinet.

Doug Hoyes: The Toronto Youth Cabinet, so tell me about that, what is that?

Prakash Amarasooriya: Sure, so Toronto Youth Cabinet is an official part of City Hall. They were constructed quite a few years ago in order to make sure the youth’s voice was represented in the city and so, as a School Board’s lead my job is to bring educational initiatives from the school Boards and connect it with City Hall.

Doug Hoyes: And how much do you get paid to be on this Toronto Youth Cabinet?

Prakash Amarasooriya: So, we do it purely on a voluntarily basis.

Doug Hoyes: Wow, okay. So, you’re not selling any books or trying to promote anything other than what you think is actually right. So, you are as unbiased as anybody can be on this. So, tell me a bit about your background then?

Prakash Amarasooriya: Sure. So, I personally work for a bank. But prior to that I, in high school, my first experience with money was when my parents first lost their jobs simultaneously in the 2008 financial crisis. When that happened I think it was my first wakeup call that money’s not guaranteed and that it’s something I need to be conscious about and need to be prepared for the future.

When that happened I started, I obtained five part-time jobs in order to sustain myself. Once I started self teaching myself about financial literacy I noticed a lot of my peers don’t really have that knowledge. And so I started learning on my own but I started having conversations with people and I noticed that this is starting to become a drastic need.

Once I graduated from university I went into business and I went into banking specifically. And every day I would notice people coming into the bank and living this kind of what I call a cycle of poverty. They would be living in their overdraft credit card advances and just paying off interest every month and just the bare minimum payments. And so I noticed that this is something that if parents do they pass on to their children as well. And it continues. And education if done right can be a way to break the cycle.

Doug Hoyes: So are you of the view that then we are not very financial literate in general?

Prakash Amarasooriya: Not at all, I think there’s been statistics done that Ontario is pretty bad when it comes to personal finance and debt. There’s a study done by the Investor Education Fund where one in four don’t feel that their schools are doing an adequate job in teaching financial literacy and one in four feel they don’t make great spending decisions. And only one out of four people think that they’re well prepared to manage their money even after graduating high school.

Doug Hoyes: So, even high school students realize that they aren’t very good at this.

Prakash Amarasooriya: Agreed, yeah.

Doug Hoyes: And is that an education thing then, is that what the root of the problem is? You’ve already said that well, parents pass this down to their children. So, I guess in a perfect world parents would teach all their kids everything they need to know about it. But in your own personal experience your parents who are, obviously smart people and hardworking, but they didn’t have the skills to teach you. That’s why you believe the schools have to step in.

Prakash Amarasooriya: I think there’s a lot of factors in this. I think parents don’t know everything and so for those families that are unfortunately not knowledgeable in this topic they unfortunately don’t pass on that knowledge to their children.

Doug Hoyes: I told my kids I did know everything.

Prakash Amarasooriya: Okay, I apologize.

Doug Hoyes: Just to be on – but everybody else, I understand what you’re saying, yeah okay.

Prakash Amarasooriya: And there’s also I think other aspects too. We I think are a product of a society as well and when sometimes other contributions are like consumerism. I think a lot of youth buy things without thinking about saving that money, which is an investment in themselves and they buy things they don’t really need at that moment like shoes and other necessities, sorry, things that they think are necessities but aren’t really. And so, part of the curriculum that we want to address is things like behavioural change and understanding what your needs are versus what your wants are.

Doug Hoyes: So, what is currently taught in high schools today, let’s start with that and then we can talk about what you think should be taught. So, what is on the curriculum that today that relates in any way to financial literacy?

Prakash Amarasooriya: So, when we did our curriculum review we noticed that there’s only four courses in the Ontario curriculum that address financial literacy. Two of those courses are not mandatory and the other two courses only go as far as talking about simple and compound interest as well as I believe annuities. And that’s the only two topics that we found in the curriculum.

Doug Hoyes: So, these are math courses. So, now let’s talk about what you think, or what the Toronto Youth Cabinet has proposed. You did not propose a sweeping change to the math curriculum, you proposed something different.

Prakash Amarasooriya: So, we proposed putting into the Grade 10 careers course. And the reason why we put that I think mandate I think for the proposal is because there’s three reasons for this. One, you can’t have a successful career if you’re not able to manage your money. Now there are rare instances where that’s possible but in general if you’re able to sustain a financial [lifestyle]. In general if you’re able to have a successful career, it’s because you’re able to manage your personal finances.

Second when it comes to the careers course itself it’s been deemed relatively ineffective by many students and I think in economic terms it’s a high opportunity cost and there’s a lot of people who think they can be doing better things with their time and we agree. And third is a mandatory course, meaning that everyone would have a chance to learn this topic regardless of whatever their future aspirations are as well regardless of their socioeconomic status and background.

Doug Hoyes: And I mean I’ve got two sons, one of whom is Grade 11 so he’s very familiar with the careers course and another one who’s in first year of university, so, again not too far in the distant past. And I think what you said is exactly correct, I recall both of them telling me, well I don’t know if that was the most productive use of my time and those were not the exact words they said but that was my interpretation.

So, you’re saying we’ve got this slot in the calendar anyways, and it’s a slot that is not being fully utilized. The general opinion amongst the students is we’re not getting a huge amount out of it. So, why not use some of the time for financial literacy education? So, what would you put in then to that course that is not now there?

Prakash Amarasooriya: So, I think a lot of people when they heard about the careers course had high expectations for it. We don’t want to take the grade aspects that are currently in it. They do talk about I think resume building as well as future job aspirations in the future.

Doug Hoyes: So, those are good things.

Prakash Amarasooriya: Those are good things.

Doug Hoyes: You’re not opposed to that. So, you’re not saying take the careers course, cancel it and replace it with a financial literacy course.

Prakash Amarasooriya: No.

Doug Hoyes: You’re saying take what’s there and build on that. So, okay figuring out what kind of jobs are out there, what the prerequisites for them are, how to do resumes, that sort of thing. And then once you start working and have money, okay how do you handle it as kind of a logical progression.

Prakash Amarasooriya: Exactly. I think ideally I would like it be a full course on its own but we chose this route because it’s the path of least resistance. We know it’s very difficult to actually add a course let alone even reform one. And so we wanted to find a way that wasn’t too difficult, it would be a win/win situation so we could hopefully make small gains and hopefully once people recognize there is financial literacy in the curriculum. And people have been okay, this is great, we want more of it, we can hopefully move forward from there.

Doug Hoyes: Now is it true that the careers course is a half course?

Prakash Amarasooriya: Yes, it’s a half semester course.

Doug Hoyes: Half a semester so half a year and the other half would be a civics course, is that –

Prakash Amarasooriya: Yes.

Doug Hoyes: So, you’re taking half a year, which already has some stuff in it, you would either speed or delete some of the stuff that’s there. What would you actually add then to the course?

Prakash Amarasooriya: So, topics we would like to add is budgeting. I think a lot of people know what a budget is but many don’t use it. And this can help, especially youth. Once they’ve built these good habits early on I think they can I think understand the value of what it is.

Other topics in talking about preparing for the future are how to buy a house and what that includes. So, things like mortgages, down payments, amortization periods. Even the definitions of these terms I think would be useful to youth. How to buy a car, what does that entail? What is leasing, how is that different from financing and buying? And so, once you start thinking about this early on, we think that this can prepare people to start looking at the bigger picture and not just making day by day spending decisions.

Doug Hoyes: Well, this show is called Debt Free in 30 and obviously that’s the topic near and dear to my heart. What debt related topics would you have in this? Obviously you’ve talked about mortgages, you’ve talked about car financings and things like that, would you address things like credit cards for example?

Prakash Amarasooriya: For sure. The reason why we proposed putting this into Grade 10 is because you’re two years away from actually being legible for a credit card. You’re also now old enough to create your own chequing account and you’re also going to be starting to look into student loans in the future. If you start doing this around Grade 10, this is the age where you can start saving. A lot of people start, a lot of youth nowadays actually have part-time jobs and so this might be the perfect time to address them early on and build proper saving habits so they can start kind of preparing for the future a lot earlier and with more time.

Doug Hoyes: Yeah and it’s an interesting because so Grade 10 is that the right time or is that the wrong time? And you’ve given the reasons why you think it’s the right time. I mean I guess the counter argument to would be well, there’s no kid in Grade 10 who’s going to be buying a house any time soon. And there’s no kid in Grade 10 who’s going to be financing a car any time soon. I mean sure by the time you’re in Grade 10, Grade 11, I guess you’re 16, 17 years old, you can go out and buy some old car or something. But the chances of you being able to finance a brand new car are virtually zero.

So, are we teaching them a bunch of things that will fantastic knowledge 10 years ago when they’re in a position to use them, are we teaching things too early that they will have then forgotten?

Prakash Amarasooriya: So, I’ll be honest and say there are going to be students who go through that course and say you know what? It’s not relevant to me now so I’m not going to pay attention to it so I’ll think about it when it comes time to. But there’s two things I want to say to that, one is if you build a culture around people who look at this course and say you know what? This is important, you’re going to need to learn it and people get excited for this course. Then youth when they enter this course will be you know what? It might be nothing to me now but I know it’s going to be important in the future so let me start paying attention.

And I think two is because a lot of people I think complain regarding, they don’t learn useful topics in schools. This is a way to give them, okay you know what? You’ve complained about this, it’s not being done, here you go. If you take advantage of this, it’s up to you, but if not that’s your opportunity to lose. But we can’t say that unless we actually give them the opportunity to have that choice.

Doug Hoyes: So, it’s hard for me to think about when I was in Grade 10 ’cause that was a few decades ago. But what would make me excited to learn some of this stuff?

Prakash Amarasooriya: So, I think also thinking about the changing world we live in. We want to make sure that we’re engaging them in ways that relate to them. So, that includes involving technology. In our research we’ve been looking into different types of financial literacy ventures and there are a few that are app based as well as computer based. And they involve activities that can hopefully put students outside their comfort zone and make them think in the long-term picture of things.

We also want to make sure that teachers are adequately prepared for this. This means ensuring sure that they are confidently and competently ready to teach this course. We know a lot of teachers admitted that they maybe would like to teach this topic but they don’t feel adequately prepared to do so. Other financial literacy partners have actually come up with lesson plans for teachers and parent guides that can kind of address that kind of I think lack of knowledge. And so this is something hopefully that the ministry does take on but there is great work already being done and there are resources online for people who are interested in that topic.

Doug Hoyes: We’re recording this in the middle of November, which happens to be financial literacy month. You and your group actually spoke to the Minister of Education. Tell me about what happened on November the 1st, 2016.

Prakash Amarasooriya: Sure, so we, in developing this proposal, we came up with like a strategy on how to get it known. We released a petition in order to get I think public attention on this issue because we believe that if people knew about this that there was no way they would reject supporting this idea. And so, once we released the petition it kind of took off a lot faster than we expected. We got a lot of media attention on it, we got a lot of supporters early on and within two weeks we actually got a response from the ministry actually asking, sorry, inviting us to meet with them.

And on November 1st, we had a meeting with the Ministry of Education, Mitzie Hunter. And we came in and we kind of pitched why we think this is the best route to do it and why it’s needed. And to our surprise it was actually – they were very receptive to our idea and they were like we’re in. And so, on two days later on the Thursday on November 3rd, they posed a press release saying that they will be implementing financial literacy into the Grade 10 careers course.

Doug Hoyes: We just don’t know what the exact timing of that is at this point.

Prakash Amarasooriya: Agreed, yeah. So, we’re – it’s relatively new and so we are I think in the waiting stages of what that actually means. They usually curriculum takes three to four years in its course but we heard from the ministry that it will be hopefully expediting the process because they are already currently looking at the careers course.

Doug Hoyes: So, it was under review anyways. This is something that can then be added into it. Now I know nothing about education but that doesn’t stop me from having an opinion on it. And I think you will find that every single human being went to school so we all think we’re experts on it. Like I know I’m not a doctor, I’ve never done an operation so I wouldn’t pretend to understand that. But school yes, we all have school stories.

So, given that I have zero actual knowledge or background in this let me tell you what I think. I think that what you think make sense but would it not – and I understand what you’re saying, this is our first step, we’d love to reform the whole world but let’s start with a manageable bite size piece. You know, it’s like if you want to eat an elephant, how do you do it? Well, one bit at a time. And that’s really what you’re saying, right?

Prakash Amarasooriya: Right.

Doug Hoyes: So, the careers course was going to be reviewed anyways, there’s some room to make some changes. I would think that as a next step after that, it would make sense to look at the whole picture. So, certainly some of financial literacy is math and as you identified there are a couple of courses already that touch on this, perhaps not specifically. And understanding basics like compounding interest and what that means and how a mortgage amortization schedule works and so on is important. That’s probably best done in a math course as opposed to in a careers type course.

But there are other elements to financial literacy as well. You used the word consumerism, I guess other ways to express that would be peer pressure, societal pressure. The reason that I do a lot of the things that I do is because the people around me are doing them, encouraging me to do those sort of things. So, you gave the example of someone who goes out and buys a pair of shoes that perhaps they didn’t need. Why did they do that? Well, I suppose it’s because some of their friends were doing the same thing. So, are there other courses that could be touched by this, math for example? I don’t know in high school if there are courses that deal with marketing and social studies and that kind of thing if there are elements to that. You know, are there other courses where this could potentially be relevant as well?

Prakash Amarasooriya: That’s a good question. Like you mentioned, financial literacy is something that affects everybody. And it’s kind of difficult I think to put it into other courses because as the ministry has already stated they put it from Grades 4-12  and they said it’s being dispersed throughout the curriculum.

My argument to that is because when you disperse something around the curriculum people don’t actively think about that topic. So, we mentioned things like consumerism, if they’re taught about it kind of vaguely throughout their educational experience, they may not get the time to think about okay how does this actually affect me?

If you put it into a dedicated course that directly confronts this topic, you get an opportunity for them to ask questions to a teacher and being you know what, you’ve been trained in this aspect, tell me why I shouldn’t be thinking this way. Tell me why I shouldn’t buy those shoes now or maybe why I shouldn’t buy the fancy car and that shouldn’t be goal. And if you create a dedicated space for that I think it speaks stronger than if you were just to disperse it across multiple curriculum, multiple courses.

Doug Hoyes: Because someone can be a champion of it I guess too. If I’m a math teacher and this is 45 minutes and one lesson that we’re going to hit on this, okay fine here’s how the math works and that’s it. We’re not going to put it into the bigger picture. So, is there enough stuff you can take out the careers course to put in the stuff that you want to put in?

Prakash Amarasooriya: Yeah and I think that’s the other thing. A lot of people mentioned that in their careers course, a lot time is being wasted with personality tests, which they feel are just time fillers. And a lot of them watch movies. I know from my personal experience we just watched movies half the time. And so, I don’t think it’s a valid criticism to say that there is not enough time to be done.

If there was more construction and more stability within creating a proper course because like you mentioned it’s only a half year course. And so having – if you did a class by class basis and of course allowing for leniencies between missed classes and stuff like that, you can come up with a comprehensive curriculum that addresses the key components of careers as well as what needs to be taught in financial literacy, at least in the beginning stages.

Doug Hoyes: So you think it is possible then to actually do it. Do you worry that, not just students, but everybody from the ages of zero to 100, are bombarded with all these conflicting messages. That hey, you’ve got to buy this, you’ve got to have that, the whole consumerism thing. Is that even a bigger influence in our lack of financial literacy than the fact that maybe we’re not so good at the math. Is that really the biggest problem we’ve got?

Prakash Amarasooriya: I think you’re right. I think there’s a lot of outside pressures, especially in our ever changing world, especially with social media. I think a lot of youth when they go online they see, people always post their positive experiences and they post that they’re travelling, they’re posting that they’re buying these new things and they’re showing them off on their social media. Youth might just think that that’s what the whole point is and maybe not think of the long-term goals of buying those things.

Doug Hoyes: Yeah the whole point of Instagram is to show what I bought or what trip I went on.

Prakash Amarasooriya: Or what food you had.

Doug Hoyes: What concert I’m going to, that sort of thing. So, that’s why people are tweeting their lunch all the time. Yeah, that’s a good point and again, when I was a kid, when I was 40 we didn’t have any of this stuff. There was so such pressure to be showing people what, you know, I think I’m doing or should be doing and that kind of feeds all into it.

So, will forcing, forcing is the wrong word, but will having people recognize these influences be part of the course that you’re proposing? In other words is it going to be here’s how the math works or is it going to be more of a step back that here’s how the decision making process works, here’s all the things that are influencing you. Is that going to be part of the curriculum or can it be?

Prakash Amarasooriya: I think we do want to I think make it as inclusive for everybody as possible. If we take away the math aspects of it, that may be too complicated for some students and may disengage them. But if we ask those questions that they will have already asked themselves and hopefully engage them in a discussion. Like early on I think the first thing they should talk about is what do you consider a need and what do you consider a want?

If you know the difference between those two things can you understand what my actual goals in life are? Are they monetary, are they family oriented, are they goal based? And if you can start asking those questions many students can understanding what financial decisions they want to make and what they value compared to what they need or what other people want to enforce upon them.

Doug Hoyes: And that’s a good step. So, it’s going to be perhaps a year or two or three before the curriculum’s actually changed. Let’s say that I am in Grade 9 or 10 or 11 or 12 today or let’s say that I’ve got kids or people I know who are in high school. What advice would you give them, what resources would you point them to, what would you tell them to focus on today, given that perhaps the school system isn’t going to give them what you think they need?

Prakash Amarasooriya: Okay. So, I think two things would be, one in terms of saving, I don’t think it can be stressed enough that students should save money more than they should be spending. I think there’s a famous quote by Warren Buffet that you spend after you’ve saved. Saving you have to consider an investment to yourself, you’re paying yourself first. You always pay things like your bills and other expenses first but saving is investing in yourself. And once you have money to save you can do things like investing and such.

And the second thing is that I know that the financial consumer agency of Canada, they have great resources online of all financial literacy partners that do great work already in financial literacy and many of them have resources as well as books and online modules where you can learn about topics that may interest you that may not be involved in a careers course such as stocks, investment. Those are topics that I think are more specialized that may not relate to everyone but I think a lot of people may have an interested in.

Doug Hoyes: Yeah and so that’s the FCAC that you’re talking about. So, what I’ll do is I’ll put links to that in the show notes over at hoyes.com and I think you’re hitting on a key point and that is ultimately they’re responsible for financial literacy is you, it’s not my parents, it’s not my school. They can certainly provide resources and that’s great but ultimately if you want to learn about money, this is 2016 there’s this thing called the inter webs that has tons of information out there. And some of it will be just plain wrong, some of it won’t apply to you, but isn’t that the whole point of becoming literate is to read the differing points of view, read the different things that are out there and make some decisions for yourself?

And if we can teach students to think, isn’t that really the ultimate battle? And that’s what you’re saying, critical thinking. So, well and I mean you mentioned budgeting for example, I’ve got a couple of videos on YouTube where I say you know what? Budgeting for a lot of people don’t make any sense at all, for some people it does. Well, what’s the difference, does it apply to you? Well, those are the things that you got to look at for yourself and can decide.

Prakash Amarasooriya: Exactly. I think what you mentioned hits the nail on the head is that there’s no one size fits all kind of solution to this. We want to present in education just the variety of options and it’s up to each student to say you know what, this is what works for me. I may not be interested in that but having the option and opportunity to do so is I think what our key point is.

Doug Hoyes: Excellent. Well, I think that’s a fantastic way to end it. And, you know, stay tuned to the news I guess as time goes on. Because as you said in November 2016 the Toronto Youth Cabinet has met with the Minister for Education for Ontario who appears to be receptive to the idea of making changes to the careers course in Grade 10 to introduce more elements of financial literacy. Great, thanks very much for being here.

Prakash Amarasooriya: Thank you for having me.

Doug Hoyes: That was my discuss with Prakash Amarasooriya who is the volunteer School Board’s lead for the Toronto Youth Cabinet, giving us his thoughts on financial literacy in Ontario high schools. And specifically he believes that the Grade 10 careers course is the place where there is some room to add some financial literacy education. He believes that Grade 10 is the right opportunity. Students are sophisticated enough, starting to have part-time jobs, starting to have some money and therefore that’s the time to do it.

So, what’s my take on what Prakash had to say? Well, I absolutely agree that more education is better and I agree based on what he’s told me that the Grade 10 careers course probably is a place where there is some opportunity to increase financial literacy education.

I do believe that financial literacy should not just be one half year course, one part of one half year course in grade 10. I think incorporating it into the math program and some other courses is also important. But hey, the more education the better, I don’t object to it. What I will say is this, I think the most important skill when it come to financial literacy is critical thinking, being able to think critically.

As we talked about on the show we are bombarded with advertising, from the social pressures of our friends who are buying this and buying that and to be able to think critically and think through why we are buying something. As Prakash said, want versus needs, that’s a very important concept, if we can learn those things then that will improve our financial literacy considerably. And that’s not just for youth, that’s not just for somebody in Grade 10, that applies to every age group.

That’s our show for today. Thanks for listening. Full show notes are available at our website at hoyes.com and I will put links to everything we talked about and some further resources on financial literacy. Thanks for listening, until next week I’m Doug Hoyes. That was Debt Free in 30.

 

What Happens to Air Miles Points if You Go Bankrupt?

Map of the world and passport with wallet

Air Miles has been in the news a lot about their points expiry policy. Maybe it’s because of the media attention, but we have had a lot of potential clients ask what would happen to their Air Miles and other loyalty points if they file bankruptcy?

Here is a short summary of what would happen under bankruptcy law:

Section 67 of the Bankruptcy & Insolvency Act says that a bankrupt’s assets include “all property wherever situated at the date of the bankruptcy”.

What that means is if you own it, it’s property. While there are bankruptcy exemptions for things like an inexpensive car, household goods and a portion of your RRSP, there is no exemption for Air Miles or any loyalty programs.

While that’s the technical answer, practically your trustee is unlikely to attempt to realize on these points. The reason? They have little to no cashable value.

If your points are not attached to a credit card, the practical answer is you can continue to use the points.  However, if your points are attached to a credit card – an example being the popular Costco cash-back program – you will likely lose these points because, as part of your bankruptcy, you will have to surrender all credit cards. Since the financial institution will cancel your card, your points will also be cancelled.

That’s the short answer. For more, listen to the podcast or read the transcript below.

FULL TRANSCRIPT Show 115 Points Programs and Bankruptcy

what happens to airmiles points in bankruptcy

This is a Technical Tidbits edition of Debt Free in 30, a shorter version of our podcast where we answer just one listener question.

Today’s question: What happens to my air miles if I go bankrupt?

I’m getting this question a lot lately because it’s a topic in the news recently, so let me answer the question, but let me also give you my thoughts on Air Miles and reward points in general.

First, the technical answer:

If you go bankrupt you lose your assets, so the question is, are Air Miles an asset?

Section 67 of the Bankruptcy & Insolvency Act says that a bankrupt’s assets include

“all property wherever situated at the date of the bankruptcy”.

In other words, if you own it, it’s property.

Of course the Bankruptcy & Insolvency Act is a legal document, written by lawyers and lawmakers, so it has lots of exceptions, and the main exceptions are any property that is otherwise exempt from seizure by the trustee.

We’ve discussed these exemptions on other podcasts, so I’ll just summarize quickly that there are many assets you don’t lose in a bankruptcy, like an inexpensive car, household goods, and part of your RRSP.

Needless to say, there is no specific exemption for Air Miles, so technically they are an asset of the estate, and as a licensed insolvency trustee I should be seizing them.
However, there is another consideration, and that’s practicality.

As the trustee there has to be a way for me to take the Air Miles and turn them into cash, otherwise they have no value.

Air Miles does have what they call a cash rewards program – if you choose the cash rewards option in your account you can redeem the cash value in store when making purchases at participating stores (for gas, groceries, movie tickets for example). What you can’t do is redeem the rewards for cash itself.

So, as a licensed insolvency trustee, I have no way to turn your Air Miles into real hard cash. I can’t take your card and go to Air Miles or a store and convert the points to cash, so they have no value in a bankruptcy.

I’m giving you an answer that applies to Air Miles. Of course there are lots of other reward programs out there, and I haven’t reviewed all of them, but the general answer is the same: if it’s possible to convert the points to cash, then, in theory, the trustee can seize the points when you go bankrupt.

But what about credit cards that give you cash back? Again, in practice, I’ve never seen a trustee seize them as an asset. To explain, let’s look at a typical example: Costco:

One of the biggest cash back programs in Canada is the Costco rewards program, where, at the end of the year, Costco gives you a cash voucher that you can spend at Costco.

But, if you go bankrupt, you surrender all of your credit cards, including your Coscto credit card, and when you do you lose all of your points, so there’s nothing to seize when you go bankrupt.

So the simple answer to the question is that, in virtually all cases, Air Miles and other reward programs have no value in a bankruptcy.

Before we close, I’d like to briefly mention the controversy surrounding Air Miles.

Back in 2011 Air Miles announced that reward miles older than 5 years old would begin to expire, so the first of those rewards will expire at the end of December, 2016.

This has upset many Air Miles collectors, because the announcement back in 2011 was very low key, so very few people heard about it. The original deal was that Air Miles never expired, so naturally collectors were upset when the deal changed.

There are now some petitions circulating on the internet to either get Air Miles to change their policy, or to get collectors to boycott the stores that offer Air Miles.

You can follow Ellen Roseman of the Toronto Star on Twitter who has been following this closely.

We discussed this issue back on Show #106, our Walmart vs. Visa show, where I mentioned the fact that credit cards cost the store money; they pay a fee to process your credit card payment.

Air Miles and other rewards are the same; it’s costs the store money to give you Air Miles points, and other rewards.

As a consumer, you have the power, so if you don’t think Air Miles is being fair, tell the stores you shop at. Tell them you would prefer that they not offer Air Miles. If a store believes they will lose customers, they’ll stop offering them, and perhaps they will be able to lower their prices in the future.

My opinion is that if it costs you nothing to collect rewards, fine.

I’m not a big fan of having a dozen different reward cards in my wallet. I like things simple, so unless it’s a place I go to all the time, I don’t carry reward cards.

Of course now a lot of these cards are available as apps on your phone, so you don’t need to carry the card, so that’s good.

My point: shop at stores with the best deals, whether or not they offer points.

And if you have points and rewards, cash them in, because you never know when they will disappear.

Basic Income. Is it a Silver Bullet for Poverty?

Basic Income. Is it a Silver Bullet for Poverty

Everyone wants to end poverty.  The controversy begins when you start talking about how to solve the problem. One solution which has received a lot of media attention lately is the concept of a basic income or guaranteed annual income. In Ontario, former senator Hugh Segal just released a report (after this show was recorded) which will guide the Ontario government in developing a pilot project around basic income.

To help us better understand the costs and consequences of a guaranteed income program, I talked with David Macdonald, senior economist with the Canadian Centre for Policy Alternatives. The CCPA has released a detailed study on basic income called A Policymaker’s Guide to Basic Income.

What is basic or guaranteed income?

We asked David to describe the concept of basic income:

The idea is that cash transfers are a way that we can alleviate poverty and have other beneficial effects. And the idea of basic income is that you get a cash transfer that you didn’t have to apply for or the application for it is fairly minimal.

Benefits: Is it the Silver Bullet?

 

While there are many possible ways to administer such a program, David talked about the two basic forms:

  1. Every child, senior or adult receives an identical cheque in the mail (or via direct bank deposit). Income is then clawed back through the tax system.
  2. The second approach is a negative income tax or targeted program. Almost every basic income program in Canada (such as the Guaranteed Income Supplement) is structured this way today.

There are many benefits to a basic income program. The most measurable of course is reducing the percentage of Canadians living below the poverty line. However there are other, harder to measure advantages including higher education levels, a reduction in medical expenses, particularly mental health costs, and a reduction in crime rates.

Costs and criticisms

Of course the two most common criticisms around basic income are the cost and the possible ‘disincentive to work’.

David talked about the 33 federal and provincial basic income programs already in existence. The cost of any basic income program will depend partially on how the program is implemented. Will it become a 34th program targeted at specific groups, or a more universal replacement plan for existing programs?

As to the disincentive to work issue, again David explains that it comes down to how the program is designed.  If the clawback is not too high, in other words for every extra dollar you earn you keep say 50%, then the risk of abuse is low. Similarly, if there is a time delay between when your income increased due to say extra hours worked, and when your benefits were reduced, the disincentive is also limited.

The downside of cancelling existing programs is that there are winners and losers and that becomes the challenge. As David points out:

I think that a basic income is often seen as a silver bullet to eliminating poverty and I think that hopefully [the CCPA] report points out that it can be very helpful for some groups but it’s not as useful for other groups….

There’s a multiplicity of solutions to poverty not just a single one.

I know from experience that more than one-third of all insolvencies in Canada are caused by some form of income reduction. A basic income would certainly reduce the risk that individuals will take on excessive debt to pay for necessities like rent and food. However paying for the program will likely increase taxes overall. If not done correctly, this could lead to an increased insolvency rate among working Canadians who see their take home income reduced.

For more of our discussion, listen to the podcast or read the full transcript below.

You may also like to listen to our Podcast with David Bond to hear his thoughts on basic income and the treatment of capital gains tax in Canada.

Resources Mentioned in the Show:

FULL TRANSCRIPT show 114 with David Macdonald

basic income, guaranteed income, Ontarioimage credit Richard LeSesne / State Archives of Florida, Florida Memory / 

Doug Hoyes: Today we are going to explore a topic we have never discussed here on Debt Free in 30. It goes by many different names, including guaranteed annual income or basic income and it’s been in the news more frequently since June when the Ontario government appointed former senator Hugh Segal to provide advice on the design and implementation of a basic income pilot in Ontario as announced in the 2016 Ontario budget.

So, what is basic income? How would it work? Who would qualify for it? How would we pay for it? These are all important questions so for the answers I’m joined by an expert who released a detailed research study on basic income. So, let’s get started. Who are you, where do you work and what do you do?

David Macdonald: My name’s David Macdonald, I’m senior economist for the Canadian Centre for Policy Alternatives, which is a think tank in Ottawa. Yeah, we look at a variety of public policy issues like a basic income.

Doug Hoyes: And so you have prepared a document called A Policymaker’s Guide to Basic Income, which was released early in October in 2016. Let’s talk about basic income then, can you start by giving me what your definition of basic income is? And I realize there are other terms for it as well, guaranteed annual income and so on, but what’s your definition of basic income?

David Macdonald: Yeah so there’s quite a few different terms that are applied to this idea. The idea is that cash transfers are a way that we can alleviate poverty and have other beneficial effects. And the idea of basic income is that you get a cash transfer that you didn’t have to apply for or the application for it is fairly minimal. And that there’s no real rejection of people, so there isn’t a subjective process where you say this person should get this money and that person should not. Usually it’s basic income test of some kind. But basic income generally doesn’t have a rigorous application process it’s more of an automatic mechanism and the only real requirement is citizenship, so you’re a Canadian citizen, and therefore you’re entitled to these types of transfers.

And the other piece is that the money is no strings attached in the sense that no one is looking over your shoulder and checking your bank statement to see whether you spent too much on tuna and not enough on rent or vise versa. So, that’s the basic parameters of a basic income.

Doug Hoyes: So, in simple terms it could be a cheque or a bank transfer that goes to every Canadian of a set amount every month. And we’ll talk more about the specific advantages and disadvantages, obviously one of them being that it’s simple.

In your research paper you go through a whole bunch of different possible scenarious, because of course the devil’s in the details, as to how this would actually work. And you discuss two basic forms of basic income and then there’s kind of subcategories of them. So, I’d like you to give us a quick overview of each of those two. So, the first one is one size fits all approach, so how would that work?

David Macdonald: Yeah, so these are basically the extremes of basic income. There are infinite ways of structuring it in between but the two extremes are everybody gets the same amount. So, whether you’re rich or poor, whether you’re a child, a senior, an adult, it doesn’t make any difference. Everyone gets an identical cheque in the mail. And then you can say maybe that gets taxed back at the end of the year, something like that, that’s the one size fits all.

And then the other approach, the other extreme, is what could be called a negative income tax or more of a targeted program. And the basic incomes that we have today or the transfer programs that we have today, are almost all structured as negative. Well, in fact they are all structured as negative income tax. We used to have the universal childcare benefit, that I think would be more like the universal cheque in the mail to every, you know, it’s a per child amount, but that was cancelled in July.

And so, these are the two extremes, everyone gets the same amount or targeted approach where if you make nothing then you get the maximum amount and as you make more the benefit decreases so it’s somewhere in the middleclass the benefit completely tapers out and you don’t spend any money at the upper middleclass or the richest Canadians.

Doug Hoyes: And obviously there’s implications for the cost of that, which we’ll talk about as well. So, looking at this from a big picture point of view why are we thinking about basic income? What are the problems that we think we have that we think a basic income might go towards solving?

David Macdonald: Well, it’s actually not a new idea of transferring money to people in an attempt to reduce poverty as well as other beneficial effects. And in fact it was very much in vogue in the 1970s, 60s and 70s. And in Canada we actually ran a pilot project in Dawson Manitoba, which is a small town in Manitoba in the 1970s where a basic income transfer was put into effect.

Now it’s seen more traction in the last couple of years in large part due to its incorporation in election platforms. And when parties are elected then they start implementing pilot projects not full blown basic incomes but picking a particular town and saying okay, we’re going to make sure that there’s a basic income that everyone gets, a floor if you will on incomes. And so, in Ontario they are just now developing their pilot project, which will likely run for three or four years and they’ll pick a town somewhere in Ontario and say this town, everyone in that town is going to get a minimum income or basic income of whatever. And so the details are just being worked out now so there’ll be an important report that will be put out likely in the next month or so that will detail exactly what they want to do in the pilot projects in Ontario.

But again, this is not a new idea but it’s an idea that’s gained some traction in terms of its impact particularly on poverty reduction. So, poverty is just a line in the sand in essence, it’s a certain amount of income and if you’re below that income line then you’re considered low income and if you’re above that line then you’re not considered low income. And that’s how poverty is measured. And so, if poverty is just a measure of income then one of the ways you can increase income is by transferring money to people and therefore reducing the poverty rate as a result.

Doug Hoyes: And other than reducing poverty, what other positive potential benefits are there to a basic income or is that really the only major benefit there is?

David Macdonald: Well, it’s one of the more measurable ones. I think it’s a lot easier to measure. Certainly in the 1970s when pilot projects were occurring in Canada and the US, in Dawson Manitoba some of the results were that people were more likely to go back to school. So, instead of working, they’d go back to school. You saw in some sense, in some cases, reduced medical expenses, particularly improved mental health as people had more income and also a reduction in crime rates. And so there are also, in addition to reducing poverty, there are also other impacts.

And they’re a little harder to measure. And so some of the pilot projects that are planned, I mean particularly in Ontario will track things like health expenditures, incarceration rates, mental health, education rates and those sorts of things to see what other impacts a basic income might have.

Doug Hoyes: So, we can see a bunch of obvious advantages to a reduction in poverty, people more likely to go back to school, better education, crime goes down and so on. But there are I think two obvious disadvantages and presumably these are the criticisms that most people would level when you mention a basic income, number one, the disincentive to work and number two, the cost. So, can you give me your thoughts on each of those? So, disincentive to work, pretty easy to understand, well if the government’s going to send me a cheque for $1,500 a month and that’s enough to cover my rent and my groceries, why would I bother getting a job or if I maybe have two part-time jobs, why would I bother working at the second one? I don’t need it anymore. Is that a valid criticism?

David Macdonald: Yeah, I mean it’s worth pointing out that we have 33 basic incomes already. We don’t – this isn’t an idea that was an idea in the 70s and we never applied it. In fact all of the income transfer programs that we have outside of EI and social assistance are basic incomes already. And so, now they’re applied differently so if you’re a senior for instance you get substantially more than if you’re a single adult.

So, in Ontario for instance the basic income of the combined programs, so these 33 programs if you’re a single senior in Ontario, the floor in your income is $17,700. And so, you cannot make less than that in Ontario in essence as long as you’re filing your taxes and therefore you gain access to these programs. You don’t have to work, you don’t have to have done anything in particular, you don’t have to have paid into a particular pension plan. That is the floor in your income already in Ontario.

If we look at single adults in Ontario, the combined federal, provincial basic income programs would result in a basic income of $600 a year. So, that’s really very little. And if you have children then you gain access to programs like the Canada Child Benefit, which is basic income that’s, you know, has a starting amount and as you make more, then the benefit gets clawed back.

So, one of the big questions around basic incomes is how does an idea of a basic income fit in with the 33 that we already have? Do we want to change the 33 that we already have, do we want to add a 34th? Do we want to cancel the 33 that we have and replace it with a single basic income? That’s some of the things that the paper looks at.

Now back to your original question of cost and disincentive. Certainly one of the downsides of a basic income is that it costs money. If you’re going to transfer money to people well that money has to come from somewhere. So, the question is how can you do that most effectively in the sense that you’re not wasting money, you’re not spending more money than you need to in terms of reducing poverty and getting the other potential benefits, health, crime and so on? And I think what’s clear from the paper it’s very easy to design a basic income poorly such that it costs a lot of money and doesn’t have the impact that you might want it to on poverty reduction or has a very expensive impact on poverty reduction.

In terms of work disincentives, I think this is true to some degree. Although with the basic incomes that we have there’s such a disconnect between when you worked that extra amount of time and when your income might be effected. I think the disincentive is fairly limited. So, in most cases the basic incomes are structured such that for every new dollar that you make in earned income, you would lose a portion of the benefit. And so, usually that portion is under 50%. So, you make an extra dollar but you lose 50 cents on the benefits. So you’re still 50 cents better off and that’s more of the sort of high end is 50%. I don’t think you’d really want to go much higher than that because then I think you get into some disincentives as you say.

But most of the basic income programs at present have a lower claw back than that. And the other thing to remember of course is that the basic income that you get in this year is based on the amounts that you made in the last tax year. And so, if someone today say were to work an extra, you know, couple of shifts this week and make an extra 100 bucks.

Well, they wouldn’t actually see the impacts of that on their basic incomes for probably six months. Well, their taxes were filed, they went through the system, they got caught up in the basic income system and so you probably see that change in June. Well, that’s a pretty big delay and the change wouldn’t be dramatic. And so, I think that the work disincentive, yes absolutely if you go over a certain claw back I think it becomes an issue. But there’s such a time difference between you working an extra couple of shifts and your basic income changing that it’s not quite as important as people might think.

Doug Hoyes: Yeah and I guess they key point is this is not like unemployment insurance, or employment insurance as we call it now, where every week I submit my information and that effects what my employment insurance cheque is going to be next week. This is probably going to be done on an annual basis based on last year’s taxes, kind of like child tax credits are I guess, they change once a year. So, it’s not a day to day fluctuation. Now back to the issue of cost then so you said we currently have 33 different basic income support programs in Canada. Can you give me like two or three examples of what the big ones are?

David Macdonald: Sure. The big ones are the Canada Child Benefit, which goes to families with children. Old Age Security and the guaranteed income supplement, which are supports for low income seniors. And then sales tax credits, so the GST tax credit, the HST tax credit, the carbon tax credit in B.C. so, each one of those there’s a federal component to each one of those and in most cases there’s a provincial component to each one of those. So, the provinces themselves will have a program for low income seniors for instance in addition.

Doug Hoyes: Got you. So, we already have a bunch of these programs. So, if a basic income program, a universal basic income program was to come into affect let’s say in Ontario just as an example, you’ve got two choices. One choice is add it to what’s already there, the second choice would be to reduce or eliminate some of the things that are already there and use those savings to pay for some of the costs. I think you quote in your study, you know, if for example we were to leave everything the way it is and give everyone an extra thousand dollars you would need to raise the GST from I don’t know 5 to 9% or something. Am I quoting you correctly there as to what the cost would be to make an incremental change like that?

David Macdonald: Yeah, exactly. And so if you decided we need a 34th basic income on top of the 33 that we already have and that 34th income would be designed in such a way that everybody gets a thousand bucks in the mail, man, woman, child, rich, poor it doesn’t make any difference, everyone gets a thousand bucks. That would cost you about 29 billion after you clawed back, well, not clawed back, but after you tax that money at the high end, which is a fair amount of money. And so, you’d have to increase GST from 5 to 9% or you’d have to increase income taxes by a fifth to pay for that.

So, this is an example of one of the approaches to basic income that would cost a lot of money. You would reduce poverty rates by about two points from 11.7 to 9.7, so that’s positive, lifting about 700,000 people out of poverty. But it would be very expensive using this approach. And I mean it’s not hard to see why it’s expensive, you’re sending cheques to rich people that don’t need the money. So, you’re not getting poverty reduction by sending cheques to rick people. It’s simpler to be sure but that comes at a dramatic cost to treasury.

Doug Hoyes: So, final big picture question for you then, what’s the solution. So, if I was to give you a magic wand and say okay, you are now the Prime Minister, the Premier of the province, whatever and our goal is we want to reduce poverty, we also want some of these other benefits, you know, lower crime, some of the other advantages of a basic income but obviously we don’t have unlimited resources – this costs money. What would you do?

David Macdonald: Well, I think the most – I mean the paper looks at a bunch of different scenarios where you start cancelling programs that already exist. You cancel the basic income programs that are already exist, you cancel EI, you cancel social assistance. And whenever you start cancelling programs to fund a new basic income, you end up with winners and losers. And usually the losers are single senior women unfortunately because they have a fairly high basic income. And so if you start cancelling programs and moving that money to other places, those folks become losers. And I think that that’s going to be a pretty unpalatable political decision. So, I don’t think anyone’s going to cut transfers to single senior women.

And so, what I think is most likely is it will see some sort of 34th basic income on top of the 33 that we already have. And I think that in order to not have it be tremendously expensive, it will likely be targeted by the negative income tax approach, which is to say you set a floor so folks can’t work for ever reason, they don’t have any income, they make a minimum amount. And once they start working, that amount gets clawed back a bit, say 50 cents on the dollar or something like that. And that approach I think is the most likely that we’re going to see.

And what’s interesting is the different age groups see differential impacts and so particular for adults in their middle ages, 50 through 65, they don’t gain access anymore to the child benefits ’cause the children have moved away. Disability rates go through the roof for low income people in their 50s. So, people have worked hard jobs all their lives and they can’t work anymore for whatever reason or their spouse can’t work. And so you see very high disability rates. And those folks can’t get access to the senior’s benefits yet ’cause they’re not old enough. And so, that I think is a place where you’d see basic income be the most effective is for folks from 50 to 65 who are in low income, less effective for families with children and less effective for younger workers in part because they make too much and therefore you see a claw back on the basic income.

Doug Hoyes: One of the big advantages of a basic income if it could replace other programs is other programs that require a lot of follow up. Like E.I for example, you’ve got to look each week to see what your pay was to determine what your pay is going to be next week. That requires a lot of bureaucracy, a lot of costs. I think in your paper you say that some programs cost up to 10% of the money dispersed. So, for every dollar that gets disbursed, there’s 10 cents worth of administrative and bureaucratic costs. If you had a basic income where everyone gets the same cheque, there is almost no cost to that because well, if you’re a citizen here’s your cheque. We don’t have to look at any requirements.

So, by adding a 34th program don’t you lose the benefits of consolidating some of the programs that we have? But at the same time you’re adding more cost to it, doesn’t that make it perhaps politically impalpable to even do that?

David Macdonald: Well, the 33 basic incomes that exclude E.I and social assistance are very cheap to administer ’cause they’re just based on last year’s income. And so you create a 34th program that’s also based on last year’s income and it would be very cheap to administer ’cause there isn’t that up to date, you know, you don’t have to keep the record particularly up to date.

You’re absolutely right though that particularly social assistance and E.I have high management administrative costs that are around 10% of amounts dispersed. So, if you pay out $100 on social assistance it’s going to cost you $10 to administer that program in contrast to the basic incomes where I mean it essentially costs nothing, right?

And so, there is definitely an argument that we could save some of those costs if we replace social assistance or E.I with the basic income particularly those two pieces of it. The other 33 are pretty cheap to administer. And I think there’s some intuitive appeal to that particularly for social assistance. I mean caseworkers will go through your credit card statements and figure out if you spent too much on groceries this month and not enough on rent. I mean that happens.

And it costs a lot of money to hire the people that go through your credit card statements to make sure you didn’t spend too much on food. And that money could be potentially better spent on just supporting people and allowing them to make their own decisions. That’s the intuitive appeal of eliminating say social assistance and E.I and replacing it with basic income.

One of the challenges of course is that you do actually want a rapid response mechanism for social assistance and E.I. You don’t want to have to wait a year to get your E.I benefits. I mean you lost your job, right? You need income replacement not a year from now or a year and a half from now, you need it now. You need it a week or two after the end of employment. And same for social assistance, right? I mean if you for whatever reason your social assistance run out and you can’t work, you’re disabled, whatever the issue is, you can’t wait a year and a half for that money to start coming in, you need to have that money coming now.

And the more you want rapid response, well it’s going to cost money ’cause someone has to staff those phones to make sure that, you know, your proof of employment is coming in correctly and so on. And so, I think that you could probably save some money there by replacing those with a basic income. But it would certainly never be the same cost as a basic income that allows you to wait for a year and a half before it starts to fill in.

Doug Hoyes: And so, I guess the answer in part is we have to target the help where it’s needed most. I mean you identified the people aged 50 to 65 who are kind of in a grey zone. I mean once you’re 65 you become eligible for a lot of different things, OAS, GIS and so on. When you’re under the age of 50 you may still have children, you’re receiving child tax credits, child benefits and so on for them. But between 50 and 65 your health starts to fade but you’re not old enough to be getting the specific pensions perhaps so rather than a basic income that covers everybody, do we need things that are targeted towards the specific areas of needs so we do the most benefit but keep the costs under control? Is that a possible approach or is that really what we’re already doing?

David Macdonald: Yeah. Well in essence there isn’t anything that covers people from 50 to 65 except for the sales tax credits, which say in Ontario are worth about $600 a year. So, that’s a very, very minimal basic income. And that’s one of the groups, particularly single adults and couples without children that are not seniors. That’s really the area where we don’t have a lot of basic income support at present. And they would be the folks that would benefit most from a basic income. And so, if you were to target that age group, you’d probably get the biggest bang for your buck.

And back to your point, in essence the 33 basic incomes that we already have are targeted, they’re targeted by income for sure so as you make more you get less from the benefit. But they’re also targeted by age group so that it’s – so, seniors of instance we know that without the basic income programs for seniors that senior’s poverty rates would be dramatically higher and they were in Canada in the 70s, 60s and 70s prior to the implementation of some of the basic income programs.

And so, I think that it’s often seen, a basic income is often seen as a silver bullet to eliminating poverty and I think that hopefully this report points out that it can be very helpful for some groups but it’s not as useful for other groups, particularly young workers who have higher market incomes and therefore see a bigger claw back from it. And so, when we’re trying to address poverty, there isn’t a single answer, there are several answers, one of which is basic income for sure but others of which might involve better programs on the labour market side. So, things like, you know, lower youth unemployment, programs to drive up wages, higher minimal wages for instance. There’s a multiplicity of solutions to poverty not just a single one.

Doug Hoyes: So, thanks David, that’s a good summary point. Basic income is not a silver bullet. If it was that simple we would have done it a long time ago. David, thanks for being here today.

David Macdonald: Thanks for the call and hopefully we’ll talk again on it.

Doug Hoyes: So, what’s my take on basic income? I agree that poverty is a huge problem. I’m a Licensed Insolvency Trustee and my firm, Hoyes, Michalos & Associates does thousands of consumer proposals and bankruptcies for people who turn to debt to make ends meet and eventually found themselves in deeper trouble. We meet every day with people who got into debt because of an unexpected reduction in income. Sometimes this is due to medical issues that mean they were no longer able to work, sometimes it’s because their pension income just doesn’t go far enough.

However, for 37% of healthy working age Canadians, the main cause of insolvency is job related, either job loss or reduced income. There’s no doubt in my mind that a basic income could reduce the potential for some people to become insolvent. A basic income would be a form of insurance, lessening the need to turn to credit to pay for rent, buy food and to provide the basic necessities of life.

However, as we discussed with David Macdonald, the cost of the basic income program is a big issue. And since there is no consensus on how it would work, it’s impossible to determine the true cost. An underlying principle of the basic income approach is the redistribution of wealth by flowing funds, through the government, to those with low incomes.

While David pointed out the savings that could be achieved from the cancellation of existing support programs dispersed through federal, provincial and municipal governments, this is not enough to fully pay for the program. That means in all likelihood an increase in taxes.

But I also see the problems that high taxes cause people. In fact 42% of debtors owned a tax debt at the time of their filing, either a bankruptcy or a consumer proposal, with an average tax debt balance of almost $22,000. I’m not talking about the top 1% or the top one tenth of 1%, these are tax obligations of the average working Canadian, often a self-employed person, themselves only earning an average income. So, if we need to raise taxes to pay for a basic income, that may increase the number of people who end up going bankrupt due to unpaid taxes.

Do you see the problem? A basic income will keep some people out of bankruptcy, but if taxes go up it may push others into bankruptcy. There is no easy answer. I think with all problems it’s important to treat the underlying problem and not to treat the symptom of the problem.

Poverty is not one problem with one cause. There are many causes of poverty, which is why a one size fits all solution won’t work. The causes of poverty for a 25 year old are much different than for a 75 year old. I’m sure everyone listening to me today knows at least one hard working young person who works two part-time jobs. They get four hours at one job and then race across town to get four hours at their second job. They get in their eight hours but it takes 12 hours to do it because they’re back and forth on the bus four times a day. And if they don’t get called into work that day, they get nothing.

They need a full-time permanent job, not a series of part-time temporary jobs. The solution is that we need good jobs for our young people, that’s the real problem and that underlying problem won’t be solved with a guaranteed income.

The situation is different for a 75 year old experiencing poverty. They’re more likely to have physical challenges or be on a fixed income and perhaps unable to return to work. A good job won’t help them because they can’t do it. They need access to medical care and perhaps homecare, access to transportation services if they aren’t mobile and other solutions unique to seniors. A basic income won’t get them the medical care they need or other support services.

I’m not saying a basic income is a bad idea. My point is this, we as a society, need to determine our most pressing problems and then figure out what’s causing those problems. Then we need to find solutions to those problems.

A one size fits all solution like basic income maybe part of the answer but it’s not the entire answer. If one of the causes of youth unemployment and poverty is an education system that’s not working, the solution is not a basic income, the solution is to fix our education system. If inadequate pensions are a cause of poverty among seniors, the solution is not to treat the symptom by creating a basic income, the solution is to fix the pension system.

I’d like to end this podcast by giving you all of the answers to all of our problems but I can’t. These are complex issues and there are no easy solutions. Hopefully our discussion today makes us all think and that’s good. Let’s keep the discussion going because if we all put our heads together we can come up with solutions.