Strengthening Aboriginal Success

Moving Toward Learn Canada 2020

Phil Fontaine, National Chief of the Assembly of First Nations and Council of the Ministers of Education, Canada, Summit on Aboriginal Education

 

Backgrounder

On September 23, 2008, Canada’s education ministers committed to meeting with First Nation, Métis and Inuit leaders from across Canada to address Aboriginal education.  Ministers met in Fredericton, New Brunswick, for the 94th meeting of the Council of Ministers of Education, Canada (CMEC), where they worked on key education priorities, including Aboriginal education, literacy and postsecondary education funding, as outlined in their April 2008 ministerial declaration, Learn Canada 2020.

Ministers agreed that eliminating the education gap between Aboriginal and non-Aboriginal learners is an economic, social and ethical necessity. To that end, CMEC and leaders representing First Nation, Métis, and Inuit peoples, and the federal government, met in February 2009 to strengthen relationships, while respecting jurisdiction and existing agreements.

“Across Canada, ministers work closely with First Nation, Métis, and Inuit education partners to eliminate the achievement gap. We see Aboriginal achievement, especially achievement for children and youth, as critical to the future of Canada,” said the Honourable Ken Krawetz, minister of education for Saskatchewan. 




National Education Framework—February 24, 2009

First Nations youth are the fastest growing segment of the Canadian population. Within many regions of Canada, First Nations youth represent an opportunity to replace the workforce edging closer to retirement everyday and, as such, contribute to Canada’s economic boom. More important, it is our moral, ethical and spiritual responsibility to provide equal opportunity to our children.

Mandate

The mandate of the Assembly of First Nations Education Secretariat is

  • to consult, inform and coordinate with First Nations in all regions on education issues and assist First Nations by lobbying governments on their behalf through policy development and analysis;
  • to advance the development of quality and comprehensive First Nations education systems through projects and initiatives inclusive of the following: head-start, early years, elementary/secondary education, special education, postsecondary education, vocational training, comparable and equitable funding, accountability, and languages and cultures; and
  • to increase educational attainment and opportunities for First Nations learners.

Vision

The Assembly’s vision for First Nations’ lifelong learning is that Native learners achieve their full potential, supported by a comprehensive system under First Nations jurisdiction, and addresses their intellectual, spiritual, emotional and physical needs through quality lifelong learning, grounded in First Nations’ languages, cultures, traditions, values and worldviews.

Policy

The Assembly’s Chiefs Committee on Education and the National Indian Education Council commit through focused, proactive consultation with First Nations, and other key educators (federal, provincial and territorial governments and community stakeholders), to ensure that all First Nations receive a quality education to combat the compounding efforts of intergenerational poverty, and ensure First Nations learners are prepared for the labour force.

  • Increase and strengthen capacity in First Nations schools, communities and Regional Educational Organizations to develop First Nations Education Systems.
  • Develop educational authority capacities at the community, regional and national level to address First Nations learner needs effectively.

It is in the best interest of the First Nations, provinces/territories and Government of Canada to support this youthful population and ensure that it receives a quality education. In the absence of a national strategy to address First Nations education, and in the interests of building a stronger Canada with the support of an educated professional First Nations labour force, the signatories to this Education Framework agree to the following goals: 

GOAL #1

ACTION

 

Respect and honour First Nation Treaty, inherent and Aboriginal rights and jurisdiction.

 

First Nations representatives collaborate with their respective province to discuss:

a) Jurisdiction

  • Realize the true and original spirit and intent of Treaty and Inherent Rights.
  • Membership (residency on and off reserve).
  • First Nations education systems.
  • Parental involvement (provincial education systems and First Nations education systems will recognize the importance of the involvement of First Nations parents in the lives of their children and their role in helping their children succeed).
  • Support existing protocols, memorandums of understanding and intergovernmental agreements.
  • Amend intergovernmental agreements.

 

GOAL #2

ACTION

 

Commit to ensure all learners will have exposure, understanding and opportunities to learn First Nations languages, culture, history and worldviews.

 

  • All public schools, colleges and universities ensure that mandatory breadth requirements for high school, college and university include Native (Indigenous) studies courses and the infusion of First Nations’ knowledge at all levels.
  • Commit to all First Nation students the opportunity to learn in their own indigenous language.
  • Commit to ensuring that the personal stories and the history of residential schools and the importance of the apology is integrated into the curriculum and are taught to all Canadians.

 

GOAL #3

ACTION

 

To support the development of lifelong learning and educational systems that are respective of the comprehensive development of preschools, Head Start, elementary, secondary, postsecondary education and vocational training. These systems must ensure the transferability of students and include the following components that are supportive of First Nations student success.

 

b) Funding and Sustainability  

  • Ensure that First Nations education systems have the necessary programs, services and supports to meet the needs of First Nations learners, including areas such as equitable funding, culture, language, facilities, staff salaries and benefits, technology, libraries, transportation, special education supports and specialists, guidance counselling and specialized programs.

 c) Systems Development

  • Capital/infrastructure management: First Nations schools on/off reserve require renovations and investments in existing and new schools to ensure students have accessibility to safe and healthy schools.
  • Data management: Tracking of students (First Nations and within the province) to ensure students are attending school regularly regardless of who is delivering the service and regardless of residency. Consistent with the OCAP principles (ownership, control, access and possession).
  • Longitudinal data to support instructional decisions.
  • Second-level supports: First Nations need to access provincial/territorial expertise and training when needed and provinces/territories need to access First Nation expertise and training when needed.
  • Third-level supports: First Nations need to access provincial/territorial expertise and training when needed and provinces/territories need to access First Nation expertise and training when needed.
  • Performance measurement: Shared standards and establishment of mutual standards so educators can ensure all First Nations students receive a quality education. For example, setting benchmarks for literacy and numeracy, including mother tongue literacy and numeracy.
  • Professional development: To ensure that all teachers in any province/territory have access to the same professional development in curriculum and methodology. Ensure teaching continuity regardless of the location.
  • Curriculum development: Each First Nation utilizes the curriculum to ensure that First Nations history, worldviews, culture and languages are reflected throughout the curriculum. That opportunity is explored to establish joint curricula development initiatives between First Nations and provinces/territories for all students.
  • The provincial/territorial and federal governments support the development of First Nations curriculum.
  • Employment equity and parity: A commitment to ensure provinces/territories in partnership with First Nations hire, train and recruit First Nations administrators, teachers, education specialists, counsellors, paraprofessionals and elders at all levels within First Nations and provincial/territorial education systems.
  • Teacher tracking: First Nations and provincial/territorial education ministries to develop a process to monitor teachers working in educational facilities and moving between First Nations and public schools, to ensure quality and culturally competent teachers and the safety of students.
  • To examine teacher sharing opportunities to facilitate the professional development of teachers and to provide schools with quality cross-cultural teaching experiences.
  • School boards: First Nations should have meaningful representation on all provincial/territorial school boards/districts and associations.
  • School boards/divisions and learning institutions must collaborate with First Nations at the local, regional and national levels to develop and implement curricula that reflect the true histories and perspectives of First Nations peoples. These curricula must be taught to all students at all grade levels in both school systems.

 

GOAL #4

ACTION

 

The development and advancement of reciprocal accountability mechanisms.

 

  • That First Nations’ educational systems and the provincial/territorial education systems regularly update and share information regarding First Nations students to ensure that all stakeholders have the information they require to make fully informed decisions on policies and practices.
  • The establishment of a positive relationship building upon the strengths of all partners and encouraging action, mutual respect, responsibility and reciprocity.

 

GOAL #5

ACTION

 

To increase the number of students attending and graduating from preschool, elementary, secondary and postsecondary education and vocational training programs.

 

 

  • Commit to increasing student attendance, retention and the graduation rates at all levels.
  • Increase interagency consultation and collaboration between First Nations and ministries such as social services, health, justice, economic development, etc.

 

GOAL #6

ACTION

 

Ensure that First Nations have access to quality postsecondary education       and training.

 

  • Provincial/territorial education systems commit to supporting and working with First Nations’ postsecondary institutions.
  • First Nations and provinces/territories collaborate and consult to address challenges and develop strategies dealing with the challenges of governance, accreditation, research programs and supports in First Nations’ postsecondary institutes.
  • First Nations and provinces/territories collaborate and consult to address the challenges of the chronic under-funding and a lack of core funding and resources to First Nations’ postsecondary institutes.
  • Provincial/territorial postsecondary institutions and First Nations institutes collaborate to develop and offer programs that respect and incorporate First Nations culture, history, language and worldviews.
  • Provinces/territories and the federal government support the establishment of First Nations colleges/universities in every province/territory.

Implementation and next steps

It is imperative that a process be established to monitor, develop and implement these actions by

  • facilitating an annual meeting of CMEC and the Assembly of First Nations (AFN) to discuss the progress of this National Framework;
  • establishing a national working group to provide advice and implement the directions given by the CMEC/AFN group; and
  • jointly establishing working groups in each province to advance the goals of the National Framework.