Charting Our Own Path Forward in Education: COO Education Update – Overview of Activities ONECA Conference May 29, 2017
1. Charting Our Own Path Forward Initiative – Background/Introduction 2. Provincial Activity 3. Federal/National Activity 4. Charting Our Own Path Forward Initiative – Next Steps CONTENTS
Mandate Focus for COOPF Initiative • Resolution 12/12 – directs FNECU to work with First Nations to develop recommendations to the Chiefs in Assembly on systems and funding mechanisms • Resolution 13/14 – directs scope of work for Unity in Education working group to build on previous activity on systems and funding • Resolution 13/46 – provides context on First Nation position on our inherent jurisdiction over education
Activity to Date • Environmental Scan • Focus Group Sessions • Education Officer Gatherings • Large Gatherings – Symposiums, Summit and Forum • COO Website – Member’s Forum
E-Scan – Current System
Sources of LLL Funding Early Learning K-12 PSET Health Canada INAC INAC • AHSOR • BOFF • PSSSP • Prenatal Nutrition Prog • HCSEP • PSPP • FASD • New Paths • FNIYES • Maternal Child Health • EPP (SR) •Children’s Oral Health • FNSSP Ontario • Cultural Education • Postsecondary Centers Education Fund for INAC • Child Day Care • Capital Facilities and Aboriginal Learners- • FN&I Child Care Maintenance Program MAESD • Ontario Student Ontario Ontario Assistance Program • Aboriginal Healthy • Indigenous Education Babies Healthy Children Grant (EDU - GSN) External • Aboriginal FASD and • Reverse Tuition • Indspire Child Nutrition Agreements External • MFI
COOPF – Our Vision This vision was developed as an outcome of focus group sessions held early in 2014. We are self-determining Indigenous Peoples, united and obligated to assert our jurisdiction over education by transmitting our life ways to our Peoples, as handed down by our ancestors and all of creation. Our lifelong learning system is derived from our customs, traditions, languages, homelands, knowledge systems, learning ways and spirituality which provide the necessary tools to nurture and reinforce a strong sense of self identity to achieve our personal and collective aspirations and empower and support our communities and nations .
Where are we at? • COOPF 2016 document • Evergreen (living) document – Provides context – Embraces a spirit of unity, vision and organic evolution – Synthesizes collective input to date – Ideas and options on systems and funding utilizing the Support Circles Framework lens
Support Circles 4th Support Circle Provincial Collective Framework 3 rd Support Circle Independent Education Body 2nd Support Circle Outside Regional governments, Aggregate/Collective systems, agencies and 1st Support Circle organizations Place of Learning and Community First All circles are connected Nation and support the needs of Learner First Nation Learners/Students
This is the latest version of the ‘living’ Charting Options for an Our Own Path Forward document. It provides a Ontario-wide synthesis of ideas generated since 2013 on the development of recommendations to the Chiefs Framework for First in Assembly on education systems and funding Nations Education for First Nations in Ontario. Further information at http://education.chiefs-of- ontario.org/article/charting-our-own-path-forward-140.asp and http://education.chiefs-of-ontario.org/article/coopf-186.asp
COOPF connection to 4th Support Circle Provincial Collective provincial education system 3 rd Support Circle Independent Education Body 2nd Support Circle Outside Regional governments, Aggregate/Collective systems, agencies and 1st Support Circle organizations Place of Learning and Community First All circles are connected Nation and support the needs of Learner First Nation Learners/Students
Euro-western First Nation Worldview Worldview - Inclusive - Exclusive - Cooperative - Competitive - Circular - Linear - Collective - Individualistic - Egalitarian - Hierarchical - Harmony/balanced - Progressive/Exploitive - Co-existence - Domination - Spirit-centered - Human-centered - Interconnected - Detached - Interrelated - Independent Unique needs of First Nation learners in the provincial education system
First Nation Control of First Nation Education Statements from First Nation Leadership in Ontario from Resolutions: “First Nations in Ontario retain jurisdiction over the education of our children regardless of residency and that this jurisdiction must be asserted in a unified manner as we continue to chart our own path forward in education” “As Indigenous Peoples, we are obligated to assert jurisdiction over our life journey by transmitting our life ways to our Peoples, as handed down by our ancestors and all of creation.”
Numbers of Students Overall • 2011 - Statistics Canada’s 55,185 First Nations students in Ontario • Federal government records - 14,000 First Nations students attended school in First Nations
HOW DO WE WORK TOGETHER TO ENSURE THE UNIQUE NEEDS OF FIRST NATION LEARNERS ARE MET IN THE PROVINCIAL EDUCATION SYSTEM?
1. First Nations Lifelong Learning Table (FNLLT) 2. OSAP Transformation Project 3. AIC – Roadmap to Recognition PROVINCIAL ACTIVITY
FIRST NATION LIFELONG LEARNING TABLE JOINT 3-YEAR STRATEGIC PLAN
Background • Since June 2015 the COO and the province have been working on the co- development of a strategy to address issues and challenges related to the education of First Nation learners in the provincial education system. • Result - Bilateral Process – the First Nations Lifelong Learning Table (FNLLT)
FNLLT Structure
FNLLT - Three Year Strategic Plan • Is designed to incorporate First Nations as full partners in the design, development, implementation and analysis, on a yearly cycle, of the necessary tools, projects and programs required to fully support First Nation learners (lifelong learning) in the provincial education system.
COO Mandates Covered Resolution 94-40 Setting the Record Straight – A True Version of 1. Aboriginal History Resolution 08-84 First Nation Provincial Relations – Education 2. 3. Resolution 09-10 Advancing First Nation Education Perspectives 4. Resolution 12-18 Native Languages Programming in Schools Operated by Ontario: Ongoing Commitment to Funding and Maintaining Programs 5. Resolution 12-39 Reverse Tuition on Education 6. Resolution 13-15 Provincial First Nations Education Data and Ownership, Control, Access and Possession (OCAP) Principles 7. Resolution 16-15 First Nations Access to Data 8. Resolution 17-15 Advancing a Defined Political Relationship with the Ontario Premier and Cabinet through the Political Accord 9. Resolution 18-15 Immediate Action on Recommendations from the Truth and Reconciliation Commission of Canada 10. Resolution 10-15 Support for the Aboriginal Institutes Consortium Roadmap to Recognition for Aboriginal Institutes
Mutual Priorities Overarching Priority: Partnership/Relationship Protocol 1. Relationships 2. Languages and Culture 3. Curriculum 4. Information, Access and Accountability 5. Policy Development
Overarching Priority: Partnership/Relationship Protocol Objective: Create and maintain a living foundational Partnership/Relationship Protocol that will serve as a guide to collaborative work and partnerships between First Nations and the mainstream education system
Relationships 2 Focus Areas – one Task Team: School Board/Institution Relationships Objective - Maintain existing and establish new effective Board/Institution engagement practices to enhance and develop strong ongoing relationships Community and Student Well-being Objective - Creating a safe and inclusive learning environment that is responsive to the intercultural needs of all
Languages and Culture 3 Focus Areas – 3 Task Teams 1. Languages Strategy • Objective - Development, implementation and evaluation of a Languages Strategy that results in increased access to quality Indigenous languages programming for First Nation learners along the lifelong learning continuum. 2. Indigenous Language Instructors Strategy • Objective - Development, implementation and evaluation of an Indigenous Language Instructors Strategy
Languages and Culture cont’d Languages Resources (for year 2) Objective - Ensure required and appropriate Indigenous Languages resources are available and accessible to support Indigenous Language Instructors and Indigenous Languages Programming along the lifelong learning continuum.
Curriculum 2 Focus Areas – 1 Task Team 1. Truth and Reconciliation Commission of Canada (TRC): Calls to Action – Objective - Alignment of activities to TRC Calls to Action number 62 related to mandatory age- appropriate (K-12) curriculum on residential schools, Treaties and First Nation peoples’ historical and contemporary contributions to Canada. 2. Curriculum Development and Implementation – Objective - To ensure First Nation partnership throughout the entire curriculum cycle, associated documents, resources and training. Also to develop and implement effective information sharing practices related to curriculum development.
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