This report looks at current data and indicators in redefining how success is measured in First Nations, Inuit and Metis Learning. http://www.ccl-cca.ca/pdfs/RedefiningSuccess/Redefining_How_Success_Is_Measured_EN.pdf

Limitations to Current Research and Measurement Approaches that’s covered in this report includes:

• most research on Aboriginal learning is directed at the learning deficits of Aboriginal people and overlooks positive learning outcomes.
• current research on Aboriginal learning often does not recognize or address the fact that economic, health and social challenges inhibit Aboriginal people’s opportunities for lifelong learning far more than they inhibit non-Aboriginal Canadians.
• Current approaches to measuring Aboriginal learning focus on high school and post-secondary education and do not monitor the progress across the full spectrum of life long learning.
• Measuring Aboriginal learning focus on years of schooling and performance on standardized assessments – the cognitive domain of learning, and not the purpose or nature of holistic learning – engaging the physical, spiritual, mental and emotional dimensions.

In contrast, the report suggests a more holistic approach to measuring Aboriginal learning which includes redefining what is meant by “learning success”, and to develop an appropriate framework for measuring it. The Canadian Council on Learning (CCL) and it’s Aboriginal Learning Knowledge Center at the time this report was published is working in partnership with First Nations, Inuit and Metis learning professionals, community practitioners, researchers and governments to define what is meant by learning success – and to identify the indicators needed to capture a holistic view of lifelong learning that reflects Aboriginal needs and aspirations.

Although there is no holistic framework for measuring progress in lifelong learning for First Nations, Inuit and Metis, redefined measures of learning success should do the following:

• Identify the partners needed to address data gaps and challenges
• Foster a dialogue on data gaps and challenges in measuring Aboriginal learning
• Develop comprehensive information and data strategies to fill the data gaps on Aboriginal learning

CCL will continue to:

• Improve its understanding of the factors that impract holistic lifelong learning for First Nations, Inuit and Metis
• Work with these groups to develop and implement a national framework for monitoring and report on Aboriginal learning
• Work with Aboriginal Peoples and federal, provincial and territorial governments to develop a national information and data strategy
• Use the Holistic Lifelong Learning Models to foster a dialogue in Aboriginal learning

Source:

Canadian Council on Learning. (2007). Redefining How Success is Measured in First Nations, Inuit and Metis Learning (pp.1-44). Retrieved November 18, 2007, from http://www.ccl-cca/CCL/Reports/RedefiningSuccessInAboriginalLearning/Language=EN