Module 2: Post 5 – Aboriginal Education Rates

Leave a reply

Some stats comparing aboriginal education rates compared to non-aboriginal groups according to a 2011 National Household Survey conducted by Statistics Canada. It clearly shows aboriginal Canadians continuing to lag behind non-aboriginals in educational attainment, with the largest gap still at the university level. (source:http://o.canada.com/news/nhs-aboriginal-indigenous-education/).

COMPARING EDUCATION RATES

Highest level of education, aboriginals vs. non-aboriginals:

University degree

Aboriginal: 9.8 per cent

Non-Aboriginal: 25.9 per cent

College diploma

Aboriginal: 20.6 per cent

Non-Aboriginal: 21.3 per cent

Trades certificate

Aboriginal: 14.4 per cent

Non-Aboriginal: 12.1 per cent

High school

Aboriginal: 22.8 per cent

Non-Aboriginal: 23.2 per cent

No certificate, diploma or degree

Aboriginal: 28.9 per cent

Non-aboriginal: 12.1 per cent

A segment from the The Agenda with Steve Paikin, discusses with a panel of advisors on the issue of aboriginal education based on Statistics Canada, 2006 census. https://www.youtube.com/watch?v=2DZC5Cezs1o. What caught my attention the most was aboriginals who attained university degree’s showed employment rates virtually at parity compared to their non-aboriginal counterparts.

Module 2: Post 4 – Meeting the Needs of Aboriginal Youth Academically

Leave a reply
In searching for information on what academic achievement means to Indigenous people, I found the following highlighted themes based on research conducted on this topic. A review (http://aerc.usask.ca or fnahec@fnahec.org) identified the following:
  • Integrating Indigenous knowledge into classrooms and schools.
  • Providing support to students through mentorship programs.
  • Learning about the ongoing effects of colonization and racism.
  • Building relationships with students, communities, and parents.

In contrast, government initiatives by the Ontario Ministry of Education (2007) identified the following strategies in effort to promote and foster cultural identity and pride among Aboriginal students:

  • Increase the capacity of the education system to respond to the learning and cultural needs of First nations, Metis and Inuit students;
  • Provide quality programs, services and resources to help create learning opportunities for First Nations, Metis and Inuit students that support improved academic achievement and identity building;
  • Provide a curriculum that facilitates learning about contemporary and traditional First nation, Metis and Inuit cultures, histories and perspectives among all students, and that also contributes to the education of school board staff, teachers and elected trustees; and
  • Develop and implement strategies that facilitate increased participation by First Nation, Metis and Inuit parents, students, communities and organizations in working to support academic success.”

With the above themes and strategies in mind, I hope to find resources that examine the effect or outcomes such programs or initatives have on indigenous academic achievement in K-12 education.

Sources:

Ontario Ministry of Education. (2007). Ontario First Nation, Metis and Inuit Education
Policy Framework. Toronto, Ontario: Ministry of Education.

Document Author (2008). Title of Document. (ISBN assigned ). University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, SK & First Nations and Adult Higher Education Consortium, Calgary, AB. Retrieved day/month/year from (give website address of http://aerc.usask.ca or fnahec@fnahec.org)

Module 2.1. UNDRIP: UN Declaration on the Rights of Indigenous Peoples related to Knowledge Societies and ICTs

Leave a reply

The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) was adopted by the United Nations in September 2007.

According to Wikipedia, the purpose of the declaration is to “set out the individual and collective rights of indigenous peoples, as well as their rights to culture, identity, language, employment, health, education and other issues.” It also “emphasizes the rights of indigenous peoples to maintain and strengthen their own institutions, cultures and traditions, and to pursue their development in keeping with their own needs and aspirations.” Moreover, the Declaration “prohibits discrimination against indigenous peoples”, and it “promotes their full and effective participation in all matters that concern them and their right to remain distinct and to pursue their own visions of economic and social development.”

The UNDRIP was adopted by 144 countries, and was first voted against by 4 countries, Canada and the USA (have yet to reverse their position), and New Zealand and Australia (reversed their position in 2009).

Like all UN declarations, the UNDRIP is not legally binding. However, the main purpose of the declaration is to provide standards for treating the indigenous peoples, and for eliminating the violation of their identity and their cultural rights.

The UNDRIP can be found on:

http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Module 2- Post 5/Global influence on Indigenous people

Leave a reply

We always try to ascribe the changes that happen to people’s cultures to surrounding factors like the country’s politics or economy or the majority’s way of thinking. We forgot about the wider range of influence that can affect everybody which is the global concept of almost everything people deal with. The Indigenous people and their culture are affected by many factors other than the ones which are within the borders of Canada or the States. I think this is an important point of research that should be highlighted as an influential aspect that has really an indirect impact on the indigenous people. We never think about these external impacts that can really be instrumental in determining the changes facing the indigenous people. Here is a nice research done by one MET student in WIKI:

http://etec.ctlt.ubc.ca/510wiki/Indigenous_Cultures_and_Globalization

Module 2 – Post 5 – Valcourt urges First Nations Education Reform First, Funds Later

Leave a reply

Reforming First Nations education is key to closing the learning gap between aboriginal and non-aboriginal students and should come ahead of throwing more federal funding into the system, Aboriginal Affairs Minister Bernard Valcourt said.

‘The current system is failing these kids,’ Canada’s aboriginal affairs minister says

http://www.cbc.ca/news/politics/valcourt-urges-first-nations-education-reform-1st-funds-later-1.1930709

Federal Aboriginal Affairs minister Bernard Valcourt states that reform of First Nation Eduction System is required before any funding changes are to be put in place. Shawn Atleo, the national chief for the Assembly of First Nations, states that “fair and sustainable” funding needs to be part of any reforms. Also, these need to include “support and respect for our languages and our cultures”.

An interesting development is Valcourt said he spoke with James Anaya, a UN special envoy on the rights of indigenous peoples. Anaya is now on a nine-day visit to gauge the progress Canada has made since 2004 on indigenous rights issues, when his predecessor made the last trip here.

Although Valcourt touts the proposed Education reforms he states, “The aim of this [visit] is to ensure that we have a system which we don’t have right now,” the minister said.

This news story is a great wrap up to all of the posts I’ve made in this module.

Cheers

Module 2 – Post 4 – Consultations for Development of a First Nation Education Act

Leave a reply

http://www.aadnc-aandc.gc.ca/eng/1358798070439/1358798420982

This Government of Canada AANDC website provides information regarding the consultations with First Nations, provinces and others on a proposed framework for legislation on First Nations elementary and secondary education.

Highlights include:

– AANDC held eight face-to-face regional consultation sessions across the country, more than 30 video and teleconference sessions, as well as online consultation activities, including an online survey.

– The Government received input on a variety of topics, including treaties, parental involvement in education, language and culture, the transition to legislation funding, and First Nation control over education.

– The Government released a Blueprint for Legislation on July 12, 2013.

– Proposed legislation will be shared with all First Nation communities across the country, provincial governments, and others, for input prior to legislation being introduced in Parliament in the fall of 2013.

My First Nation colleagues say the legislation is not enough. The Assembly of First Nations has rejected the legislation as it stands at this point.

Module 2 – Post 3 – First Nation Education Funding

Leave a reply

http://www.aadnc-aandc.gc.ca/eng/1349140116208/1349140158945

Further to the previous post regarding the increases in funding in First Nations Education, this Aboriginal and Northern Affairs Canada website provides data on Federal Funding Levels for First Nations in K-12 Education.

Here are some of the statistics from 2011-12:

– $1.55 billion provided to support First Nations elementary and secondary education.

– $200 million was provided to First Nations for construction and maintenance of education facilities on reserve.

– Manitoba had the highest number of FTE (Full-Time Equivalent) students at 21,114. Atlantic Canada had the lowest number at 6,098.

– Quebec had the highest per student funding amount at $15, 420. Saskatchewan had the lowest per student funding amount at $12,563.

My colleagues tell me that although the numbers seem to be impressive they are not. Why? In Manitoba, funding per student is greater if students attend Provincially run schools. In fact, there is a now movement by First Nation schools in Manitoba to join Provincially run school divisions due to the funding inequity. Approximately $2500 in extra funding per student is provided. In more relative terms, for every 100 students, this is an additional $250,000.

Module 2 – Post 2 – First Nation Education Act

Leave a reply

http://actionplan.gc.ca/en/initiative/first-nation-education-act

This post contains a link to the Government of Canada’s Economic Action Plan website on the First Nation Education Act.  Improving graduation rates for First Nations students is an objective the Government shares with First Nations parents, educators and leaders.

Other highlights include:

– In 2011, the Government and the Assembly of First Nations launched a National Panel, which made a number of recommendations for reforming First Nations education in its February 2012 report. (A link to this report is available in my previous post reference).

– In Economic Action Plan 2012 the Government committed to working with First Nations to have in place by September 2014 a First Nation Education Act.

– In Economic Action Plan 2012, $100 million was slated to be invested over three years for First Nations education to provide early literacy programming and other supports and services to First Nations schools and students, and to strengthen their relationships with provincial school systems.

– Also in Economic Action Plan 2012, $175 million was slated to be invested over three years to build and renovate schools on reserve, providing First Nations youth with better learning environments. This builds on investments in on-reserve school infrastructure made as part of Canada’s Economic Action Plan between 2009 and 2011.

More funding is being provided to First Nations Education.  As someone who works for a First Nations education organization, my colleagues tell me this is ‘long overdue’. While funding increases are needed, there is little mention on this site about self-government First Nations regarding Education, another issue raised by my colleagues. The consensus seems to be that funding increase alone may not be enough.

Module 2 – Post 1 – From Residential Schools to the First Nations Education Act

Leave a reply

My first post for this module is a blog posting I found on rabble.ca.

http://rabble.ca/blogs/bloggers/apihtawikosisan/2013/10/residential-schools-to-first-nations-education-act-colonialis

A fact filled blog post regarding First Nations Education. Not just an Op Ed piece, the blog post includes statistical information on outcomes and fund. Also included are links to various educated related documents including an Assembly of First Nations 2012 report on Education.

A few interesting points in the blog are:

–  40 per cent of Aboriginal students aged 20-24 do not have a high school diploma compared to 13 per cent of non-Aboriginal people.

– 9 per cent of the Aboriginal population have a university degree compared to 26 per cent among non-Aboriginal students. 63 per cent of Aboriginal university graduates are women.

– The federal funding formula for on-reserve schools has been capped at 2 per cent growth per year since 1996 despite the need having increased by 6.3 per cent per year, creating at $1.5 billion shortfall between 1996-2008 for instructional services alone.

If you’re looking for information on First Nations Education, this blog post is a worthwhile read.

Module 2-Post 4 A resourceful Journal

Leave a reply

I was looking through some listings of books and journal in the virtual UBC library trying to find some material that can help me narrow and build a solid discussion in my topic about the aboriginal progress or regress in the field of using technology.  This might seem too wide. However, the material I found in the following huge journal can be of great use in tackling most of the themes and topics discussed in the first and second  module. The journal can be found in the following  link:

http://www2.brandonu.ca/library/CJNS/

One of the articles that attracted my attention is about the the use of technology by the Aboriginal people in enhancing the cultural uniqueness of their tribal thinking. The article can be found in the following link:

http://search.proquest.com.ezproxy.library.ubc.ca/docview/230304083/fulltextPDF?accountid=1  4656

The name of the journal is the Canadian Journal of Native Studies . There is a great variety of topics discussed in many articles. Most of them focus on the well-being of the Aboriginal society and how the society has witnessed a lot of changes whether these changes were imposed or just adopted.  Accessing this journal is through the “online issues” section.