Lifelong Learning: Early Childhood Development (ECD) - Kindergarten to Grade 12 (K12)

Summary Of Discussions - First Nations Breakout Session

Definitions of Success

What are the essential elements of a First Nations education system?

• has to be based on the prophecies and stories;
• tied to the unique rights of First Nations peoples both treaty and inherent;
• inclusive of all First Nations people, regardless of status and residence;
• based on the language, culture and values;
• builds on First Nations history and on the current good work being done;
• goal of our education system is love, understanding and unity in our communities;
• have a community-based approach with the involvement of parents;
• be a system that reflects the unique gifts of each nation, its language and its culture;
• be able to operate within both the mainstream and First Nations realms simultaneously;
• First Nations need to reclaim and build their educational system through a coordinated and collaborative approach;
• have a culturally appropriate curriculum with culturally appropriate standards and criteria based on culturally appropriate research;
• include special needs programs and services for people with disabilities;
• include skill development, technology, informal learning, sports and recreation with funding for all aspects; and
• have the required infrastructure and capital as well as operation and maintenance resources.

Issues of Jurisdiction and Control

Launch Question:

What are your recommended actions for addressing jurisdiction and control for Early Childhood Development and K-12? What are the immediate and long-term actions?

• ideally the education system would be within a recognized First Nations self-governing system;
• the Yukon stated its desire for a separate table for ECD and K-12 education discussions with the government;
• build an education infrastructure on First Nations lands;
• an educational system designed by First Nations for First Nations;
• determine through research the fundamental aspects and components of a First Nations educational system;
• the integration of an Aboriginal curriculum with a mainstream curriculum does not work;
• curriculum should be focused on language and culture and connected to land/place/spirit and based on the First Nations worldview;
• work with the Assembly of First Nations to build a national educational network;
• need more First Nations decision-makers rather than advisors;
• quit focusing on the money, sustainability is not always about money;
• recognize the retention of First Nations languages as a right;
• embed recognition of Aboriginal language as a right as part of the social union contract;
• education should be used as a tool for empowerment;
• explore through research what is working in urban settings for First Nations;
• share language, culture, history and First Nations perspectives within non First Nations schools;
• decolonization and empowerment should be a goal, consistent with rights;
• UN-based education must include language and culture;
• the family has to be looked after while respecting traditional roles and responsibilities of men, women, the extended family and individuals within the traditional family unit;
• challenges of those living with disabilities must be addressed;
• educational systems need to be adaptive to modern challenges;
• need to recognize a First Nations definition of success in all educational initiatives;
• First Nations must control its citizenship;
• engage provincial governments in recognizing First Nations educational jurisdiction;
• have adequate resources to implement short-term action plans and begin to work on long-term plan;
• education is an inherent right of the original people, is an Aboriginal and treaty right and is constitutionally protected;
• the federal government has a fiduciary responsibility to fund First Nations jurisdiction; and
• jurisdiction is First Nations and community-based. The exercise of jurisdiction by First Nations communities includes the right to make laws with respect to:
  • establishing the purpose of education;
  • establishing school systems based on First Nations philosophy, beliefs and practices (curriculum, teaching, assessment, etc.); and
  • setting standards and regulating.

Long-term Strategies

• gain recognition of under Section 35 that is legislative and not policy-based; and
• establish tripartite government-to-government nation-to-nation negotiations with the federal and provincial governments.

Immediate Actions

• chief and Council develop educational by-laws or laws in their communities;
• set up First Nations schools;
• explore and use what is working and share it;
• educate children on First Nations history; and
• use traditional processes to discuss a First Nations education system.

Improving Access and Integration

Launch Question:

What adaptations and collaborative approaches are needed to improve access to Early Child Development and Kindergarten to Grade 12 programming and services?

What recommended actions would improve access to ECD?

Immediate

• community-based priorities and values;
• support and compliment the role of the family in ECD;
• universal access that is not proposal driven but based on a transfer of funds;
• ECD available regardless of residence;
• single window under First Nations control;
• First Nations designed ECD licensing and certification;
• transportation and safety of children to ECD sites;
• First Nations language and culture needs; and
• funding to develop standards.

Long-term

• five-year funding agreements with cost of living increases;
• enhanced infrastructure to meet special needs; and
• retention and professional development.

How do we improve collaboration and coordination between systems involved in ECD?

Immediate Actions

• First Nations need a common vision with a family focus;
• acknowledge the primary child rearing role of parents and provide resources to support effective parenting;
• collaborative research by and for First Nations;
• have inter-agency collaboration;
• First Nation educators and front-line workers be involved in all levels of policy development;
• the guidelines and fiscal responsibilities for working together need to be flexible and minimize bureaucratic involvement;
• capacity building has to focus on supporting families;
• recognition and validation of First Nations traditional knowledge;
• develop a First Nations child development model; and
• recognize out of school learning.

Long-term

• increase collaboration between on and off reserve First Nations organizations;
• change in attitude among federal, territorial and provincial bureaucrats and teachers; and
• governments and politicians work together.

What recommended actions would improve access to K-12 initiatives?

Immediate Actions

• review existing First Nations research on what works and develop an inventory;
• provide report on this session to First Nations for continued input to ensure it reflects a First Nation agenda;
• government provide additional resources to implement recommended action; and
• First Nations language and cultural curriculum is the foundation.

Long-term Actions

• comprehensive training that is both linguistic and culturally appropriate in First Nations institutions to create capacity; and
• First Nations reclaim their past and tell their history and story.

How do we improve collaboration and coordination between systems delivering K-12?

Immediate

• accountability through statistics for and by First Nations;
• true partnerships;
• community involvement;
• recognition of First Nations jurisdiction and protocols;
• informative sharing between education systems and sectors;
• equity and access to programs;
• reciprocal tuition and program agreements;
• funding for all First Nations children;
• bridging and laddering between ECD and school;
• respect for past agreements;
• public awareness of First Nations issues;
• culturally appropriate assessment tools;
• First Nations participation in off reserve governance;
• effective dispute resolution mechanisms;
• second and third level services and associations;
• identification of gaps through individual case studies; and
• identify the systemic nature of the gaps.

Key Messages to Government

Language

Everything flows from the First Nations languages, it is what makes us who we are and is the cornerstone of everything.

Jurisdiction

The group stood together and recognized their strength in unity and restated their message:

• lifelong learning is a First Nations responsibility, stated in almost 6000 reports;
• that the Government of Canada obtain a mandate to negotiate jurisdiction over education for First Nations no matter where they live or their age;
• there is a sense of urgency that this has to happen now;
• the lifelong learning continuum needs to be resourced to pursue First Nation goals; and
• jurisdiction and resources are the mechanisms for sustainable lifelong learning systems.

ECD and K-12

Needs to include:

• governing structures;
• houses of learning; and
• research centres of innovation for the lifelong learning continuum.

Application of the Crosscutting Lenses—First Nations

One of the essential values of the lifelong learning continuum was described as the Circle that reflects all the members of the community, including women and people who have disabilities. The group described specific actions they would like to see with respect to gender:

• to ensure access to education, the issue of family violence must be addressed;
• to develop capacity, Aboriginal women’s centres and networks need to be established; and
• in the development of educational curriculum, gender needs to be considered, including the traditional teachings that respect traditional roles/responsibilities of men, women, extended family and individuals.

Applying the disability lens, the specific suggestions were:

• inclusive programs for children with disabilities and integrated classrooms;
• national and provincial Aboriginal organizations that deal with the rights of special needs children;
• early intervention for speech, language and hearing problems, and autism; and
• ensure safe transportation for children with disabilities in order to ensure their access to learning institutions.

When applying the geography lens, First Nations identified the need for educational programs to be available wherever First Nations students reside. A specific urban agenda is required for First Nations students that ensure culturally appropriate programs in urban areas and funding for off-reserve programs.

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The documentation contained on this website does not necessarily represent the views of any government or National Aboriginal Organization. The purpose of this website is to share information related to the Canada-Aboriginal Peoples Roundtable: background papers, Facilitator's sectoral and final reports, agendas and media announcements.

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