Lifelong Learning: Post-Secondary Education (PSE) and Skills Development

Overall Summary Of The Session:

Workshop Methodology

Each sectoral session provided that the majority of time be allocated to breakout group sessions where the participants were organized into the three distinct Aboriginal groupings: First Nations, Métis and Inuit. The participants list indicates that there were 41 participants designated for the First Nations breakout group, 24 participants designated to attend the Inuit breakout group and 34 participants designated to attend the Métis breakout group. The agenda called for the distinct breakout groups to address the following issues:

• issues of jurisdiction and control;
• improving access and integration;
• building capacity and sustainability; and
• research and curriculum development.

Launch questions for each theme were posted to help participants focus on the areas for discussion. These questions were a guiding tool provided to participants on the agenda prior to the session to help them focus their discussion on issues that supported the achievement of the session objectives. Facilitators used the launch questions in tandem with other process questions to focus the discussions. Where time provided, participants were asked to apply short-medium-and long-term time frames to their recommended actions and prepare “key message” summaries from their small group discussions within the breakout groups.At every stage of discussions, the participants were asked to review their recommendations from three perspectives:

1. Do the statements provide women an opportunity to participate and/or address their issues and concerns?
2. Have the needs and concerns of Aboriginal peoples in urban, northern and remote situations been addressed?
3. Do the recommendations address the issues of people living with disabilities?

For each theme, facilitators used a variety of facilitation exercises to maximize input and output from participants. The exercises included facilitated discussion methods that were adapted to fit the circumstances such as time allotment, number of participants, size of the breakout room and theme subject. In most cases, the exercises asked participants to work in smaller groupings to gain greater participation from all participants.

Overall Session Summary

There was a great deal of similarity in the key issues identified between the two Lifelong Learning Sectoral Follow-up Sessions. Essentially the difference boiled down to the details on how the recommended actions were described in the context of the specific education area being discussed, in this case, post-secondary education and skills development.

In the development of the cross walk section on the four policy priority areas for the second Lifelong Learning session, it was noted, that the issues identified and discussed were consistent with those identified in the first Lifelong Learning report. The themes that were consistent in the policy priority areas in all three breakout groups were as follows:

Addressing Issues of Jurisdiction and Control

The flip chart notes from all three breakout groups provide repeated references and a variety of approaches for each Aboriginal group to exercise increased jurisdiction and control over education for all of their peoples. Recognition of First Nations, Inuit and Métis jurisdiction by federal/provincial and territorial governments was seen as necessary if effective educational systems were to be developed and controlled by each Aboriginal group.

Access and Integration

Improved access and integration are often seen as directly linked to addressing jurisdictional issues, particularly as jurisdiction creates barriers that undermine the development or operation of effective Aboriginal driven education systems. Key suggestions for improvement related to flexibility in the design of educational programs, coordination and communication at regional and inter-regional levels, and providing greater support for such related matters as child care, transportation, and other participation requirements (e.g. clothing, equipment, etc.). Increasing the level, flexibility and length of funding available was raised in this issue, and indeed in all of the issues, as critical to improving and to providing opportunities for all Aboriginal people to be educated, regardless of their circumstances.

Building Capacity and Sustainability

There are multiple ideas for how to build capacity within multiple components of the educational system (e.g. human resources, institutional capacity, management, etc.) in order to ensure that the quality of education meets the needs of all peoples, particularly at key transition periods. Each breakout group called for support for the development of educational institutions appropriate to their cultural circumstances (e.g. houses of learning). Many, but not all of the recommendations, require increased amounts of funding as well as increased flexibilities (e.g. multi-year funding).

Research and Curriculum Development

Research is needed to close existing gaps in data, conduct needs analyses, overcome access barriers, and find ways to support the inclusion/validation of traditional knowledge within curriculum. The processes and products of research and curriculum development need to reflect the identity of the distinct First Nation, Métis and Inuit populations, provide for direct involvement and include the participation of Elders. Curriculum in use in mainstream educational institutions needs to be modified to reflect the cultural and rights realities of Aboriginal peoples. Once developed research and curriculum materials need to be shared widely.

Table of Contents

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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