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Regional Sessions 2006
Regional Sessions 2006
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Third level
Fifth level
Welcome!
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Regional Sessions 2006
Draft Agenda
Day 1
Morning:
1. Welcome and Introductions
Third level
2. FNESC Highlights of the Year
3. Fifth
First Nations
levelJurisdiction over Education Update and
Discussion
LUNCH
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Afternoon:
4. Post-Secondary Education Update and Discussion
5. Review/Discussion/Feedback of the BC Aboriginal Language
Revitalization Strategy
6. Local Education Issues/Concerns
Additions to the agenda?
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Regional Sessions 2006
Draft Agenda
Day 2
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Morning:
Third level
BC Ministry of Education Update and Feedback Session
Fifth level
Afternoon:
Indian and Northern Affairs Canada Update and Feedback
Session
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Regional Sessions 2006
Highlights of the Year
1.
Band-operated funding formula increased by 9 million
dollars
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level special education money of 2 million dollars
2. Third
New additional
Fifth level
3.
First Nations Jurisdiction over Education Agreement
initialed November 26, 2005
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Regional Sessions 2006
Highlights of the Year (cont.)
4.
Trainers trained for anti-racism work
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5.
600 youth participate in a SchoolNet-sponsored technology
conference
Third
level
6. Fifth
New partnership
with the First Nations and Inuit Health Branch to
level
provide suicide prevention training
7.
A student from one of the FNSA sponsored Historica Fairs wins
regional Fair and attends National Historica Fair in Montreal.
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Education Jurisdiction
What it Means to Communities
Presentation created by FNESC for First Nations
communities and schools.
Summer 2006
UPDATE
July 5, 2006:
Landmark Jurisdiction
Agreement Signed

On July 5th, 2006, representatives of First
Nations and the federal and provincial
governments signed a set of framework
agreements recognizing the right of First Nations
communities to make decisions about the
education of their learners.

The celebration of this achievement was held at
Xweme'lch'stn School in North Vancouver.

The Jurisdiction Agreement sets out the
responsibilities of Canada, BC and FNESC
and the steps they will take so that First
Nations will be able to exercise jurisdiction
over K-12 on-reserve education.

Signers:


Jim Prentice, Minister of Indian Affairs and Northern Development

Gordon Campbell, Premier of British Columbia

Nathan Matthew, Chief Negotiator, FNESC
The signed agreements are available at
www.fnesc.bc.ca/jurisdiction. Click on Latest
News (on the right hand side).
Education Jurisdiction

What is it?
• Legal power and authority to govern and control K-12
education on reserve
• Community authority is recognized by federal and provincial
governments
• It includes lawmaking powers
This is Phase 1. Later phases could include Early
Childhood and Post-Secondary.
A First Nations choice to participate in the jurisdiction
process is completely optional
Education Jurisdiction:
Our Vision

Culture

Language

History

Our Values

Our Methods
These aspects of our vision will be clearly and
positively held within our jurisdiction over
education.
We will have jurisdiction over
all aspects of K-12 education
on reserve, including:

Curriculum

Teacher certification, standards
and competencies

School certification and school
standards

How our schools operate

Education Jurisdiction:
We will express our jurisdiction by
control over…






Class size
School calendar
Testing and assessments
Learning philosophy
Teaching methods
Education goals
All aspects of education are within our
control. Education will be relevant to
communities’ and learners’ needs.
Education Jurisdiction:
Empowers…

Our local government

Our parents

Our children

Our schools

Our Elders, community experts
Jurisdiction develops our capacity within
the community.
Education Jurisdiction:
Benefits our Children

We will have the opportunity to…

Set higher curriculum and teacher standards

Use more flexible teaching methods

Create a better learning environment

Teach language, culture, community values

Academically prepare students for post-secondary
education through higher standards
Our children will receive a relevant education
based on community values.
Education Jurisdiction:
Flexible and Respectful

Community and needs based

People oriented, not system oriented

Respects culture and people

Respects non-First Nations
We will be able to change things in our
education system more easily.
Education Jurisdiction:
Above and Beyond

High standards




Build on provincial standards for core courses
Create own approach to other courses, i.e. English 12
based on Aboriginal Literature
Grant our own graduation certificates as well as have
access to the Dogwood
First Nations languages may now be recognized as a
second language credit
We can succeed without having to change
who we are.
Education Jurisdiction:
Developmental

Fits within treaty, self-government, self
determination negotiations

Allows test-driving of education pre-treaty

First step in jurisdiction: later phases will include
early childhood education and post-secondary
education

Develops expertise within the community
Jurisdiction over K-12 on-reserve education
will build capacity for further areas.
Education Jurisdiction:
Fair Funding

All students attending the First Nations school
will be funded: Aboriginal and non-Aboriginal
students living on or off-reserve

One-time developmental funding: establishing
the CEA, legal and financial advice, community
consultation, etc.

Funding will be available for implementation
costs such as legal and insurance costs
Education Jurisdiction:
What Changes?

Our right to make decisions in education will be
formally recognized

Will control curriculum, school and teacher
standards

We can graduate our own children

We have our own system of K-12 education

Sections 114-122 of the Indian Act will no longer
apply
Education Jurisdiction:
How Will it Work?

Jurisdiction rests with Participating First Nation (PFN)
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FN passes law to set vision and guidelines for education system
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Law may also create a Community Education Authority (CEA)



CEA operates the education system
CEA can take many forms (single community, single
school, multiple communities, multiple schools, etc.)
FN/CEA delegates some responsibilities to a regional First Nations
Education Authority (FNEA)
Education Jurisdiction:
How Will it Work?

First Nations Education Authority (FNEA):

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Is a legal entity but not another bureaucracy
Is made up of 2 representatives from each First
Nation participating in jurisdiction
Exercises areas of jurisdiction common to all
communities:



Teacher Certification
School Certification
Curriculum and examination standards
Education Jurisdiction:
How Will it Work?

FNEA will receive administrative services from
First Nations Education Steering Committee
(FNESC) like the First Nations Schools
Association (FNSA) does

First Nations and schools will still receive
support from FNESC and FNSA

There will be training and other support for
Participating First Nations
A new legal body with certain
powers delegated by PFNs:
admin
-Teacher certification
2 Reps
per PFN
-School certification
-Curriculum and standards
CEAs have authority for delivery of
community education systems
The PFN passes education law-making
protocol defining how laws will be
created and passed, then a FN Education
law is passed, creating the CEA
FNSA
Current
relationship is
maintained
(Non-PFNS)
Education Jurisdiction:
Next Steps

The FNEA will be up and running by 2008.

Federal and provincial enabling legislation
could be passed as early as January 2007.
Canada and First Nations can initial
Canada-FN Agreements once legislation is
passed.

After initialing, the First Nation has up to
three years to develop capacity and
systems, and to ratify and sign their
Agreement

When ready, First Nations ratify and sign the
Agreements.
For more information

Read about Jurisdiction online at
www.fnesc.ca/jurisdiction

Contact the office of the First Nations Education
Steering Committee (FNESC) toll-free at
1-877-422-3672 or email [email protected]
Regional Sessions 2006
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Third level
Post-Secondary
Education
Fifth
level
Update and Discussion
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Regional Sessions 2006
Post-Secondary Education
Update and Discussion
1. Based on the results from the consultations, a draft national EPF was
completed June 29, 2006, and includes the following wording regarding postsecondary education and training (excerpts from the INAC’s Education Policy
Framework Draft 4):
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“Lifelong Learner Goal to improve First Nation learners’ access to high quality educational
opportunities
that provides academic, vocational and life skills to meet the needs of their
Third
communitieslevel
and the global economy; “
2. Post-sec
subcommittee
wanting to create a long-term strategy for Post-sec
Fifth
level
education in BC what does the group see as the goals of FN post-sec
education – what would the look, areas that need immediate attention and
concern
3. The PSSC is working with INAC to collect and analyze the data that was
collected through the 2006/07 Interim Funding Allocation Methodology Pool
Fund process. This information will add to the business case outlining the
need for more PSE funding.
4. Communities can assist with the data collection by providing relevant
information for their communities. Only aggregate data information will be
released. For copies of the Deferred Student Data Collection form or sample
BCR wording, please refer to the FNESC website (www.fnesc.ca).
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A Strategic Plan for First Nations
Language Revitalization in British
Columbia
First Peoples’ Heritage,
Language and Culture Council
& First Nations Education
Steering Committee
The FNESC Aboriginal Language
Subcommittee and the First Peoples’
Heritage, Language and Culture Council
have been working together to develop
A Strategic Plan for First Nations
Language Revitalization in British
Columbia
HANDOUT
What is the BC
Strategic Plan
for Aboriginal
Languages?
The role of the FPHLCC and FNESC is to
coordinate the development of a BC-wide
strategic plan that is based upon direction
and information provided by First Nations
community members, elders, educators,
and leadership.
It is hoped that this Plan will assist First
Nations, First Nations leaders, and
provincial-level support organizations to
focus their activities and thereby
maximize their effectiveness.
Why?
Only 15% of First Nations access funding
Insufficient access to language classes
Critical shortage of language teachers
No overall provisions for standards and
evaluations
Produce a comprehensive, sound business
case:
to
positively influence the development of a
national plan
to
provide direction to the National Task
Group
to
make more effective and efficient use of
resources
The Draft Strategic Plan
The plan outlines goals and priorities
for language revitalization efforts in BC.
The plan recognizes that language
revitalization is a critical component
Language preservation is also a matter
of extreme urgency
Feedback Requested
How can the draft plan be strengthened?
What further changes are needed?
Does this plan meet local needs and
concerns?