Transcript Century Gothic

Regional Sessions 2006
Regional Sessions 2006
Click to edit Master text styles
Third level
Fifth level
Welcome!
p. 2 v3
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
Click to edit Master text styles
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?
p. 3 v3
Regional Sessions 2006
Draft Agenda
Day 2
Click to edit Master text styles
Morning:
Third level
BC Ministry of Education Update and Feedback Session
Fifth level
Afternoon:
Indian and Northern Affairs Canada Update and Feedback
Session
– Education Policy Framework (EPF)
– Post-Secondary Funding Formula
p. 4 v3
Regional Sessions 2006
Highlights of 2005/2006
1.
Band-operated funding formula increased by $9 million
Click to edit Master text styles
2.
New additional special education money of $2 million
Third level
3. Fifth
First level
Nations Jurisdiction over Education Agreement
initialed November 26, 2005 and signed July, 2006
p. 5 v3
Regional Sessions 2006
Highlights of the Year (cont.)
4.
18 trainers trained for anti-racism work
5.
600 youth participate in a SchoolNet-sponsored technology workshop at the
BC Association of Aboriginal Friendship Centres youth conference in
Kamloops
7.
A student from one of the FNSA sponsored Historica Fairs wins regional fair
and attends the national Historica fair in Montreal.
8.
IAHLA completed the first year of Data Collection with an 81% institute
response rate
Click to edit Master text styles
levelwith the First Nations and Inuit Health Branch to provide
6. Third
New partnership
youth suicide prevention training, including training through the Friends for
Life Program
Fifth
level
p. 6 v3
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
Education Jurisdiction:
Empowers…

Our local government

Our parents

Our children

Our schools

Our Elders, community experts
Education Jurisdiction:
Benefits our Children

We will have the opportunity to…

Set appropriate and relevant curriculum and teacher
standards

Use more flexible teaching methods

Create culturally relevant learning environments

Teach language, culture, community values

Academically prepare students for post-secondary
education through higher standards
Education Jurisdiction:
Flexible and Respectful

Community and needs based

Learner oriented, not system oriented

Respects culture and people
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
language credit
We can succeed without having to change
who we are.
Education Jurisdiction:
Developmental

Fits within treaty, self-government, self
determination negotiations

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:
Appropriate 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 governance, 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)

FN passes law to set vision and guidelines for education system

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):



Is a legal entity but not another bureaucracy
Is made up of 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]
Post-Secondary Education
Current Issues & Research
There has been growing interest in addressing
First Nations post-secondary education and
training at the community, provincial and federal
levels.
One of the key goals is to better share
information regarding First Nations postsecondary education and training.
Post-Secondary Education
Federal Policy and Management
Frameworks
As of February 2006, the Post-Secondary
Education Review process has been rolled into
INAC’s Education Policy Framework.
A national AFN-INAC Education Policy
Framework Joint Steering Committee is
developing the Framework, which encompasses
K-12 education, special education, and postsecondary education.
The Education Policy Framework (EPF) is
intended to set strategic directions and a basis
for decision making, as determined
cooperatively by First Nations and INAC. It will
provide the foundation for the development of
future INAC education polices and programs
over the next 10 years.
At the June 2006 EPF consultation meeting, BC
First Nations stressed the importance of inclusion of
post-secondary education and training in the
wording of the framework.
A draft national EPF was completed June 29, 2006.
Wording of the draft EPF specific to post-secondary
education issues is similar to that recommended in
BC Region’s Preliminary Summary Response to the
PSE Review.
A second consultation meeting was held in August
of 2006. The EPF is scheduled to be finalized by
September 29, 2006.
Similar consultations will follow for the Management
Framework.
Post-Secondary Education (PSE)
Funding Allocation Methodology
The INAC PSE Funding Allocation
Methodologies vary across Canada and BC is
the only region that funds post-secondary
education on a per capita basis. In 2005
discussions were initiated to revise the INAC BC
Region Funding Allocation Methodology.
2003/04 annual audited financial statements
indicated a cumulative surplus across the BC
First Nations communities of $9.3 million.
This surplus must be reduced to ensure the BC
Region’s PSE Allocation is not redistributed to
other regions in Canada.
INAC issued an interim BC Region PSE Funding
Allocation Methodology for 2006/2007.
Communities submitted proposals to access the
$785,000 Pool Funds.
65 First Nation Bands submitted requests, totaling
$8.2 million. INAC distributed the Pool Funds to 30
First Nations who had a decrease in their initial
allocation.
The FNESC Post-Secondary Education
Subcommittee has been invited to participate with
INAC in consultation around the 2007/2008 funding
allocation methodology.
In consultation with communities, the PostSecondary Subcommittee is committed to
developing a long-term strategy to address First
Nations post-secondary education.
Data Collection
There is very limited data regarding First Nations PSE and
training. INAC’s evaluation for Treasury Board of the PostSecondary Student Support Program and the Indian
Studies Support Program found that “The Post-Secondary
Education Program has been plagued by data challenges
for many years...”
FNESC needs to be proactive in the
collection of pertinent data.
BC Region INAC Post-Secondary Student Registry
Data
Communities are asked to send Band Council Resolution
to FNESC to allow INAC to release aggregate PSE data
collected through the Post-Secondary Student
Registry forms. This will provide information on the
numbers of students funded for the various levels of
programs, completion rates, and costs.
PSSC (Deferred) Student Data Collection Form
The PSSC is seeking community input to gather data on:
students who are deferred or waitlisted,
students’ who are funded below the INAC maximum living
allowances, and
students who are not eligible for funding, because they
wish to pursue trades or other non eligible programs of
study.
The PSSC is working with INAC to analyze the data that
was collected through the 2006/07 Interim Funding
Allocation Methodology Pool Fund process.
First Nations Institute Data
IAHLA has released its Year One Data Collection report, which
looks at 17 member Aboriginal post-secondary institutes and
their students. The Year Two IAHLA Data Collection surveys will
be distributed in the Fall of 2006.
Public PSE Institute Data
The BC Aboriginal Post-Secondary Education and Training
Partners’ group is assisting with the collection of data at both the
public and Aboriginal post-secondary education institutes and
working to develop common terminology.
ISSP Funding Support and Partnership Data
The Indian Studies Support Program is collecting and distributing
First Nations post-secondary institute funding support and
partnership data.
Communities can assist with the data collection by providing
information for their communities. Only aggregate data
information will be released. For copies of the PSSC (Deferred)
Student Data Collection form or sample BCR wording, please
refer to the FNESC website (www.fnesc.ca).
2005/2006 Research Activities
BC First Nations Post-Secondary Institutes - Funding
and Best Practices
This research, sponsored by the ISSP Committee,
examines the funding required to implement effective postsecondary education programming in First Nation
institutes and successful practices. It stresses the need for
dependable core funding.
Post-Secondary Quality Assurance Practices
This IAHLA-led research is a general overview of the
methods of post-secondary accreditation in Canada, the
United States and New Zealand.
Other Initiatives
IAHLA Aboriginal Framework
The goal of the Aboriginal Framework is to provide a
united voice on Aboriginal post-secondary education
initiatives and a mechanism to negotiate with, and to
inform local, provincial, and federal governments on postsecondary issues. The draft Framework will be presented
at the 2007 IAHLA AGM.
Post-Secondary Education Coordinator Training
The job requirements of PSE Coordinators have grown
dramatically. The FNESC Post-Secondary Subcommittee
is seeking support for the development and delivery of a
PSE Coordinators’ Training program. The program will be
delivered by a combination of distance education,
workshops and summer sessions.
Future Directions
The PSSC plans to undertake the following initiatives:
1.
With the direction of communities and the FNESC Board,
the PSSC will develop a draft Post-Secondary Education
long-term strategy including guiding principles and vision
of First Nations post-secondary education;
2.
Continue to encourage communities to assist with and
provide data to create the ‘business case’ for increased
post-secondary education funding and support;
3.
Provide input to changes to the national PSE Policy and
Management Frameworks;
4.
Pending discussions with INAC, FNESC, through the
PSSC, will work with INAC BC Region to draft the
2007/2008 PSE Funding Allocation Methodology.
Feedback Requested
1.
What should be included in the post-secondary
education guiding principles?
2.
What topics need to be included in the BC First
Nations Post-Secondary Education strategy?
3.
How can communication/mentorship between First
Nations PSE Coordinators be supported? Would a
list serve for your PSE Coordinator/Manager aid
your community in delivery of your post-secondary
education program?
4.
How can the PSSC and communities jointly work
together to collect data?
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.
5 Key Areas
1.
Commitment and collaboration
2.
Resources – BC and Canada
3.
Fluency and usage – best practices,
promotion and effectiveness
4.
Presentation – documentation and
accessibility
5.
Acknowledgement of languages –
BC law and federal law (i.e. French),
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?