Appendix D
Strategies and Priorities for Further ConsiderationWhat We Heard from the Native Education Policy Review Advisory Committee |  |
The Native Education Policy Review Advisory Committee's Strategies for Further Consideration
In September 1999, the Native Education Policy Review Advisory Committee was formed to assist Alberta Learning with the Review. The Advisory Committee consisted of representation from First Nations and Métis authorities, other key education stakeholders and government. The Advisory Committee played an integral role in the development of the First Nations, Métis and Inuit Education Policy Framework.
Based on community input, an analysis of demographic trends, research on Aboriginal education, and a study of activities in other jurisdictions, the Native Education Policy Review Advisory Committee identified a variety of strategies to improve First Nations, Métis and Inuit learner opportunities and success.
Many of the strategies will require additional consultations with First Nations, Métis and Inuit communities and authorities, and various education and industry stakeholders. Some strategies are currently being addressed in part by existing ministry initiatives.
Responsibility for each of the proposed strategies varies. Implementation of some of the strategies will require the development of a mechanism to determine the most effective role that the ministry and various stakeholders, in collaboration with First Nations, Métis and Inuit communities, can undertake to help First Nations, Métis and Inuit learners achieve their education goals.
Legend of Acronyms Used
The following acronyms have been used in this section:
AAAL: Alberta Association for Adult Literacy
AAAND: Alberta Aboriginal Affairs and Northern Development
AHRE: Alberta Human Resources and Employment
AHSCA: Alberta Home & School Councils' Association
ASBA: Alberta School Boards Association
ASBOA: Association of School Business Officials of Alberta
ATA: Alberta Teachers' Association
CASS: College of Alberta School Superintendents
FN&MA: First Nations and Métis Authorities
FNAHEC: First Nations Adult and Higher Education Consortium
HRDC: Human Resources Development Canada
INAC: Indian and Northern Affairs Canada
Goal 1 High Quality Learning Opportunities that are Responsive, Flexible, Accessible, and Affordable to the Learner.
Language, Learning and Teaching Resources
| Strategy 1.1 | Increase the quantity and quality of First Nations, Métis and Inuit curriculum, language, learning and teaching resources. |
1.11 Ensure that new and existing K-12 core and complementary curriculum, language, learning and teaching resources:
| Responsibility Alberta Learning FN&MA ASBA CASS ATA Other Education Stakeholders |
| All Alberta K-12 students would be provided with resources that provide optimal First Nations, Métis and Inuit content. The development of standards for Aboriginal content (e.g., First Nations, Métis and Inuit history, lands, rights, languages, culture and contemporary perspectives on governance, education, science, and wellness) in various core subject areas would involve all stakeholders. | |
| 1.12Establish an ongoing K-12 priority to update and develop First Nations, Métis and Inuit curriculum, languages, learning and teaching resources for use by all Alberta students. | Responsibility Alberta Learning FN&MA Federal Government |
| A ministry field study involving education stakeholders would be implemented to identify provincial teaching/learning resources, and to develop a multi-year provincial plan and budget priority. Resources and responsibility would be allocated to the Aboriginal Services Branch similar to the Alberta Learning French Language Services. Many teaching and learning resources developed under the Native Education Policy 1987 require updating or re-printing. | |
| 1.13 Support the use and preservation of First Nations, Métis and Inuit languages spoken in Alberta. | Responsibility FN&MA Heritage Canada Alberta Community Development Alberta Learning ASBA |
| Resources are needed to ensure that (1) First Nations, Métis and Inuit knowledge and languages are preserved (written and oral), and (2) support is provided for programs/activities aimed at transferring knowledge and languages to current and future generations at home and at the workplace. Elders play a significant role in First Nations, Métis and Inuit traditions of preserving and transferring wisdom and knowledge. | |
| 1.14 Extend copyright to First Nations, Métis and Inuit organizations, post-secondary institutions or governance bodies for Aboriginal language, learning and teaching resources they develop. | Responsibility Alberta Learning FN&MA |
| The ministry implemented the practice of extending copyright to Aboriginal authorities several years ago recognizing the need to provide authentic resources sanctioned by Aboriginal authorities/institutions. | |
| 1.15 Develop with the federal government complementary First Nations, Métis and Inuit language programs, and a learning/teaching resources protocol. | Responsibility FN&MA Federal Government Alberta Learning ASBA ATA Canadian Teachers' Federation |
| Schools on First Nations land, governed by a First Nations authority, are outside this Review's mandate. But, these schools are required by INAC to follow provincial curriculum standards and policies. Many First Nations authorities expressed a need to provide community language programs equivalent in design to Francophone, French Immersion, and core French programs. Experience in developing Francophone and French Immersion Programs in Canada indicates that substantial resources, coordination and community support is required. Leadership, commitment, support, funding and coordination by the federal and provincial governments, and First Nations, Métis and Inuit communities are needed. First Nations and Métis communities share the same desire as the Alberta Francophone population to strengthen, maintain and share their language and culture. | |
| 1.16 Develop innovative and seamless core curriculum program delivery strategies for First Nations, Métis and Inuit learners experiencing high mobility between schools and school jurisdictions or who, for a variety of reasons, attend school on an irregular basis. | Responsibility Alberta Learning ASBA Other Education Stakeholders |
| A consistent province-wide approach for a seamless program design would support a transferred student's immediate engagement in learning. Modular approaches, outreach programs, mastery learning, computer records management, year-round schooling and other flexible options supported by up-to date computer technologies and software applications are needed. | |
| 1.17 Support and expand interprovincial First Nations, Métis and Inuit education relationships. | Responsibility Alberta Learning ASBA CASS ATA AHSCA |
| Coordinated interprovincial activities would increase the development and sharing of First Nations, Inuit and Métis languages (first language, second language and immersion programs), Native Studies programs, native language immersion programs, and supplementary curriculum, instructional and parent resources. | |
Responsiveness
| Strategy 1.2 | Increase the availability of relevant K-12 to post-secondary education information resources and services for First Nations, Métis and Inuit learners, parents and communities. |
| 1.21 Ensure that First Nations, Métis and Inuit parents/guardians have user-friendly and timely access to K-12 and post-secondary information, resources, services and in-service programs. | Responsibility ASBA FN&MA AHSCA Alberta Learning Other Education Stakeholders Funding: Alberta Learning Federal Government Education Authorities |
| The primary focus would be on the collection and distribution of information (written in plain English) on parental rights/roles/responsibilities, contacts for assistance/support, and other in-services. Stakeholders could collaborate to develop parenting in-service programs on school council/community needs, and continue to host and sponsor Aboriginal Parent Conventions. It is anticipated that provincial parent/learner non-profit organizations could then develop their capacity to serve First Nations, Métis and Inuit people (e.g., develop a communication strategy to inform parents of services, and listen to their advice, concerns, recommendations). | |
| 1.22 Support the provision of digital information and communication networks to First Nations, Métis and Inuit learners, communities and institutions. | Responsibility Alberta Innovation and Science Federal Government FN&MA |
| A priority for learners, parents and communities could be access to computer-based information resources (e.g., library services, high speed internet access) and distance learning delivery mediums (computer, educational television, video-conferencing, etc.). | |
| Strategy 1.3 | Encourage First Nations, Métis and Inuit participation in governance structures in school jurisdictions and post-secondary institutions. |
| 1.31 Encourage and support culturally respectful structures and mechanisms at all schools and post-secondary institutions to ensure that First Nations, Métis and Inuit perspectives are represented throughout various decision-making processes. | Responsibility CASS/ASBA ATA (School Principals) Post-Secondary Institution Presidents Aboriginal Student Associations FN&MA |
| Activities could include the involvement of elders and community resource people in program development and delivery, the establishment of Aboriginal Parent Councils (could be a requirement for each school district receiving Native Education Project funds), and participation of parents of Aboriginal learners on school councils, student associations, Boards of Governors, etc. Alberta Learning's role is primarily one of role modeling. | |
| 1.32 Develop culturally respectful procedures and protocols involving First Nations, Métis and Inuit parents or guardians and learners in order to facilitate effective issue resolution. | Responsibility Alberta Learning ASBA First Nations, Métis and Inuit parents FN&MA |
| Parents/guardians and learners would have access to and awareness of a range of support services. The operational procedures, policies and regulations of the ministry, school jurisdictions, schools and classrooms could be regularly reviewed and adapted to ensure respect and accommodation for linguistic and cultural needs. | |
| Strategy 1.4 | Create mechanisms and consultative processes to improve First Nations, Métis and Inuit learner success. |
| 1.41 Establish a First Nations, Métis and Inuit Education Advisory Board to advise the Minister on the progress of First Nations, Métis and Inuit learner strategies and to identify issues of mutual concern. | Responsibility Alberta Learning FN&MA Other Education Stakeholders Business/Industry |
| The Advisory Board would meet quarterly to discuss issues related to the First Nations, Métis and Inuit Education Policy Framework, and provide recommendations for consideration by the Minister. Alberta Learning would provide secretariat support. | |
| 1.42 Host an annual provincial conference or symposium of education stakeholders focused on First Nations, Métis and Inuit learner success and employment preparation. | Responsibility Alberta Learning Other Education Stakeholders Federal Government Business |
| Alberta Learning's Aboriginal Policy Branch, Aboriginal Services Branch, System Improvement & Reporting Division, and Apprenticeship and Industry Training Division would plan and host the conference or symposium. | |
| 1.43 Build upon the information gathered through the Native Education Policy Review and the Special Education Review Committee Report by examining and making recommendations to address specific issues associated with the delivery of special education programs and services for First Nations, Métis and Inuit learners. | Responsibility Alberta Learning ASBA FN&MA CASS ATA |
| Special education is an area of concern for First Nations and Métis authorities and parents. A comprehensive review of special education issues related to First Nations, Métis and Inuit learners is recommended because of the complexity and the breadth of issues identified by parents and First Nations and Métis contractors. Some issues of concern include parental understanding of consent and appeal procedures for student testing and program assignment, culturally sensitive testing instruments, special education program assignment criteria, over-representation of Aboriginal learners in special education programs, student transfers to First Nations schools during a school year, lack of student transfers back to regular programs, accountability for learner success, communication with parents, and availability of parent advocate services. | |
Accessibility
| Strategy 1.5 | Increase First Nations, Métis and Inuit learner access to post-secondary and other adult training opportunities and support services. |
| 1.51 Develop a federal-provincial initiative to enhance the ability of post-secondary institutions to undertake community-based (e.g., urban, rural or local) activities that can lead to greater numbers of First Nations, Métis and Inuit learners participating in, and successfully completing, post-secondary programs of studies. | Responsibility Alberta Learning Post-Secondary Institution Education Officials Aboriginal Student Associations FNAHEC Funding: Alberta Learning INAC |
| Collaborative initiatives could be undertaken to ensure that First Nations, Métis and Inuit learners have access to a full range of support services and programs. Successful Alberta community-based programs (e.g., University of Alberta Morningstar Teacher Education Program 1975-1982) require full support, resources and collaboration. Alberta Learning would provide funding to facilitate reporting on First Nations, Métis and Inuit learner success. | |
Affordability
| Strategy 1.6 | Ensure financial need is not a barrier to First Nations, Métis and Inuit learner participation. |
| 1.61 Develop and provide funding for a community-based First Nations, Métis and Inuit Teacher Bursary program that supports First Nations, Métis and Inuit learners returning to teach in their communities. | Responsibility ASBA Alberta Learning ATA CASS |
| During the 1960s, school boards provided bursary support to individual students attending Alberta universities on the condition that they return to the board to teach for a specified time period. Northern boards are currently experiencing increased challenges in hiring and retaining teachers. | |
| 1.62 Work with First Nations, Métis and Inuit authorities, industry and community stakeholders to increase the number and variety of scholarships and bursaries available to Aboriginal learners. | Responsibility Alberta Learning Industry |
| Up-to-date print and web site information would be made available to high school and post-secondary learners and career counselors. | |
Goal 2 Excellence in Learner Achievement.
Programs and Services
| Strategy 2.1 | Increase the attendance, retention and graduation rates of First Nations, Métis and Inuit learners attending provincial schools. |
2.11 Change the Native Education Project to a core-funded First Nations, Métis and Inuit Education Program with a substantial increase in provincial funding:
| Responsibility Programming: Alberta Learning ASBA FN&MA CASS Funding: Alberta Learning ASBA ASBOA Program Criteria and Standards: Alberta Learning ASBA FN&MA Other Education Stakeholders |
| Funding would be provided in a similar manner to the Alberta Initiative for School Improvement. School jurisdictions would submit a funding proposal in which accountability for improved outcomes would be key. A funding requirement would be parent and/or community involvement. Development of reporting mechanisms and mandatory planning/accountability measures would be required for the jurisdiction's business plan. Aboriginal Services Branch would provide leadership, coordination, accountability, and reporting services for the funds.Total provincial funding for the First Nations, Métis and Inuit Education Program could equal one-quarter the basic grant rate times the total number of self-declared students of First Nations, Métis and Inuit ancestry. Program guidelines would require establishment of an Aboriginal Parent Advisory Council to the local school board. Parents would be made aware of this Advisory Council and school councils in their school jurisdiction. | |
| 2.12 Work with parents, the community and other stakeholders (e.g., Alberta Children's Services) to ensure that First Nations, Métis or Inuit students have their essential needs met (e.g., nutrition, transportation, recreation, universal daycare, etc.). | Responsibility Parents Alberta Learning Alberta Children's Services ASBA Alberta Infrastructure AHSCA FN&MA Funding: Alberta Children's Services INAC Alberta Learning |
| Many Aboriginal students have long commutes to school and some students come to school hungry. Intergovernmental and community leadership, collaboration and trust could lead to the development of a facility that delivers needed services (during and after school hours) in a proactive and responsive manner. Early intervention programs that successfully address parental and learner needs are an essential prerequisite to future learner success. | |
| 2.13 Provide support and resources when agreement is reached between stakeholders to designate a school as a community service center to meet community specific needs (e.g., hot lunches, family literacy, access to information, recreation). | Responsibility Alberta Learning Alberta Children's Services ASBA Alberta Infrastructure |
| Many rural and inner-city families and communities view the school as their trusted community center. Alberta Learning and education stakeholders could review and re-establish an Alberta community school model to deliver integrated services throughout the year. | |
Support for Teachers/Instructors and Other School/Institution Personnel
| Strategy 2.2 | Increase the number of First Nations, Métis and Inuit teachers and school/institution personnel. |
2.21 Facilitate, establish, fund and support Native Teacher Education Programs in collaboration with First Nations, Métis and Inuit communities/institutions and provincial universities and colleges.
| Responsibility Program: Post-Secondary Institution Presidents and Board of Governors FN&MA FNAHEC ASBA ATA Funding: Alberta Learning INAC First Nations |
| There is a need to prepare, employ and retain greater numbers of Aboriginal teachers throughout the education system. School boards expressed a commitment to hire Aboriginal teachers but few candidates are available.Currently, a variety of Western Canadian Native Teacher Education programs (e.g., BUNTEP, PENT, ITEP, NORTEP, SUNTEP) successfully graduate teachers who meet provincial standards and have achieved a basic understanding of indigenous worldviews, treaty rights, languages, cultures and protocols. Most of these programs are based on Aboriginal community support, leadership and cooperation between Aboriginal authorities/colleges and a provincial university.In 2000/2001, Alberta school districts that received Native Education Project funds reported a total of 28,051 Aboriginal students (approximate total of all Alberta students is 585,000). The number of teachers requesting Alberta certification in 1998/1999 was 1,984 (total number of teachers was 36,333). The 1996 Canada Census indicates that 6% of the Alberta population is of Aboriginal ancestry, and predicts that the Aboriginal population will account for about 8% of the Alberta population in 2011. The Aboriginal birthrate in Canada is estimated to be twice the non-Aboriginal birthrate. | |
| 2.22 Introduce a standardized program and credential for individuals wishing to become Native Liaison Workers. | Responsibility Native Liaison Worker: ASBA FNAHEC Colleges FN&MA Alberta Learning Funding: Alberta Learning ASBA | Responsibility Teacher Education: ASBA Universities FN&MA Funding: Alberta Learning First Nations |
| Several options for the delivery and accreditation of a Native Liaison Worker program exists. A program could be accredited as a private vocational program delivered by First Nations or Métis post-secondary institutions. Stakeholders could work to establish a clear set of conditions for employment of Native Liaison Workers (e.g., organizational reporting structure, job responsibilities, professional development, salary and benefits). The program could also be designed with an option for transfer into a post-secondary degree program (e.g., education or social work). Stakeholders could share best practices on how local First Nations and Métis communities are involved in the development of Native Liaison Worker job descriptions, advertising and selection procedures. | ||
| 2.23 Review the status of Aboriginal language instructors and Native Liaison Workers vis-à-vis other staff in terms of certification, employment status, salary and job function. | Responsibility Alberta Learning ASBA ATA FN&MA |
| Aboriginal language instructors and Native Liaison Workers provide specialized and valued services to learners, parents, school district staff and community agencies. They play an essential role in improving learner success by creating linkages among the home, the school and the community. Important employment issues could be addressed in order to retain and support these key personnel. Since Native Liaison Workers do not have a collective provincial voice, Alberta Learning and education stakeholders could initiate a review of various concerns. The review could include an analysis of how Alberta school districts, other provincial jurisdictions in Canada, the USA, New Zealand and Australia determine certification and employment compensation, professional development, tenure and benefits for Aboriginal language instructors and Native Liaison Workers. | |
| Strategy 2.3 | Increase awareness, knowledge and understanding of First Nations, Métis and Inuit history, lands, rights, languages, cultures, and contemporary perspectives on governance, education, science, wellness and other issues. |
| 2.31 Conduct a survey of all teachers, professors and other school/institution personnel to determine their formal and informal level of preparation and understanding of First Nations, Métis or Inuit history, treaty and Aboriginal rights, indigenous knowledge, cultures, and languages. | Responsibility ATA Post-Secondary Institution Faculty Associations ASBA Post-Secondary Institution Board of Governors Alberta Learning |
| The survey could: (1) identify needed support services or opportunities for professional growth in Aboriginal education areas, (2) establish a contact list of staff who speak an Aboriginal language and/or who have linkages with education leaders and other members of First Nations, Métis or Inuit communities, and (3) estimate the representation of First Nations, Métis and Inuit teachers, instructors and other personnel at the school, institution or provincial level. | |
| 2.32 Develop First Nations, Métis and Inuit cross-cultural orientation programs for post-secondary institution board members, school board trustees and school council members. | Responsibility ASBA and Post-Secondary Institution Authorities FN&MA AHSCA Alberta Learning |
| The purpose would be to increase the number of learning opportunities that include cultural immersion and teaching in a traditional setting, seminars/workshops, and distant learning experiences. | |
| Strategy 2.4 | Facilitate the continuous development and delivery of First Nations, Métis and Inuit courses and professional development opportunities for aspiring and existing administrators, teachers/instructors and school/institution personnel. |
2.41 Develop and incorporate cultural diversity courses to provide a basic understanding of First Nations, Métis and Inuit history, treaty and Aboriginal rights, indigenous knowledge, cultures, and languages as a:
| Responsibility Post-Secondary Institutions ASBA ATA FN&MA Alberta Learning |
| A similar mandatory course requirement (with relevant content) could be applied to other program disciplines including nursing, social work, law, etc. Content regarding history, languages, cultures, protocol, racism, indigenous worldview and cross-cultural communication could be included.Demographic trends predict that by 2011, 8% of Alberta's population will be Aboriginal and 22% will be foreign-born. Teachers and administrators will require special cultural diversity preparations and support services to accommodate the special cultural and linguistic needs of learners and parents. Other education jurisdictions such as the State of Alaska have developed legislative and regulatory requirements that prepare and support teachers to address diverse cultural needs. | |
| 2.42 Foster and support secondment opportunities or teacher exchanges between First Nations authorities, Alberta Learning and school jurisdictions. | Responsibility Alberta Learning First Nations Authorities ASBA CASS ATA |
| First Nations teachers and other school personnel living on reserve property but working in a provincial school jurisdiction would prefer to be paid under a secondment arrangement in order to take advantage of their treaty right to tax exemption status. | |
| 2.43 Support the development and provision of courses and professional development opportunities for school and district staff, teachers, administrators and support personnel focused on meeting the needs of First Nations, Métis and Inuit learners. | Responsibility ASBA ATA FN&MA Funding: Alberta Learning |
| Programs would develop understanding, appreciation and respect for First Nations, Métis and Inuit history, rights, cultures, spirituality and languages. | |
Measuring Success
| Strategy 2.5 | Improve mechanisms to measure First Nations, Métis and Inuit learner success. |
| 2.51 Develop a standard procedure allowing for the voluntary self-declaration of First Nations, Métis and Inuit ancestry when the student is registering for the school year or is accepted into a post-secondary institution. | Responsibility Alberta Learning FN&MA AAAND ASBA Post-Secondary Institution Education Officials |
| The reporting of Aboriginal learner success by schools, post-secondary institutions, or the province requires extensive dialogue with First Nations, Métis and Inuit authorities, learners, parents and education stakeholders. Accountability and performance measures, developed in consultation with stakeholders, are required to address issues associated with the reporting of learner success. Short-term and long-term measures will be needed. Other jurisdictions in Canada, the USA, New Zealand, and Australia have developed learner success reporting models that could be examined and studied. Freedom of Information and Privacy Act requirements would guide public reporting procedures and access to information. | |
| 2.52 Collaborate and consult with First Nations, Métis and Inuit authorities to develop mechanisms to monitor and report on aggregate school district, post-secondary institution, and provincial First Nations, Métis and Inuit learner success. | Responsibility Alberta Learning FN&MA ASBA Post-Secondary Institution Authorities |
| School boards and post-secondary institutions require accurate annual Aboriginal learner success data in order to develop specific policies, approve special plans and programs, and measure system effectiveness. Aboriginal governance authorities require similar information in order to provide supplemental support services and advocacy services to their people. | |
| 2.53 Research, evaluate, develop, monitor and fund innovative models to define and measure First Nations, Métis and Inuit learner achievement and success. | Responsibility Alberta Learning FN&MA ASBA Universities Professional Associations |
| Development of a comprehensive/holistic model(s) to report on First Nations, Métis and Inuit learner success requires joint research, extensive community consultations, and general public understanding. Provincial funding could support innovative research projects that involve key stakeholders. Work in the K-12 area could be supported through the Alberta Initiative for School Improvement. | |
Research
| Strategy 2.6 | Improve the assessment of First Nations, Métis and Inuit learner achievement. |
| 2.61 Improve the ability of Alberta Learning and First Nations, Métis and Inuit communities to conduct longitudinal research and planning focused on the learner. | Responsibility Alberta Learning FN&MA Post-Secondary Institutions |
| The primary source of First Nations, Métis and Inuit learner success is currently Canada Census data. Governance authorities expressed a need to develop their own longitudinal learner success data in order to measure program successes and resource needs. | |
| 2.62 Research and publish a yearly handbook on Alberta First Nations, Métis and Inuit Best Education Practices. | Responsibility Alberta First Nations, Métis and Inuit Learning Resource Council Alberta Learning Other Education Stakeholders |
| The handbook would identify effective school models, teaching methodologies, and/or other activities (e.g., after-school recreation programs) that have led to increased learner attendance and achievement, parental involvement, and raised awareness and understanding by Albertans. | |
| 2.63 Fund a provincial research project to identify the factors that enhance the ability of First Nations, Métis and Inuit students to complete high school within six years of entering grade nine. | Responsibility ASBA Alberta First Nations, Métis and Inuit Learning Resource Council Alberta Learning FN&MA |
Goal 3 Learners are Well-Prepared for Participation in Post-Secondary Studies and the Labour Market.
Learner Preparation
| Strategy 3.1 | Increase literacy opportunities for First Nations, Métis and Inuit children and adults. |
| 3.11 Expand literacy initiatives designed and delivered at the community level (e.g., basic, family, workplace and other literacy models) in collaboration with parents and education stakeholders. | Responsibility Alberta Learning FN&MA AAAL Alberta Children's Services INAC (Aboriginal Head Start) Post-Secondary Institutions School Jurisdictions Parent Associations Employer/Industry Associations Funding: Alberta Learning Heritage Canada |
| Literacy is one of the key elements to learner success. Additional resources are required to maximize literacy opportunities and benefits for First Nations, Métis and Inuit individuals, families and communities. For example, there is an early literacy grades 1 to 3 program that has a scheduled expiry. That program could be put in the basic instruction grant. There is also widespread support for the Student Health Initiative, ECS and Aboriginal Head Start type programming. Coordination is required to build some synergy with current programs. There is a need to build responsibility for adult literacy into the mandate of post-secondary institutions, and for funding. | |
| 3.12 Support and increase funding for ongoing First Nations, Métis and Inuit literacy research activities. | Responsibility AAAL FN&MA Alberta Learning Alberta Children's Services Universities INAC (Aboriginal Head Start) Funding: Alberta Learning Heritage Canada |
| Activities to foster and support the development of First Nations, Métis and Inuit literacy resources that meet the needs of families and learners could be undertaken. Aboriginal parent and learners require a substantially increased number of pre-school and school learning resources that fully incorporate their languages, cultures, families and communities. | |
Academic Transition Support
| Strategy 3.2 | Support arrangements to increase First Nations, Métis and Inuit learner enrolment in post-secondary programs of study. |
| 3.21 Develop complementary program protocols that support prior learning assessment, portability and credit transfer arrangements. | Responsibility Alberta Council on Admissions and Transfers FNAHEC Alberta Learning Post-Secondary Institution Education Officials |
| A process could be developed to encourage collaboration between the province and First Nations post-secondary education stakeholders. | |
| 3.22 Increase access and supports for bridging programs to enable smooth transitions between high school, college and university. | Responsibility Alberta Learning ASBA FN&MA Post-Secondary Institution Education Officials - also Prior Learning Assessment Coordinators First Nations, Métis and Inuit Education Officials Business/Industry Associations |
| Increased opportunities for First Nations, Métis and Inuit learners could be made available in: (a) articulation agreements between high schools and post-secondary institutions, (b) pre-apprenticeship, pre-employment, and vocational training, (c) academic upgrading, (d) enrolment in the Registered Apprenticeship Program, and (e) prior learning assessment. | |
| 3.23 Encourage collaboration between post-secondary institutions and First Nations, Métis and Inuit communities concerning Aboriginal student recruitment strategies. | Responsibility Post-Secondary Institution Education Officials First Nations and Métis Post-Secondary Institutions Alberta Learning |
| Provincial post-secondary officials and First Nations post-secondary institutions could share program information, support services information, institutional successes and recruitment strategies on an annual basis. This activity, conducted in the spirit of Campus Alberta, would be of benefit to First Nations, Métis and Inuit learners and communities. | |
Employment Transition Support
| Strategy 3.3 | Increase the linkages between education and employment for First Nations, Métis and Inuit learners. |
| 3.31 Promote and encourage the ministry, school jurisdictions and post-secondary institutions to recruit and retain First Nations, Métis and Inuit employees throughout their workforce. | Responsibility Alberta Learning Post-Secondary Institution Officials ASBA Personnel Administration Office Alberta Union of Public Employees ATA CASS |
| Aboriginal employee recruitment is needed at all levels from support staff (e.g., counselors, teacher aides, special education personnel, elders) to teachers/professors, and school/university and college senior administrators. Specialized recruitment and retention strategies, and full involvement of local Aboriginal communities is needed. The tax disincentive issue for First Nations teachers working off-reserve needs to be resolved to ease one of the current barriers to recruitment. | |
| 3.32 Promote and increase First Nations, Métis and Inuit access to apprenticeship opportunities. | Responsibility Alberta Learning First Nations, Métis and Inuit Education and Training Authorities AHRE Other Provincial and Federal Government Departments Employer Associations Industry ASBA |
| Current Alberta Learning initiatives involving First Nations, Métis and Inuit authorities have proven to be successful. Success is due in part to ministry leadership and commitment, and Aboriginal community and industry representation and support. Further resources and support would accelerate learner access and success. | |
| 3.33 Increase the number of opportunities for First Nations, Métis and Inuit learners to take co-operative placements, work experience, internship and practicum opportunities at the high school and post-secondary level through coordination with Alberta Human Resources & Employment and other public and private sector stakeholders. | Responsibility Post-Secondary Institutions ASBA FNAHEC and Métis Post-Secondary Officials Careers: The Next Generation Funding:Business and Industry Alberta Learning AHRE |
| 3.34 Encourage post-secondary institutions to develop linkages with employers in local communities to assist post-secondary graduates to bridge successfully back into their home communities. | Responsibility FN&MA Post-Secondary Institutions AHRE |
| Community and employer-initiated programs that address community needs and receive full support and optimal resources would be highly successful in improving graduation success and employment retention. | |
| 3.35 Encourage joint community and labour market planning to identify local employment or entrepreneurial opportunities for post-secondary graduates. | Responsibility FN&MA AHRE Alberta Learning (Policy Research) Alberta Economic Development HRDC (Community Futures) Careers: The Next Generation |
| First Nations, Métis and Inuit community support is important throughout the process of post-secondary program development, delivery and graduate placement/employment. | |
Information Provision
| Strategy 3.4 | Work with stakeholders to provide relevant career and labour market information resources and services to First Nations, Métis and Inuit learners, parents and communities. |
3.41 Develop an improved and ongoing provincial communication strategy to improve First Nations, Métis and Inuit learner and parent access to, and awareness of, relevant career and labour market information.
| Responsibility Alberta Learning AHRE HRDC INAC FN&MA |
| Stakeholders could collaborate to provide information through various mediums (e.g., Internet website access, 1-800 hotline, CD-ROMs, ACCESS television productions, First Nations, Métis and Inuit publications, videotapes, etc.). Alberta Learning could facilitate a coordinated approach, involving the federal government and industry, to establish, catalogue, and promote bursary and scholarship opportunities. Education and career counselors could be utilized to ensure effective distribution of information. | |
| 3.42 Improve the distribution of department and other related agency information (e.g. the Alberta Council on Admissions and Transfers) to Aboriginal post-secondary institutions. | Responsibility Alberta Learning First Nations and Métis Post-Secondary Education Officials |
| 3.43 Identify, publish and promote "Industry Best Practices" regarding employment and retention of First Nations, Métis and Inuit people in Alberta. | Responsibility AHRE INAC (Aboriginal Workforce Participation Initiative) Careers: The Next Generation Alberta Learning |
Goal 4 Effective Working Relationships.
Governance/Negotiating Agreements
| Strategy 4.1 | Establish mechanisms to increase First Nations, Métis and Inuit participation in policy development, decision-making, accountability and issue resolution (e.g., increase collaboration and consultation). |
| 4.11 Establish several Minister's Tables on Education. Each Table would allow the Minister of Learning to meet separately with First Nations, Métis and Inuit leaders once a year on a Government-to-Government basis. | Responsibility FN&MA Alberta Learning AAAND |
| Separate meetings between the Minister of Learning and First Nations and Métis elected officials could be arranged. Such meetings could follow a similar format to that of the Chiefs Summit Process. Alberta Learning could resource the meetings. Government policy, protocol and communications would be among the initial topics to be discussed. | |
| 4.12 Establish a process for decision-making and issue resolution among provincial, federal, First Nations and Métis Authorities, particularly pertaining to tuition agreements and other bilateral or tripartite agreements. | Responsibility Alberta Learning First Nations Authorities INACASBA/ASBOA Other Education Stakeholders Other Federal Government Departments |
| First Nations' concerns regarding programming and services could be addressed through negotiated tuition agreements that contain auditing and review/monitoring provisions. Reporting of learner success and resource allocation could also be addressed through these agreements. The decision-making and issue resolution process would ensure that individual learners or parents are not directly affected or disadvantaged because of jurisdiction disputes. | |
4.13 Undertake the following activities toward identifying and implementing policy, legislation or regulation changes that enable greater governance and decision-making by First Nations, Métis and Inuit parents/individuals:
| Responsibility Alberta Learning FN&MA Post-Secondary Institution Board Governors ASBA Other Education Stakeholders |
| A symposium topic could be the creation of enabling legislation/regulations to provide First Nations, Métis and Inuit people with greater decision-making and responsibility at the governance level. Other topics might be First Nations or Métis board governance in urban areas, or School Act amendments for fair representation (elections/appointments) on the School District Board of Trustees. | |
| 4.14 Recognize, support and reward the affiliations and other education/training related agreements between First Nations, Métis or Inuit institutions/organizations, public post-secondary institutions and school jurisdictions. | Responsibility Post-Secondary Education Institution Officials First Nations and Métis Post-Secondary Institutions Alberta Learning Federal Government |
| Post-secondary institutions would like to work more closely with First Nations and Métis communities to develop new educational opportunities but are hampered by a lack of resources. | |
Capacity Building and Sharing
| Strategy 4.2 | Build working relationships that contribute to quality learning opportunities for First Nations, Métis and Inuit learners (e.g., build relationship to support a First Nations, Métis and Inuit Learning Resource Council). |
| 4.21 Support the establishment of a provincial initiative, which supports all stakeholders with an interest in First Nations, Métis and Inuit education, to develop, lever and nurture diverse and innovative education opportunities. | Responsibility Alberta Learning Federal Government FN&MA School District and Post-Secondary Institution Authorities Foundations Business/Industry |
| The effectiveness of this initiative would be enhanced with a yearly funding commitment, allowing the ministry to lever matching funds or in-kind contributions from other stakeholders. | |
4.22 Support the establishment and funding of an Alberta First Nations, Métis and Inuit Learning Resource Council to:
| Responsibility Alberta Learning Federal Government FN&MA K-12 and Post-Secondary Institution Education Authorities FNAHEC ATA Funding (operations): Alberta Learning Federal Government Funding (in-servicing, research and programs): Federal Government Provincial Government Industry |
| The Council could be established at arms length from government. Core operations and some research could be shared between the federal and provincial governments with cross-cultural in-servicing and other services provided on a cost-recovery basis.The one window Learning Resource Council would develop tools in collaboration with First Nations, Métis and Inuit organizations to strengthen the internal capacities of Alberta Learning staff, education providers and professional associations. Alberta Learning staff, other provincial department personnel, or individuals from partner organizations could be seconded to the Council. At least 50% of the Council board membership would be of First Nations, Métis or Inuit ancestry. A fixed annual research budget could enhance K-12 First Nations, Métis and Inuit Education research that could be shared at annual conferences or identified in a best practices publication. | |
| 4.23 Establish criteria for the designation and/or recognition of independent First Nations, Métis and Inuit controlled post-secondary institutions. | Responsibility Alberta Learning First Nations and Métis Governance Authorities First Nations Accreditation Board Private Colleges Accreditation Board |
| Alberta Learning's recognition of First Nations, Métis and Inuit post-secondary institutions may alleviate First Nations concerns about the post-performance bond requirement. First Nations post-secondary institutional authorities could also receive regular information concerning recognition processes (e.g., accreditation, licensing and certification, program approval, degree granting, etc.). | |
| 4.24 Support and encourage opportunities for First Nations, Métis and Inuit post-secondary student groups to meet on a yearly basis to build leadership capacity. | Responsibility Aboriginal Student Association Presidents Post-Secondary Institutions FNAHEC Alberta Learning Business/Industry |
| Stakeholders could provide sponsorship for students to attend annual meetings. | |
Clarifying Roles, Responsibilities and Accountabilities
| Strategy 4.3 | Identify and reduce barriers to First Nations, Métis and Inuit learner success. |
| 4.31 Facilitate ongoing meetings of western provincial/territorial education ministry officials and key First Nations, Métis and Inuit education leaders. | Responsibility Alberta Learning Education Directors of British Columbia, Alberta, Northwest Territories, Yukon, Saskatchewan, and Manitoba First Nations and Métis Education Officials |
| Annual meetings of directors of Aboriginal education would provide an opportunity to share success/challenges, and discuss areas for cooperation. The format and procedures of the meetings would require further study and may set the groundwork for subsequent meetings of senior officials. | |
4.32 Host regular meetings with provincial, federal, First Nations, Métis and Inuit representative to discuss issues of mutual concern:
| Responsibility Alberta Learning Federal Government FN&MA INAC ASBA/ASBOA Other Education Stakeholders Provincial Auditor General's Office Other Provincial and Federal Government Departments |
| The biennial comprehensive review would deal with issues regarding funding for First Nations and Métis learners enrolled in K-12 provincial schools and post-secondary programs. K-12 tuition agreements and student financial support for post-secondary studies could be a focus. A provincial tuition agreement template could be developed to accommodate local services/program needs and provide protocols for reporting on annual and longitudinal data such as learner attendance, graduation, suspensions and withdrawal, learner transfers during the school year, and special education participation could also be a focus. A process could be established to ensure that First Nations, Métis and Inuit students receive the full benefit of services or targeted funding (e.g., the Student Health Initiative). | |
Goal 5 Highly Responsive and Responsible Ministry.
Reporting Progress
| Strategy 5.1 | Enhance performance measurement, performance assessment and results reporting. |
5.11 Facilitate and resource a three-year business plan requirement for the ministry, school jurisdictions and post-secondary institution jurisdictions to plan, implement, evaluate and publicly report on strategies to improve First Nations, Métis and Inuit learner outcomes. Reporting would include:
| Responsibility Alberta Learning K-12 and Post-Secondary Institution Education Authorities First Nations, Métis and Inuit Education Advisory Board Post-Secondary Aboriginal Student Associations |
| Institutional or board initiatives, or strategies designed to improve learner success, would include an Aboriginal dimension and a specified outcome that could be measured and publicly reported. An expectation to report on consultations with local/provincial First Nations, Métis and Inuit authorities would be a requirement within the business planning cycle. Based upon school district and post-secondary institution reporting, Alberta Learning would prepare an annual provincial report summarizing First Nations, Métis and Inuit learner participation and achievement results in ECS to Grade 12, apprenticeship programs, and other post-secondary opportunities. No individual learner or classroom results would be reported. | |
Organizational Capacity
| Strategy 5.2 | Improve ministry coordination and capacity to respond effectively to opportunities and challenges associated with issues of importance to First Nations, Métis and Inuit people. |
5.21 Establish an Aboriginal Relations Directorate within the Information and Strategic Services Division that would be responsible for the following activities:
| Responsibility Alberta Learning FN&MA AAAND |
| A goal would be to increase the ministry's capacity to engage First Nations and Métis Authorities, provincial departments, other provincial jurisdictions, the federal government, and education stakeholders in collaborative initiatives. | |
| 5.22 Review the level of staffing required in the Aboriginal Services Branch to effectively coordinate the implementation and monitoring of Native Education Projects, and new K-12 initiatives approved as a result of this Review. | Responsibility Alberta Learning ASBA CASS |
| An increase in Native Education Project funding would necessitate additional administrative resources to monitor the increased number of projects and provide information to school authorities. The expectation is that school authorities would continue to provide ongoing information to parents and communities. | |
| 5.23 Develop a ministry Aboriginal Human Resource Development Plan with an emphasis on increasing staff capacity to work with First Nations and Métis communities in their language and using appropriate cultural protocols. | Responsibility Alberta Learning First Nations, Métis and Inuit Education Advisory Board |
| The Human Resources Branch with support from the Aboriginal Policy Branch and the Aboriginal Services Branch could coordinate recruitment of First Nations, Métis and Inuit staff. Job descriptions for positions requiring close interaction with Aboriginal communities would include related Aboriginal language proficiency as a requirement. An understanding of a community's culture, leadership, role of elders and protocols would be desirable. This plan would include operational support services that would support employee retention and would provide recommendations to change department operational procedures to accommodate the cultural or linguistic needs of employees or clients. | |
Communication Practices
| Strategy 5.3 | Improve communication practices with First Nations, Métis and Inuit communities and organizations |
| 5.31 Ensure consistency across Alberta Learning divisions concerning communication practices with First Nations, Métis and Inuit communities and organizations. | Responsibility Alberta Learning First Nations, Métis and Inuit Education Advisory Board |
| 5.32 Develop a communication plan to ensure that the final report and decisions related to the Review are communicated to First Nations, Métis and Inuit participants, the Native Education Policy Review Advisory Committee, and other Albertans. | Responsibility Alberta Learning |
| The development of the communication plan would require collaboration among education stakeholders and Alberta Learning's Communications Branch, Aboriginal Policy Branch, and Aboriginal Services Branch. | |
Raising Staff Awareness and Understanding
| Strategy 5.4 | Improve ministry awareness and understanding of First Nations, Métis and Inuit history, lands, rights, language and cultures. |
| 5.41 Provide programs and resources to increase staff awareness and understanding of Aboriginal issues (e.g., expert speakers, sponsorship to attend Aboriginal conferences, and support for cultural events). | Responsibility Alberta Learning First Nations, Métis and Inuit Education Advisory Board |
5.42 Facilitate and support the development of ongoing projects that profile and honour First Nations, Métis and Inuit worldviews. Sponsored activities could include:
| Responsibility AAAND Alberta Learning FN&MA Other Education Stakeholders |
| A social marketing strategy would be required. Mainstream and Aboriginal media (newspapers, television, radio) could be engaged on an ongoing basis. Activities could be structured around special events such as the 2002 World Indigenous Congress or Alberta's centenary in 2005. | |
The Native Education Policy Review Advisory Committee's Recommended Priority Actions
Of the 60 plus recommended strategies, the Native Education Policy Review Advisory Committee identified five as priorities - key to the department's success in meeting the outcomes of this Review. The Advisory Committee stressed the importance of implementing each priority action as soon as possible with the involvement of key education stakeholders.
The lead for each of the strategies varies. Undertaking any of the following actions will require the development of a mechanism to identify appropriate roles and responsibilities for the ministry and various stakeholders in helping First Nations, Métis and Inuit learners achieve their education goals.
| Strategy 1.5 | Increase First Nations, Métis and Inuit learner access to post-secondary and other adult training opportunities and support services. |
| Advisory Committee Recommended Priority Action |
| 1.51 Develop a federal-provincial initiative to enhance the ability of post-secondary institutions to undertake community-based (e.g., urban, rural or local) activities that can lead to greater numbers of First Nations, Métis and Inuit learners participating in, and successfully completing, post-secondary programs of studies. |
| Strategy 2.1 | Increase the attendance, retention and graduation rates of First Nations, Métis and Inuit learners attending provincial schools. |
| Advisory Committee Recommended Priority Action |
2.11 Change the Native Education Project to a core-funded First Nations, Métis and Inuit Education Program with a substantial increase in provincial funding:
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| Strategy 2.2 | Increase the number of First Nations, Métis and Inuit teachers and school/institution personnel. |
| Advisory Committee Recommended Priority Action |
2.21 Facilitate, establish, fund and support Native Teacher Education Programs in collaboration with First Nations, Métis and Inuit communities/institutions and provincial universities and colleges.
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| Strategy 2.4 | Facilitate the continuous development and delivery of First Nations, Métis and Inuit courses and professional development opportunities for aspiring and existing administrators, teachers and instructors, and school or institution personnel. |
| Advisory Committee Recommended Priority Action |
2.41 Develop and incorporate cultural diversity courses to provide a basic understanding of First Nations, Métis and Inuit history, treaty and Aboriginal rights, indigenous knowledge, cultures, and languages as a:
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| Strategy 4.2 | Build working relationships that will contribute to quality learning opportunities for First Nations, Métis and Inuit learners. |
| Advisory Committee Recommended Priority Action |
4.22 Support the establishment and funding of an Alberta First Nations, Métis and Inuit Learning Resource Council to:
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