FNMI Policy Framework

Appendix E

Canada

In Canada, about 1.3 million people or 4% of the country's total population are of Aboriginal ancestry (1996 Canada Census).

Status Indians On-Reserve371,400
Status Indians Off-Reserve252,800
Non-Status Indians422,600
Inuit57,000
Métis205,800
Total1,309,600

Since the Aboriginal population is increasing at almost twice the Canadian average, the Aboriginal labour force is also increasing. The Aboriginal population grew by about 10% between 1991 and 1995, and is forecast to increase another 11% by 2001. Between 1991 and 2016, the Aboriginal population is expected to increase by 56%.

Indian and Northern Affairs Canada

Twelve federal departments and agencies including Indian and Northern Affairs Canada (INAC) offer programs for Aboriginal people in Canada. In 1999/2000, these departments and agencies provided approximately $6.5 billion in programs to Aboriginal people. In 1999/2000, INAC's total budget was $4.55 billion. About 21% of the total budget or $976 million was directed toward elementary/secondary education, and about 6% or $287 million was directed toward post-secondary education.

K-12 Education
The purpose of the Elementary/Secondary Education Program is to ensure that eligible Indians and Inuit have access to education programs that are relevant to First Nations and Inuit students, and comparable in scope and quality to those available in the public schools of the province in which the reserve is located. In July 2000, there were 455 schools on-reserve (446 are under First Nation management and 9 are under federal government management). In addition to instructional services, the federal government also supports the construction of education facilities. According to INAC, the proportion of Registered Indian students enrolled in provincial/private schools dropped from about 48% in 1988/1999 to 39% in 1998/1999. In 1998/1999, 69,346 students attended a band-operated school while 43,781 attended provincial schools. Education levels for certain segments of the Aboriginal population are still below the Canadian average. In 1996, 31% of the Aboriginal on-reserve population, about one half the Canadian average, had a high school education.

In general, INAC's funding for instructional services for status Indians residing on-reserve includes (1) provision of instructional services in on-reserve schools, (2) costs for on-reserve students attending provincial schools, and (3) costs for student support services such as transportation, counseling, accommodation and financial aide.

Post-Secondary Education
The Post-Secondary Student Support Program, which includes the University College Entrance Preparation Program, assists First Nations students with the cost of tuition fees, books and travel, and provides living allowances where applicable. Support is also provided to post-secondary education institutions for the development and delivery of special programs. Between 1981 and 1996, the proportion of First Nations and Inuit people aged 20 to 29 years with a post-secondary degree or diploma improved from 19% to 23%. The number of Registered Indians and Inuit enrolled in post-secondary institutions almost doubled between 1988/1989 and 1998/1999, increasing from 15,572 to 27,026.

Education Reform
In 1998, education reform was introduced as part of Gathering Strength - Canada's Aboriginal Action Plan.

Consultations with the Chiefs' Committee on Education of the Assembly of First Nations in 1998 led to agreement on an allocation methodology and identification of four priority areas under which initiatives would be supported:

  • Strengthen management and governance capacity.
  • Improve the quality of classroom instruction.
  • Increase parental and community involvement in education.
  • Use the School-To-Work Transition for First Nation Youth.
In 1998/1999, $10 million supported the introduction of more than 200 initiatives by First Nations schools, education authorities, boards and regional organizations. Funds were increased to $26 million in 1999/2000 supporting more than 320 initiatives. These initiatives fell into eight broad themes:
  • Special education.
  • Language and culture.
  • Information technology in First Nation schools.
  • Parental and community development.
  • Professional development and training.
  • Student retention and achievement.
  • Career development and the school to work transition.
  • Building institutional and governance capacity.
As part of the education reform, the Alberta Region of INAC and First Nations in Alberta will undertake a comprehensive review of the framework for elementary/secondary education. The objective is to establish a new education framework and systems to improve the effectiveness and efficiency of the delivery of education programs. Recent discussions between the Alberta Region of INAC and First Nations in Alberta have resulted in the identification of the following areas for review:
  • Advisory service requirements and processes.
  • Identification of community needs.
  • Student achievement issues and options to seek improvements.
  • Integration of Gathering Strength - Education Reform into programs.
  • Funding framework.
  • Basic instructional requirements (e.g., teachers, aides, principals, specialists, paraprofessional, teaching and student materials and supplies).
  • Special education.
  • Language and cultural programs.
  • School size (and grades taught) and location.
  • Administration (e.g., directors, school committees, professional development).
  • Student transportation.
  • Provincial tuition agreements.
  • Education reporting requirements, options and opportunities to simplify.
  • Links with other programs and governments, including the provincial government's Native Education Policy Framework Review.
  • Other education and training related activities.
On June 18, 1998, the Mi'kmaq Education Act received Royal Assent and became law. This legislation transfers federal government legislative and administrative jurisdiction for education to nine Nova Scotia First Nations, and enables the Mi'kmaq to develop education systems and institutions to preserve and respect the values and traditions of Mi'kmaq culture. The federal government is actively involved in negotiating similar arrangements across the country.

Also in June 1998, the Minister of Canadian Heritage announced $20 million over 4 years in new funding to preserve, protect and teach Aboriginal languages. Funding will be allocated to support First Nations/Indian languages, Inuktitut dialects and Michif, a language unique to the Métis. This initiative is managed and delivered by Aboriginal organizations, and complements existing school-based Aboriginal languages programs by focusing on Aboriginal language instruction directly in communities.

Other federal education-related developments include:

  • Funds for the Aboriginal Head Start Program, designed to enhance Aboriginal child development and school readiness, was extended to First Nation communities with additional funding of $100 million over 4 years (or $25 million annually).
  • The Indian and Inuit Health Careers Program has experienced steady growth since four bursaries were awarded in 1984/1985. In 1997/1998, 77 bursaries and 50 scholarships were awarded to support training and development in the health fields. In 2000/2001, 98 bursaries and 46 scholarships were awarded.
Human Resources Development Canada

Human Resources Development Canada's (HRDC) five-year Aboriginal Human Resources Development Strategy, which came into effect April 1, 1999, integrates various programming including the labour market programming, youth programs, programs for First Nation, Métis and Inuit people living in urban areas, programs for persons with disabilities, and child care. Under this strategy, the federal government has established a private sector Aboriginal Human Resources Development Council to address labour market challenges including labour market access issues. In 1999/2000, HRDC's programming budget for Aboriginal people was $332.4 million.

Other Federal Initiatives

On-reserve and urban Aboriginal youth benefit from a variety of federal youth employment programs primarily sponsored by HRDC, INAC, Industry Canada, and Canadian Heritage:

  • The Aboriginal Youth Business Initiative is an on-going initiative of Aboriginal Business Canada and the Youth Entrepreneurs Micro-Credit Lending Program.
  • The First Nations and Inuit Youth Employment Strategy provides workforce training and experience for approximately 17,000 young people annually.
  • The Aboriginal Workforce Participation Initiative helps increase employment by working with employers on strategies to recruit, retain and promote Aboriginal people.
  • A network of urban multipurpose Aboriginal youth centres in major cities across Western Canada is being developed.
Training is an integral part of the work underway for the creation of Nunavut. In 1997, the federal government entered into an agreement with the Government of the Northwest Territories to provide $11.9 million for training to Inuit people to help them access employment opportunities generated by the creation of Nunavut in 1999.

The Cultural/Educational Centres Program provides financial assistance to First Nations, Tribal/District Councils and First Nation/Inuit non-profit corporations to preserve, develop, promote, and express their cultural heritage. The 1998/1999 budget of $8.2 million funded two national associations and 77 Indian/Inuit centres.

Provincial Jurisdictions

British Columbia

In British Columbia, education is funded and delivered through two separate ministries. British Columbia Advanced Education, Training and Technology is responsible for post-secondary education while British Columbia Education is responsible for Kindergarten to Grade 12 education. Both ministries have implemented specific initiatives to respond to the needs of First Nation, Métis and Inuit learners.

K-12 Education
British Columbia Education contributes to First Nation, Métis and Inuit education through school finance, the Aboriginal Education Program, and support for the ministry's Aboriginal Education Branch and Curriculum Branch.

The Aboriginal Education Branch is responsible for (1) ongoing communication with First Nation, Métis and Inuit education organizations, (2) research and data analysis, (3) policy development, and (4) implementation of Aboriginal culture and language programs in the classroom. The Branch also participates on the First Nations Education Steering Committee.

The Curriculum Branch is responsible for (1) ensuring that Aboriginal perspectives are included in all curricula, and (2) undertaking supporting activities such as reviewing resources for teachers and preserving First Peoples' languages and cultures through technology.

In 1999/2000, funding allocated under British Columbia's Aboriginal Education Program totaled $39.28 million. The funding supported a variety of activities including the delivery of Aboriginal language and culture programs by school districts, Aboriginal support service programs, and other initiatives with the written permission of the Aboriginal community served. Upon registration, parents can indicate their desire for their child/children to receive specific services such as those noted above. School districts are accountable to ensure that every funded student receives an enhanced program. In 1999/2000 over 43,000 students were funded to receive services, about $965 per student.

A Memorandum of Understanding was signed in February 1999 by, among others, Chief Nathan Matthew (Chiefs Action Committee), Honourable Paul Ramsey (Minister of British Columbia Education), Honourable Jane Stewart (Minister of INAC), and Kit Krieger (President of the British Columbia Teachers Federation), to work together to improve school success for Aboriginal learners in British Columbia. British Columbia Education indicated that one focus would be the use funding as a tool to improve Aboriginal learner success, and that the ministry would attempt to negotiate agreements with school boards and Aboriginal communities to link funding to student performance.

At the time, the Aboriginal Education Branch was asked to negotiate Improvement Agreements with up to 5 districts as a pilot project. The first Improvement Agreement was signed on June 28, 1999, by the Kamloops/Thompson First Nations Education Council, the Kamloops/Thompson School Board, and the Ministry of Education.

Advanced Education, Training and Technology
In 1990, the Report of the Provincial Advisory Committee on Post-Secondary Education for Native Learners was submitted to the Minister of Advanced Education, Training and Technology. This was followed by a presentation to the Premier's Advisory Committee on Native Affairs. The Report focused on the need for British Columbia to work together with First Nations to increase participation and completion rates of First Nations post-secondary students. Recommendations included:

  • Native student support services should be established in each public post-secondary institution.
  • Native institutions should be eligible for direct provincial funding.
  • Native languages should receive academic credit.
  • Community-based literacy programs should be delivered to native populations.
  • Systems of accountability should be established to monitor completion rates and fiscal allocations.
In 1995, British Columbia approved an Aboriginal Post-Secondary Education Policy Framework. Key strategies include (1) funding for new programs focused on priority labour market areas, (2) an Aboriginal Post-Secondary Bridging Program, (3) affiliation agreements between First Nations-based institutions and public post-secondary institutions, and (3) the establishment of accredited provincial indigenous-controlled institutions. In response to the last strategy, the Institute of Indigenous Government was designated as a provincial institute under the province's College and Institute Act in May 1995. Similarly, the Nicola Valley Institute of Technology was designated a provincial institute in September 1995. Currently, the ministry provides $1.45 million in base funding to the Institute of Indigenous Government and $2.94 million to the Nicola Valley Institute of Technology.

Most universities, colleges and institutes in British Columbia now include Aboriginal representation on Boards of Governors and employ an Aboriginal Education Coordinator to provide Aboriginal student support services. The ministry estimates the number of First Nations, Métis and Inuit students attending post-secondary institutions at between 6,000 and 9,000 students. This figure is based upon the percentage of students who self-declare their First Nation, Métis and Inuit ancestry upon enrolment.

A number of post-secondary institutions have included Aboriginal perspectives in selected regular courses, and offer targeted courses/programs for Aboriginal people. These programs include law, teacher training, adult education, First Nations Studies, health care and social services, trades, business, public administration, justice, and natural resources. Through base funding to post-secondary institutions, the provincial government provides about 185 programs designed for First Nation, Métis and Inuit learners, including support services for over 100 full time equivalent positions.

On September 5, 2000 British Columbia Advanced Education, Training and Technology Minister Graeme Bowbrick announced a $3.7 million special project fund to help post-secondary institutions promote relevant, high-quality educational projects, programs and activities for Aboriginal learners. Forty-three new projects at 21 institutions were identified. The fund has three main components:

  • $1.3 million for short-term programs that help institutions create new programs and courses to meet regional labour market and community development needs.
  • $1.6 million for 21 First Nations coordinators who provide on-campus support and services to Aboriginal students.
  • $428,000 to enhance services and other activities that focus on increasing enrolment and providing transition support for Aboriginal students.
Four special grants totaling $372,000 were approved to (1) support program development at Wilp Wilxo'oskwhl Nisga'a, (2) provide employment training at Burns Lake, (3) fund the Native Adult Instruction Diploma Program and, (4) produce a report on the outcomes for Aboriginal students.

Both the K-12 and post-secondary systems work closely to develop programs that assist Aboriginal students in making a successful transition from K-12 to post-secondary education and training.

Saskatchewan

In Saskatchewan, education is funded and delivered by two separate ministries. Saskatchewan Post-Secondary Education and Skills Training is responsible for post-secondary education while Saskatchewan Education is responsible for Kindergarten to Grade 12 education.

Saskatchewan is facing a significant growth in its Indian, Métis and non-Status Indian population. By 2016, Statistics Canada projects (in a medium growth scenario) that 17% of Saskatchewan's total population will be of Aboriginal ancestry. Statistics Canada also estimates that one quarter of all new labour market entrants in the province will be of Aboriginal ancestry.

Four studies have impacted Aboriginal education policies in Saskatchewan: (1) Indian Control of Indian Education (1972), (2) the 1978 Svenson Report, (3) the 1982-1984 Curriculum and Instruction Review, and (4) Education Equity: A Report on Indian/Native Education in Saskatchewan (1985, Saskatchewan Human Rights Commission).

The provincial government's response has resulted in:

  • A substantive change in the number of Aboriginal people entering the teaching profession as a result of Teacher Education Programs (TEPS).
  • Development of an Indian languages curriculum guide.
  • Ongoing provincial funding to First Nation and Métis-based post-secondary institutions.
  • A curriculum framework for all students that provides recognition and integration of Aboriginal knowledge, history and perspectives.
  • Programs of study in education at universities that include a prerequisite in Native Studies and a compulsory requirement in cross-cultural studies at the College of Education, University of Saskatchewan, and a compulsory requirement in cross-cultural studies in the elementary program in the Faculty of Education at the University of Regina.
  • Additional financial support for Community Schools where poverty is an issue, and where there is a high Aboriginal student population. Aboriginal students currently represent 55% of the students attending 26 Community Schools around the province. Community Schools focus on a holistic approach to increase the learner's chance of success including culturally affirming student centered programs, involvement of parents, integrated student support services, and community development.
  • A plan to achieve education equity in schools with 5% Aboriginal student populations.
  • Funding to schools to support stay-in-school initiatives.
  • A plan for the integration of school-linked services to enhance the changes of students who are considered at-risk in succeeding at school.
  • An Indian and Métis Education Development Program that provides school divisions with incentive grants to support Aboriginal students.
  • Development of an Aboriginal Education Indicators Program as a means of monitoring the school, the system's performance, identifying successes and shortcomings, and acquiring information for decision making.
  • Partnership agreements between various stakeholders in education including First Nations, municipal, provincial and federal governments, school jurisdictions, community organizations, business and industry.
K-12 Education
Since 1992, Saskatchewan Education has been involved in a cross-sectoral transformation process to meet the learning needs of children and youth at risk. Saskatchewan's Action Plan for Children provides a framework for partners to work together to focus and align their planning and services. In 1995, Saskatchewan Education adopted the Indian and Métis Education Policy for Kindergarten to Grade 12. In 1997, a policy framework for equity in education, Our Children, Our Communities and Our Future, was released by the Equity in Education Forum of which Saskatchewan Education was a member. These policy documents have formed the basis for action.

First Nations, Métis and Inuit people in Canada are seeking partnerships in the design and delivery of education programs and services, curriculum development, and governance issues. They also wish to participate in the development of legislation or regulations that impact Aboriginal peoples. Saskatchewan Education officials have been involved in a Treaty Governance Table on Education with the Federation of Saskatchewan Indian Nations and the federal government to achieve these goals.

Saskatchewan Education's Aboriginal Education Unit is responsible for addressing the needs of First Nations and Métis learners. The Aboriginal Education Unit provides consultation to groups and individuals interested in the development of Aboriginal education in the province for the benefit of all students. The Unit also provides advice and guidance on curriculum actualization and integration, alternate programming, effective delivery, and partnerships with Aboriginal peoples. The mandate and direction of this work are set in accordance with recommendations made by the Aboriginal Education Provincial Advisory Committee, which consists of:

  • Saskatchewan Teachers Federation
  • Saskatchewan School Trustees' Association
  • League of Educational Administrators, Directors and Superintendents
  • Saskatchewan Indian Federated College
  • Saskatchewan Indian Cultural Centre
  • Federation of Saskatchewan Indian Nations K-12 Education
  • Gabriel Dumont Institute of Native Studies and Applied Research
  • Saskatchewan Urban Native Teacher Education Program Northern Teacher Education
  • Indian Teacher Education Program
  • Community Schools Association University of Saskatchewan, College of Education
  • University of Regina, Faculty of Education
Post-Secondary Education and Skills Training

Saskatchewan Post-Secondary Education and Skills Training is responsible for apprenticeship, labour market training, and post-secondary institutions. In the last few years, the department has designed an equity policy framework for the training system. In addition, the Saskatchewan Training Strategy: Bridges to Employment is a key part of Saskatchewan's agenda to invest in people and help them access training to develop their skills.

Saskatchewan supports three post-secondary institutions that emphasize programming for First Nations, Métis and Inuit students: (1) the Gabriel Dumont Institute of Native Studies and Applied Research, (2) the Saskatchewan Indian Federated College, and (3) the Saskatchewan Indian Community College (also known as the Saskatchewan Indian Institute of Technologies).

The Saskatchewan Indian Federated College (SIFC) was established in 1976. The College is the educational arm of the Federation of Saskatchewan Indian Nations. SIFC is the only First Nations-controlled, university-level college in Canada. Degree and certificate programs are available at the University of Regina campus and at SIFC's downtown facility in Saskatoon and Prince Albert. SIFC is affiliated with the University of Regina and is fully accredited. It is also fully accredited by the Association of Universities and Colleges of Canada. While it is academically and physically a part of the University of Regina, SIFC hires its own faculty and staff and offers academic programs and personalized student services from a unique First Nations perspective. SIFC has a current enrollment of approximately 1,200 students and has graduated over 1,000 students, many of whom have gone on to post-graduate education. Except for a small provincial grant, SIFC is funded by the Department of Indian and Northern Affairs Canada, and through tuition fees.

The Gabriel Dumont Institute of Native Studies and Applied Research, established in 1980, is the educational arm of the Métis Society of Saskatchewan. The Institute offers decentralized training across the province in accredited and certified programs. The Institute is fully affiliated with the Saskatchewan Institute of Applied Science and Technology and with the University of Saskatchewan for teacher training and other programs. Funding is provided by the province and through courses purchased by the Department of Human Resources Development Canada.

The Saskatchewan Indian Community College/Saskatchewan Indian Institute of Technologies delivers vocational training to Status Indians. It is an educational institution of the Federation of Saskatchewan Indian Nations. Programs are offered through satellite training centres in communities throughout the province and are geared to the economic activities of First Nations in each district.

Teacher Education Programs (TEP) Saskatchewan's Teacher Education Programs are designed to attract and meet the needs of First Nation, Métis and Inuit Teachers. Saskatchewan Post-Secondary Education and Skills Training funds three of these programs. The fourth program is offered through SIFC.

  • In 1973, the Indian Teacher Education Program (ITEP) came into existence at the College of Education, University of Saskatchewan. It is the second such program of its kind in Canada. It receives funding, on a year-to-year basis from the federal government. Each year the program takes in 75 students. Over the past 27 years it has developed from a two-year teaching certificate program to a four year Bachelor of Education program with over 700 graduates.
  • The Northern Teacher Education Program (NORTEP) was established in 1976. It is a four-year, off-campus program that leads to a Bachelor of Education Degree for northern residents. NORTEP is operated by a legally incorporated council with assistance from the University of Saskatchewan and the University of Regina.
  • The Saskatchewan Urban Native Teacher Education Program (SUNTEP) was established in 1980 and is a four-year teacher education program designed for Métis and Non-Status Indian students interested in obtaining a Bachelor of Education degree. The program is administered through a cooperative agreement with the Gabriel Dumont Institute of Native Studies and Applied Research and the Universities of Regina and Saskatchewan. Campuses are located in Regina, Prince Albert and Saskatoon.
Over 1,300 teachers have graduated from these programs over the past 27 years. About 67% of the Aboriginal teachers currently working in Saskatchewan's public schools graduated from one of these programs. About 33% have graduated from the regular education program at university. Since 1989 the number of Aboriginal teachers in Saskatchewan school divisions has increased from 170 to about 330. A number of TEP graduates have pursued post-graduate degrees and have become principals, superintendents and decision makers within various government departments and agencies.

Aboriginal Employment Development Program
In 1998, the Saskatchewan throne speech identified the need to build upon the existing Aboriginal Employment Development Program. An emphasis has been placed on supporting Aboriginal participation in key economic sectors (i.e. forestry, mining, agri-value and tourism) through Aboriginal-owned business ventures and partnerships between Aboriginal and non-Aboriginal businesses. A commitment has also been made to develop sectoral job training initiatives to prepare Aboriginal peoples to enter the workforce.

School-to-Work Transition Program

School-to-Work Transition Partnerships between the Federation of Saskatchewan Indian Nations, HRDC, the Meadow Lake Tribal Council, Touchwood File Hills Qu'Appelle Tribal Council and school officials of Regina, Buffalo River, and Waterhen have enabled the delivery of school-to-work programs in communities for secondary students. This program enables students to complete high school and acquire knowledge and skills necessary for entry into the workforce or post-secondary institutions.

Manitoba

In Manitoba, K-12 and post-secondary education is administered through a single ministry, Manitoba Education and Training. The Native Education Directorate provides leadership and coordination for departmental initiatives on Aboriginal education, and is focused on issues such as curriculum development and cross-cultural education/anti-racist programming. The Directorate is working with northern school divisions to facilitate professional development with $4.2 million in school development grant funding. The Directorate works with Aboriginal organizations, government agencies, administrators, teachers, parents, and students. The Directorate is currently developing an Aboriginal Education and Training Strategy.

First Nations, Métis and Inuit people represent approximately 12% of Manitoba's total population, the highest proportion among the provinces. Of the 244,000 children in Manitoba public schools, 45,000 or 18% are of Aboriginal descent.

In its 1998 throne speech, the provincial government indicated that the needs of Aboriginal youth would be addressed through partnerships with the Aboriginal community, other governments, and the private sector. The provincial government also announced that it would work with Aboriginal communities to:

  • Increase the graduation rates of Aboriginal students.
  • Increase the participation rate of Aboriginal students in training.
  • Increase the overall labour market participation of Aboriginals.
  • Ensure the Aboriginal perspective is incorporated into curricula and programming.
Apprenticeship Initiatives
Manitoba is working to expand apprenticeship programming across the province. The total number of apprentices in Manitoba has doubled over the past five years. A new Apprenticeship and Trades Qualifications Act was proclaimed in May 1999 giving industry greater decision making powers. Manitoba Education and Training estimates that of the 4,400 apprentices currently being trained in Manitoba, approximately 11% are of Aboriginal ancestry.

Most Aboriginal apprentices are now in the construction trades. Manitoba seeks to broaden the participation of Aboriginal people into a variety of trades. In 1999, Manitoba Education and Training signed the Apprenticeship and Training Agreement with the Assembly of Manitoba Chiefs to provide the Assembly with $102,200 to promote and increase Aboriginal participation and employment opportunities in apprenticeship and trades training.

The Council on Post-Secondary Education
The Council on Post-Secondary Education (COPSE) was formed on April 1, 1997 to manage colleges and universities under one organization. The Council is responsible for the transfer of provincial resources to each post-secondary institution ($300 million per year), program approval through the Secretariat, and transfer arrangements between colleges and universities. The Council is comprised of 11 members. Currently, the chair of the Council and one other member are of Aboriginal ancestry. One of the stated goals of the Council is to develop programs to meet the learning needs of Aboriginal learners.

The post-secondary system in Manitoba includes four publicly funded universities: (1) University of Manitoba, (2) University of Winnipeg, (3) Brandon University, and (4) College Universitaire de Saint Boniface. There are also four publicly funded community colleges: (1) Red River College, (2) Assiniboine Community College, (3) Keewatin Community College, and (4) Ecole Technique et Professionale. In addition, proposals are currently being developed for the establishment of a University College of the North that would have a specific focus on the Aboriginal community. Yellowquill College, currently a small college managed by the Dakota Ojibway Tribal Council, is developing a proposal to become an Aboriginal university college in southern Manitoba.

Post-Secondary Initiatives for First Nation, Métis and Inuit People
For the past 25 years, Manitoba has operated Access programs. Under Access programs, Manitoba provides funds to institutions to develop specialized programs to meet the needs of under-represented groups. Current funding for these programs is $5 million annually. As well, financial assistance is provided to those Access students who meet the program's eligibility criteria. Access programs for Aboriginal learners have been developed in social work, nursing, engineering, medicine, and teacher training. Access programs are designed to provide academic and personal support to students to help them successfully complete their programs and be gainfully employed.

Two of the most successful programs funded through Access are the (1) Brandon University Northern Teacher Education Program (BUNTEP) and (2) the Program for the Education of Native Teachers (PENT) delivered by Brandon University. These programs offer individuals from northern Manitoba communities an alternative to traditional campus-based teacher training. Since 1974, over 1,200 individuals have graduated from BUNTEP and PENT. The majority are now classroom teachers or school administrators while others work as Chiefs of First Nations, Superintendents of Education, counselors, or employees of the Department of Education or Aboriginal organizations.

BUNTEP is designed to eliminate the financial and social hardships associated with long-term resettlement to a university campus by offering the program in a student's community. A student participating in the program is typically 30 to 35 years of age, a single parent, and has been out of school for an extended period of time. Students work toward the Brandon University 5-year concurrent program (B.G.S./B.Ed.) or an undergraduate degree in Arts, Science or General Studies and a B.Ed after-degree. Communities are actively involved in the program in a number of ways including choosing the applicants, providing a facility to house the program, and providing accommodation for traveling professors. Since the program's inception, 25 northern communities have participated in BUNTEP. The program is currently operating in 8 communities.

PENT is also a community-based teacher education program. PENT's student profile is similar to BUNTEP students. PENT students combine paraprofessional work in their community schools from September to April with courses at Brandon University from May to July. Student teaching is carried out during the school year in conjunction with paraprofessional work. Students may also enroll in distance delivery courses during the winter. The extensive internship is the most significant aspect of the program and makes it unique among all teacher education programs in Canada. Graduating teachers will spend approximately 50 months in schools before receiving their certification. PENT programs are also now being delivered to some communities in northern Ontario.

Post-secondary institutions in Manitoba have also developed other programs (not funded by Access) to meet the needs of Aboriginal students. Red River, Assiniboine and Keewatin all offer programming in First Nation communities. Red River College also has an Aboriginal Education Division providing specialized programming and supports to Aboriginal students. Assiniboine and Keewatin have redeveloped some programs to have an Aboriginal education focus. Similarly, universities such as Brandon University are responding to meet the needs of Aboriginal students. About 40% of the student body at Brandon University is Aboriginal.

Manitoba currently supports one Aboriginal-based private vocational school. Anokiiwin Training Institute is a full service Aboriginal-owned training institute and a Microsoft Certified Solutions Provider. Course offerings include computer courses, diploma courses, and community based training.

Labour Market Arrangements
Manitoba has entered into a number of cooperative labour market arrangements with the federal government:

  • Partners for Careers is a joint initiative between the Manitoba Government (Manitoba Education and Training, Manitoba Aboriginal Affairs, and the Aboriginal Affairs Secretariat) and Human Resources Development Canada (HRDC). In 1997, the province and the federal government announced this joint, 3-year $1.4 million project in order to match Aboriginal high school, college and university graduates with entry level career positions. To date, the program has placed over 50% of the 1,000 plus graduates. The initiative is a placement service run for and by Aboriginal professionals, and operates as a business. The Winnipeg delivery agent is the Centre for First Nation, Métis and Inuit Human Resource Development. The rural delivery agent is the Canadian Council for First Nation, Métis and Inuit Business. The success of the program has been attributed to the delivery agent's visibility within the community, and its record of support for the Aboriginal community. In 1999/2000, the Manitoba Government provided an additional $100,000 to the program.
  • The Aboriginal Council of Winnipeg was established in 1990. The Council's mandate is to represent the interests of all First Nation, Métis and Inuit people living in an urban setting. A single window delivery approach provides a wide range of services to meet the needs of First Nation and Métis individuals. The Council is funded through a tripartite agreement between the Council, the Manitoba Government, and the federal government.
  • The Urban Aboriginal Funding Working Group was established in 1997. As part of the 1997 Labour Market Development Agreement between the federal government and the Manitoba government, the Department of Human Resources Development Canada (HRDC) committed an additional $15 million over 3 years for employability improvement measures for Aboriginal residents of Winnipeg. HRDC and Manitoba Education and Training invited the Assembly of Manitoba Chiefs, the Manitoba Métis Federation, and the Aboriginal Council of Winnipeg to appoint representatives to ensure community input into decision-making.
Ontario

Education programs in Ontario are funded and delivered by two separate ministries. Ontario Education is responsible for Kindergarten to Grade 12 education, and Ontario Training, Colleges and Universities is responsible for post-secondary education. Neither ministry has a branch structure solely devoted to Aboriginal education matters.

In March 1996, the Ontario Government released an Aboriginal Policy Framework. The Framework was designed to ensure that provincial policies, programs and services for Aboriginal people would support self-reliance by helping to create opportunities for employment and economic development.

In July 1998, the Ontario Government announced a new strategy, Building Aboriginal Economies, as part of a commitment to implement the 1996 Aboriginal Policy Framework. Four key strategies were identified: (1) increasing Aboriginal partnerships with the corporate sector, (2) removing barriers to economic development, (3) improving access, and (4) creating opportunities. The Ontario Government continues to promote Aboriginal partnerships with the corporate sector through Working Partnerships, a 5-year $11.8 million program. The Ontario Government addresses barriers to economic development by focusing on education, skills and capacity development issues. For example, as part of an effort to help Aboriginal students complete their post-secondary education, the Ontario Government has continued to provide $6 million in annual funding to post-secondary institutions. The Ministry of Education and Training has also maintained other programs for Aboriginal people and youth including:

  • First Nation, Métis and Inuit apprenticeship programs that combine on-the-job training with classroom learning. The programs are adapted to meet the specific needs of Aboriginal communities.
  • The Job Connect program that provides career information and referral, employment preparation, and on-the-job training.
  • Support for literacy and basic skills training delivered through 29 Aboriginal agencies in consultation with Aboriginal literacy organizations.
K-12 Education
Ontario developed new secondary curriculum that was initially introduced in schools in September 1999, and was to be implemented on a yearly basis until September 2002. Included in this curriculum development are 10 courses in Native Studies and 5 courses in Native Languages. Four Native-specific courses can be counted toward the 30 courses required to earn the Ontario Secondary School Diploma. The Grade 9 course explores First Nation, Métis and Inuit cultures through art, and can be substituted for the compulsory Arts course. The Grade 11 Native Studies course, English: Contemporary Aboriginal Voices, can be substituted for the compulsory Grade 11 English course. Any Native Studies course can be used as an additional course in Canadian and World Studies. The Grade 9 Native Language course can be substituted for the compulsory Grade 9 French course.

With the new student-focussed funding to school boards, the ministry provides a Learning Opportunities Grant to every board to support students who, because of a variety of socio-economic and cultural factors, require special assistance to succeed. Allocations to school boards are determined by a formula that factors in the proportion of immigrant families, the Aboriginal off-reserve population, a parent's level of education, and certain socio-economic indicators within a board's jurisdiction. During 2000/2001, the Toronto District School Board received $54,500,508 and the Keewatin-Patricia District School Board received $874,224 to provide programs of literacy and numeracy services to address the needs of students in any of the categories mentioned.

In 1997, the Ontario Government established the Education Improvement Commission (EIC) to oversee the transition of the new system of education governance in Ontario (the number of school boards was reduced to 72). In a January 2000 report, the EIC indicated that school boards involved in educating Native students had positive relationships and innovative partnerships with First Nation education authorities but increases in learner success were still necessary. The EIC called for adjustments to the funding formula, particularly where the costs of education were not covered by a tuition agreement.

Ontario legislation currently allows for Native representation on school boards, school councils (every school has a school council), the special education advisory committee of school boards, and the Minister's Advisory Committee on Special Education.

Post-Secondary Education
In 1988 the Ministry of Colleges and Universities identified the need to develop a strategy that would increase the number of Aboriginal students attending and graduating from Ontario's colleges and universities. A Native Advisory Committee with representation from all Ontario First Nations and Métis organizations was established to oversee the development of a strategy. The Advisory Committee submitted its final report to the ministry in January 1991 recommending that:

  • A Native Education Council should be established to advise the Minister in all aspects of native post-secondary education.
  • A Proposal Review Committee should be established to review and select institutional proposals for funding.
  • Support services should be provided to students.
  • Community involvement should be increased.
  • Access to post-secondary institutions should be improved.
  • Native Teacher Education programs should be supported.
In 1991/1992, the strategy was approved. A 7-year program with $3.1 million in initial funding and an evaluation requirement after 4 years was established. With the program's success in increasing access to post-secondary opportunities for Aboriginal students, a commitment was made in 1999/2000 to continue funding at $6 million per year. Each institution interested in participating in the program must establish an Aboriginal Council on campus. Institutions are requested to identify in a proposal the total number of students attending the institution, the number of Aboriginal faculty and counselors on staff, the specialized services offered to First Nations, Métis and Inuit students, and the type of Aboriginal-specific programs offered.

International

United States

K-12 Education

In the United States the population of American Indians and Alaska Natives grew by about 16% to 2.3 million people during 1990/1999. The growth of Asian and Pacific Islander populations and Hispanics was even higher over the same time period, approximately 43% and 38% respectively.

In 1999, the Department of Education estimated that there were 405,400 Indian students attending public schools and 43,100 students attending Bureau of Indian Affairs schools. (The Bureau of Indian Affairs funds schools on reserve lands.) In total, these students represent 1% of all American schoolchildren. The 1999 budget request for about 12% of the American Indian K-12 population was $486.8 million.

American Indian school children have not experienced the same degree of learner success as other students. In many schools, Indian students miss an average of almost one-day of school a week. At the national level, at least one in three Indian children leaves high school before obtaining a diploma. This number represents a dropout rate that is almost four times that of other Americans, and is the highest rate of any minority group. Achievement of Indian students falls below national averages. According to the 1994 National Assessment of Educational Progress, 48% of American Indian 4th grade students and 63% of 8th grade students scored "at or above basic" on the reading assessment compared to 60% for all 4th grade students and 70% for all 8th grade students. In 1995, Indian students were 60 points behind all students on the Scholastic Aptitude Test (SAT).

There have been some improvements in Indian education since 1969, the year a congressional investigation labeled Indian education in America as a national tragedy. In the past three decades, new federal programs have helped incorporate more Indian cultural activities into the lives of Indian youths, and more Indian educators into schools. The educational level of Indians has improved, and the numbers attending college have doubled. However, Indian children's K-12 performance has improved little. The improvements in educational attainment have primarily come from participation in General Education Development programs, adult-education classes, and a system of Tribal Colleges.

In 1998, President Clinton established an Interagency Task Force on American Indian and Alaska Native Education to:

  • Improve reading and mathematics.
  • Increase high school completion and post-secondary attendance rates.
  • Reduce the influence of long-standing factors that impede educational performance, such as poverty and substance abuse.
  • Create a strong, safe and drug-free school environment.
  • Expand the use of educational technology.
The Task Force was given a two-year mandate to:
  • Ensure that each participating agency on the Task Force consult with tribal governments on education-related needs and priorities.
  • Develop a long-term comprehensive Federal Indian education policy. The policy would be designed to improve Federal interagency cooperation, promote intergovernmental collaboration, and assist tribal governments with meeting the education needs of their children (e.g. preservation, revitalization, and use of native languages and cultural traditions).
  • Consider ideas in the Comprehensive Federal Indian Education Policy Statement proposal (developed by the National Indian Education Association and the National Congress of American Indians) in creating the Federal Indian education policy.
  • Develop recommendations to implement the policy (e.g. ideas for future interagency action).
Working with the Task Force, the Department of Education committed to:
  • Develop, publish and distribute a guide that describes programs and resources, and how American Indian and Alaska Native students can benefit.
  • Develop and implement a comprehensive Federal research agenda to: (1) establish baseline data on academic achievement and retention of American Indian and Alaska Native students in order to monitor improvements, (2) evaluate promising practices used with those students, and (3) evaluate the role of native languages and culture in the development of educational strategies.
  • Establish Regional Partnership Forums to identify promising practices and approaches on how to share information, provide assistance to schools, develop partnerships, and coordinate intergovernmental strategies supportive of the goals of the Executive Order.
  • Establish school pilot sites: (1) identify a reasonable number of schools (both public schools and those funded by the Bureau of Indian Affairs) that could serve as a model for schools with American Indian and Alaska Native students, and (2) provide the schools with comprehensive technical assistance in support of the goals of the Executive Order.
Funding for Indian Education has increased over the past 2 years. The 2001 budget request for Department of Education Programs that serve Indians was $115.6 million, an increase of $38.5 million above the 2000 request. The funding request was to undertake the following:
  • $92.8 million for Formula Grants to local educational agencies. (A $30.8 million or 50% increase over the 2000 level.)
  • $2.4 million for Demonstration Grants to promote school readiness for pre-school children and enhancement of language development.
  • $2.6 million for Professional Development Grants to help provide training and support for Indian students pursuing degrees in education and other fields.
  • $10 million for an American Indian Teacher Corps to train Indian college students to become teachers.
  • $5 million for an American Indian Administrator Corps to support Indians to become school administrators.
  • $2.8 million for research, evaluation and data collection activities.
Funding is also available from other budgets to support programs that benefit Indian students (e.g., Class Size Reduction, Safe and Drug Free Schools, School to Work, Special Education, and programs for children with disabilities).

Post-Secondary Education
In 1968, Dinè College on the Navajo Nation in northeastern Arizona became the first tribal college in the United States. The number of tribal colleges has increased from 7 institutions in 1972 (the founding institutions of the American Indian Higher Education Consortium) to 30 institutions today. Most of these institutions are located on isolated Indian reservations and are chartered by one or more Indian tribes. Every tribal college in the United States is accredited, or is a candidate for accreditation, by a national accrediting board. Although tribal colleges predominately serve American Indian students, they generally have an "open door" admission policy. Tribal colleges serve more than 26,500 full-time and part-time students a year. The full-time student enrollment ranges from 150 at the smallest schools to more than 2,000 students at the larger institutions. On average, 75% to 85% of tribal college graduates pursue further studies or become employed in the local community. A Tribal College student is typically (1) a part-time student, similar to a majority of community college students, (2) about 27 years of age, (3) a single mother of young children, (4) is dependent on welfare or an extended family for support, and (5) is in need of basic remediation Over the past few years, the average age of a Tribal College student has decreased from 30 years to 27 years. Many young people now enroll in tribal college directly from high school. At each college, core curriculum is centered on indigenous language and culture, and local economic needs. For example, the focus in the northwest is on the fishing industry while the focus in the Great Lakes region and Montana is forestry. All colleges offer basic education, business, and native language courses, and many offer courses in health professions and entrepreneurship. The Tribal Colleges primarily offer 2-year certificates, and degrees. Six colleges offer 4-year degrees and two offer graduate degrees. Originally, Tribal Colleges were intended to be "bridges" to post-secondary education but are now evolving into full-program institutions of higher education. All the institutions have articulation agreements with mainstream institutions. Tribal colleges with 4-year baccalaureate degree programs are:

  • Salish Kootenai College (Montana).
  • Dinè College (Arizona).
  • Oglala Lakota College (South Dakota).
  • Sitting Bull College (North Dakota).
  • Haskell Indian Nations University (Kansas).
  • Sinte Gleska University (South Dakota).
Over the years, four types of tribal colleges have emerged in the United States:
  • Twenty-five Tribal Colleges are "Tribally Controlled Community Colleges" created and charted by a federally recognized Indian tribe. Because of the federal trust responsibility to Indian tribes, and because these institutions are located on Indian reservations, core operating funds are provided (at one half of the authorized amount) through the Department of Interior under the Tribally Controlled Community College Assistance Act.
  • Two are "Tribally Controlled Vocational Technical Institutions" chartered by one or more federally recognized Indian tribes and funded under the Carl D. Perkins Vocational and Applied Technology Act.
  • Two are owned and operated by the Bureau of Indian Affairs.
  • One is Congressional chartered and governed by a presidentially appointed board of trustees.
In 1996, a White House initiative on Tribal Colleges and Universities was established to address the following issues:
  • Recognition and Participation - to ensure that Tribal colleges are fully recognized as accredited institutions and that they have access to opportunities afforded to other higher education institutions.
  • Resource Streams - to ensure that federal resources are committed to tribal colleges and that mechanisms are established for increasing access by tribal colleges to federal resources.
  • Educational Opportunity - to promote access to high-quality educational opportunities for economically disadvantaged students.
  • Native Language and Culture - to promote preservation and revitalization of native languages and cultures.
  • Linkages in the Education System - to encourage innovative linkages between the tribal colleges, early childhood programs and elementary and high schools.
  • National Education Goals - to support the national education goals.
To achieve these goals, a 3-part strategy was developed:
  • A Presidential Advisory Board on Tribal Colleges and Universities, consisting of 15 national leaders from tribal colleges, the private sector, foundations and the education community, was established.
  • An Office of the White House Initiative on Tribal Colleges and Universities was established. This Office is responsible for coordinating the federal and private sector resources available to tribal colleges, advocacy, fostering public/private partnerships, and coordination of the overall implementation of the Executive Order.
  • A federal 5-year strategic plan for implementation was created.
The President's 1999 fiscal year request for Tribally Controlled Colleges was $35.4 million, an increase of $5.5 million from the 1998 fiscal year. The United States government also funds a program to strengthen the capacity of the Tribal Colleges ($9.0 million in the 2000 fiscal year) and a program to strengthen Alaska Native and Native Hawaiian institutions ($5 million in the 2000 fiscal year). About $29 million was requested for undergraduate scholarships. The Bureau of Indian Affairs funds two post-secondary vocational institutions ($16 million): (1) The Institute for American Indian Arts ($4.25 million), and (2) the United Tribes Technical College ($2.5 million). The Bureau also provides funding ($2.7 million) for adult Indians to obtain their General Education Development degree.
New Zealand

In 1997, Maori students represented 20% of all students attending New Zealand schools. This proportion is higher in primary schools (22%) than secondary schools (16%). While Maori make up 20% of the school-age population, 9% of primary and 7% of secondary teaching professionals are Maori.

In 1998, New Zealand's Ministry of Education conducted a Census of all state schoolteachers. A decision was made to update this database regularly to improve the monitoring of the ethnic representation of the school teaching service, and to allow for an analysis of teacher turnover and loss rates by ethnicity. The ministry continues to place a high priority on attracting Maori people into teaching, especially into Maori-immersion teaching. Despite increased enrolments, the number of teachers available to deliver the full curriculum in the Maori language is limited. It is estimated that 200 to 400 new Maori teachers will be required every year from 1997 to 2001 to meet the expected 7% growth in demand for Maori-based education.

Maori Education Strategy
In August 1997, the Ministry of Education and the Ministry of Maori Development initiated a more strategic approach for improving education for Maori, and to improve the benefits Maori receive from the government's investment in education. The two ministries organized a broad consultation process to address the following issues:

  • Educational disparities between Maori and non-Maori students.
  • Effectiveness of the government's investment in education.
  • Responsiveness of the education system to Maori needs.
In November 1997, a discussion paper Making Education Work for Maori was released. This was followed by 25 regional discussions across the country. A series of less formal meetings were also held. The ministry received about 400 written submissions. Five broad and interrelated themes emerged from the consultation process:
  • Maori need more input into education.
  • Schools and the education system should be more accountable.
  • Schools and the education system should be more responsive to Maori needs and aspirations.
  • Changes should be made in attitudes and expectations for the achievement of Maori children.
  • Maori language should be reintroduced and preserved within the school system.
  • Better information and communication should be available.
The New Zealand Government responded with the Maori Education Strategy. The strategy principles are:
  • Quality education is fundamental to the social and economic development of Maori.
  • The Maori language is integral to the development of Maori education.
  • Maori having more authority and responsibility in education is an integral part of improving educational achievement.
  • Education policy makers and service providers are accountable to the community for the quality of the educational system.
  • Parental involvement can contribute in a significant way to success in education.
  • Maori education policy must be integrated into the wider strategic framework for Maori social and economic development.
Policy initiatives stemming from the strategy include:
  • Improve the educational performance of Maori students in all mainstream schools (i.e., schools that are not Maori based). The Government has approved changing the National Education Guidelines to require schools to develop plans and programs to address the educational needs of Maori students. School plans would need to demonstrate how schools will address the educational disparities between Maori and non-Maori students.
  • Provide practical assistance to teachers and Boards of mainstream schools on how they can address the educational needs of Maori students. The New Zealand Government has agreed to provide additional resources to allow schools to train principals and teachers to develop practical, realistic plans and programs to meet the change to the National Education Guidelines.
  • Empower more Maori communities to participate in the education of their students. The New Zealand Government has agreed to contract school and community liaison people to help schools, Maori parents, and Maori communities build closer relationships. The Government has also approved a communications strategy to help inform Maori parents about their role in their children's education.
  • Enhance traditional Maori education. The New Zealand Government is committed to examining partnership arrangements between Maori communities and schools at a governance level. Projects aimed at improving governance of schools in Maori communities may result in the establishment of Maori education authorities.
1999/2000 Strategies
  1. Continued support for Maori language initiatives in education:
    • Provide adequate numbers of appropriately skilled teachers with both language and pedagogy skills to support all forms of language education from basic Maori through to full immersion.
    • Provide adequate numbers of quality Maori medium teaching and learning materials.
    • Improve the quality of provision in Maori medium programs across all sectors, especially the primary and secondary level.
    • Implement a more robust and transparent process for setting-up Maori based education to ensure they are educationally viable.
    • Develop Maori language assessment measures for schools.
  2. Continued support for Maori in early childhood and parent education:
    • Develop a resource framework that encourages increased quality of early childhood provision.
    • Review the overall regulatory approach to early childhood education.
    • Encourage more Maori parents into parent education programs.
    • Maintain effective relationships with those groups working in Maori early childhood and parent education.
  3. Continued support for Maori in schools:
    • Develop an information framework and performance indicators to assess overall student and provider performance.
    • Strengthen the ability of parents and students to make better-informed decisions to assess the best educational outcomes for Maori.
    • Increase the ability of parents to interact with schools and teachers to judge their children's achievement.
    • Improve the quality and quantity of information to Maori about their schools' effectiveness in raising student achievement.
    • Develop school improvement initiatives and the strengthening of partnerships between schools and Maori communities.
  4. Support links between Maori and education providers:
    • Develop local policies to enable Maori communities to make more effective use of scarce management and governance resources by facilitating more co-operative arrangements.
    • Encourage more effective engagement between education providers and Maori especially in the schools sector through school support projects.
    • Develop and implement school support and school improvement initiatives with a particular emphasis on strengthening partnerships between schools, the community, and the ministry.
    • Broaden the network of key Maori education stakeholders.
    • Provide guidelines to schools on responding to Maori needs.
  5. Continued support for Maori in teaching:
    • Support the recruitment of talented Maori into teaching.
    • Improve workload situations for Maori teachers, especially in secondary schools.
    • Provide professional development programs for teachers in Maori medium education, and support secondary teachers of Maori to deliver programs across the curriculum.
    • Develop a national strategy to provide leadership to schools in the use of information technology to support delivery of the curriculum.
  6. Continued support for Maori in tertiary education:
    • Strengthen the accountability of providers to students.
    • Improve the monitoring of Maori participation in tertiary education and training.
    • Increase the number of Maori in teacher training programs.
    • Maintain and continue to develop effective external relationships with Maori organizations and groups with an interest in tertiary education.
    • Continue to work with the key education agencies involved in the provision of services to tertiary education.
  7. Increase the ministry's responsiveness to Maori needs:
    • Raise the quality of policy advice on Maori education issues.
    • Implement guiding principles for consulting and communicating with Maori.
    • Implement a set of principles of best practice to assist schools in consulting and engaging with Maori.
    • Raise the understanding and awareness of Maori education issues within the ministry.
  8. Continued support for Maori Education Research:
    • Implement protocols for assessing implications for Maori in all research proposals and for the dissemination of research findings to Maori.
    • Implement a more robust Maori education research program to establish research priorities in specific areas of Maori education.
  9. Encourage Maori education innovation and initiative:
    • Encourage local solutions to local needs.
    • Promote urban Maori involvement in education innovation and initiative.
    • Strengthen effective external relations with groups and organizations involved in local education initiatives.
    • Work closely with organizations and groups actively involved in the provision of education and other related services.
  10. Support efforts for more Maori authority and responsibility in education:
    • Maintain effective and open working relationships with Te Kohanga Reo National Trust, Te Runanganui o Nga Kura Kaupapa Maori o Aotearoa and Te Tauihu o Nga Wananga.
    • Strengthen effective external relationships with other stakeholders in Maori education.
    • Work closely with Maori-based organizations, initially exploring more authority in the control and delivery of education to Maori.
Examples of Some 1999/2000 Maori-Specific Policy Initiatives and Budgets:

Early Childhood Special Education. $3.1 million over 3 years to provide professional development for special educators and early childhood service providers, and to undertake a pilot program to help identify and assist Maori children with special education needs who are not receiving assistance.

Anau Ako Pasifika/Awhina Maatua. $523,000 over 3 years to purchase 120 new places in parenting programs with emphasis on heritage language use and early intervention for families.

Professional Development for Maori Teacher Training Providers. $284,000 in 1999 to increase the quality of staff providing training to Maori teachers.

Maori Language Education Plan. Approximately $6.5 million over 3 years to increase the development, publication, and supply of Maori language teaching and learning materials.

Maori Language Proficiency Professional Development for Early Childhood Teachers. Approximately $1.6 million over 3 years to purchase Maori language professional development programs for Maori medium (K-6) and early childhood teachers.

Maori Enhanced Targeted Individual Entitlement. Approximately $3.4 million over 3 years to provide financial assistance to low-income Maori families so they can exercise choice.

Maori Education Strategy. Approximately $12.7 million over 3 years for a communication campaign to provide information to Maori communities, and about $4.9 million over 3 years to establish an implementation team to examine accountability, management, and governance arrangements for Maori schools.

Alternative Education Program. An additional $22 million over 3 years for the Alternative Education Program that funds delivery of education to at-risk young people, including Maori youth, who are not enrolled in school and are alienated from regular school environments.

Strengthening Families. Approximately $41 million over 3 years to the Strengthening Families initiatives to provide intensive home-based support for families, including Maori families, in difficult circumstances with new born babies.