FNMI Policy Framework

Background

In Section 35 of the Constitution Act, 1982, Aboriginal Peoples of Canada are identified as "Indian, Inuit and Metis peoples of Canada." There are 46 First Nations in Alberta with many different cultures and languages. Traditions and protocols vary from community to community. Approximately 117,470 people in Alberta identified themselves as North American Indian in the 1996 Canada Census.

In 1984, the Committee on Tolerance and Understanding released a discussion paper, referred to as the Ghitter Report, on Native education in Alberta. The Committee noted that while a majority of Aboriginal children attended provincial schools, the provision of education services for these children was problematic because of the fragmentation of responsibility and coordination among Native communities, the provincial government, and the federal government. The Ghitter Report contained a number of key recommendations for Alberta's Ministry of Education. The Ministry responded by establishing the Native Education Project team to develop a Native Education Policy to serve as the foundation for improving the delivery of quality education to Aboriginal learners in Alberta.

Education is a very serious topic to First Nations peoples because it is a beacon of hope to many who want to improve their lives and obtain employment to raise their families and help their communities. (Treaty 8 Member)On March 25, 1987, the Minister of Education introduced the following Policy Statement on Native Education in Alberta to the Alberta Legislative Assembly: "Alberta Education supports education programs and services which provide enhanced opportunities for all Alberta students to develop an understanding and appreciation of Native histories, cultures and lifestyles. These programs and services also provide opportunities for Native people to help guide and shape the education their children receive."

Over the years, many worthwhile initiatives have resulted from the policy statement including the hiring of Aboriginal staff, the publication of Aboriginal learning resources, the development of Cree and Blackfoot languages curricula and resources, the development of cultural awareness projects, support for Aboriginal teacher education programs, and the establishment of Aboriginal parent committees (Appendix A).

While successes were achieved through the 1987 policy, Alberta Learning seeks to ensure that all policy directions remain relevant to the educational needs of today's Aboriginal learners.

The Need for the Review

In the spring of 1999, a review of the 1987 Native Education Policy in Alberta was initiated.

The Native Education Policy Review is part of Alberta Learning's commitment to enhance educational opportunities for Aboriginal learners in the province, and to develop an ongoing dialogue with Aboriginal communities and other education stakeholders.

The Review is also part of Alberta Learning's commitment to the Government of Alberta's Aboriginal Policy Framework. In September 2000, the Government of Alberta released: Strengthening Relationships: The Government of Alberta's Aboriginal Policy Framework.It is time for government, in partnership with school jurisdictions and Aboriginal people, to place a high priority on the education of First Nations and Métis students. (Treaty 6 Tribal Chiefs Institute)
The Framework seeks to enhance opportunities, including educational opportunities, for all Aboriginal peoples in the province. Through the Framework, the Government of Alberta is committed to working with Aboriginal people, federal and municipal governments, industry and other interested parties to (1) improve individual and community well-being and self-reliance, and (2) clarify federal, provincial and Aboriginal roles and responsibilities.

While all governments including First Nations, Métis, federal and provincial governments have undertaken initiatives over the last 10 to 15 years to increase the educational successes of Aboriginal people, significant improvements in educational attainment, labour market participation, and income levels can still be made. Current demographic trends underscore the urgency of addressing this need (Appendix B).

Principles

The Native Education Policy Review was carried out according to principles adopted from the Alberta Government's Strengthening Relationships: The Government of Alberta's Aboriginal Policy Framework (Appendix C).

They also need to know that we have special status in Canada as First Nations and Treaty Indians with specific rights that were attained through treaties. (Treaty 7 Elder) The Review recognized that First Nations, Métis and Inuit people are not special interest groups in Canada. They are unique constitutional and governance entities, whose place in Canada is unlike that of any other people because of their original occupancy of Canada, their treaty rights, and Section 35 of the Constitution Act, 1982 that recognizes and affirms the "existing aboriginal and treaty rights of the aboriginal peoples of Canada."

The Native Education Policy Review process was designed to respect the governance, treaty, and constitutional rights of First Nations authorities for Kindergarten to Grade 12 schools and post-secondary institutions located on First Nations land.

Long-Term Expected Outcomes

The long-term expected outcomes of the Review are to:
  • Improve First Nations, Métis and Inuit learner success in Early Childhood Services to Grade 12 and in post-secondary education.
  • Recognize and increase parental involvement in the education of First Nations, Métis and Inuit learners.
  • Strengthen relationships among First Nations, Métis and Inuit people, school jurisdictions, post-secondary institutions, vocational schools, apprenticeship providers, industry, other key education stakeholders, and government.
  • Foster a greater appreciation and understanding by all Albertans of First Nations, Métis and Inuit people.
We must take the things that are good from both our cultures and the mainstream society and learn both. Only then will we have the skills to survive in both worlds and be successful. (Treaty 7 Member)

The Process

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.

  1. Contracts with First Nations and Métis authorities.
  2. Consultations with education stakeholders and other Albertans.
  3. A comparative review of Aboriginal education research and initiatives in other jurisdictions.
Let me congratulate you for undertaking the policy review. This review is both necessary and timely, given the tremendous changes impacting Aboriginal people throughout the province. (Dr. D.H. MacRae, President, Keyano College)

The First Nations, Métis and Inuit Education Policy Framework reflects the collective voice of over 5,000 participants in an Alberta-wide consultation process. Community input was received through:

Students Conquer Obstacles to Graduate. The sounds from a traditional drum group filled the air as thirty-six Aboriginal students from three high schools in Fort McMurray and one from Janvier walked on stage to receive recognition for completing high school. "As Aboriginal students who have to move away from home to attend school, you face challenges, challenges you wouldn't have to face in your communities such as loneliness, no family support, dealing with things on your own," Chief Archie Cyprien of the Athabasca First Nation told the students. "These efforts only make you stronger. Remember you not only make your parents proud for completing high school, you also make your community proud." (Alberta Sweetgrass, May 7, 1999)

1. Contracts with First Nations and Métis Authorities
Contracts were signed with each authority representing the three main treaty areas in Alberta (Treaty 6, 7, and 8), the First Nations and Adult Higher Education Consortium (FNAHEC), the Métis Nation of Alberta Association (MNAA), and the Métis Settlements General Council. These authorities held public consultations within their communities. On a number of occasions meetings were carried out in the residents' first language. Reports were then submitted to the Review.

2. Consultation with ministry staff, education stakeholders and other Albertans
Other consultation activities were undertaken:

  • Regional meetings were held in Alberta's nine largest urban centres with learners, native liaison workers, parents, teachers, principals and school administrators.
  • Zone level meetings were held across the province with school superintendents, school board members, and school board business officials.
  • Meetings were held with Alberta's public post-secondary institutions. Post-secondary institutions were also invited to provide a written submission to the Review.
  • Meetings were held with other community members including industry representatives.
  • Meetings were held with provincial ministry officials and key federal ministry officials.

3. A comparative review of Aboriginal education research and initiatives in other jurisdictions
Some comparative work was also undertaken:

  • A review of Aboriginal education research.
  • A review of current Aboriginal education programs supported by the Government of Canada, other provincial governments in Canada, and various international jurisdictions.