The Policy Framework
The First Nations, Métis and Inuit Education Policy Framework was developed under the advice of the Native Education Policy Review Advisory Committee. The public consultation process, the foundation of the policy framework, was one of the largest consultation processes on Aboriginal education undertaken in Canada.
The policy framework is designed to be a living document. It is expected to change over time as the vision, policy statement, framework goals, framework principles, strategies are implemented, and the performance measures and outcomes are evaluated. It is anticipated that the policy framework will help stakeholders identify their role in helping First Nations, Métis and Inuit learners achieve their educational goals. It is also anticipated that the policy framework will help guide planning and evaluation of Aboriginal learner programming.
Format of the Policy Framework
| The policy framework contains a vision statement, goals, principles, strategies, and performance measures intended to provide Alberta Learning and education stakeholders with direction in improving Aboriginal learner opportunities and success in Alberta. | Aboriginal involvement and participation concerning all aspects of program design, delivery and evaluation is a key factor in the success of any curriculum or program aimed at Aboriginal learners. (Dr. Rod Fraser, President, University of Alberta) |
Appendix A is a list of selected Aboriginal education initiatives carried out by Alberta Learning from 1987 (when the Policy Statement on Native Education in Alberta was introduced) to 2001. Appendix B provides some demographic background on Alberta's Aboriginal population. Appendix C contains Strengthening Relationships: The Government of Alberta's Aboriginal Policy Framework. Appendix D is a What We Heard Report from the Native Education Policy Review Advisory Committee. It contains strategies and priority actions that require further consideration. Appendix E is an overview of Aboriginal education initiatives in other provincial and international jurisdictions. Appendix F is a list of references.
Quotations in the margins are a sampling of views expressed by various people during the consultation process. Relevant statistics and/or insights from newspaper articles are also provided in the margin.
Readers who wish to learn more about the community input received by during the Review are encouraged to read the written submissions. These can be found on Alberta Education's website at www.education.gov.ab.ca.
| The life-long learning aspirations and potential of First Nations, Métis and Inuit individuals and communities are realized through a responsive and accountable public education system that is recognized as a provincial leader in Aboriginal education. | I believe that education is our buffalo. If any changes for the good are to be made it will be education that does the job. It doesn't matter where you send your kids; you need to support them to succeed - to give them a chance to succeed. (Treaty 7 Member) |
Alberta Learning commits to proactive collaboration and consultation with First Nations, Métis and Inuit parents and communities, and other key education, government, and community stakeholders to implement learner-focused strategies that will:
| In the Wheel of Life everybody has a role. As a community, all the parents and Elders need to get involved in the school so that their children can benefit from their caring and support. (Treaty 8 Member) |
| Alberta Learning has primary responsibility for the implementation of the policy framework. In instances where community issues may require attention, responsibility for such issues is shared among various stakeholders, and will require the goodwill and ongoing collaborative efforts of the federal government, the provincial government, educators, professional associations, community organizations, industry, and First Nations, Métis and Inuit parents, learners and communities. | There clearly needs to be true collaboration between all parties that are striving to meet the needs of Alberta's Aboriginal people in the 21st century. This is especially true in respect to the rapidly growing urban Aboriginal population. (Dr. Dean Stetson, Vice-President, Student and Enrolment Services, Lethbridge Community College) |
| First Nations, Métis and Inuit learners are increasingly realizing their education goals. Accounts of individual successes and accomplishments shared during the Review are evidence of such achievements. Learning from these successes is an important part of this Review's goal to help First Nations, Métis and Inuit learners overcome difficulties in their learning experiences. For example, in 1996, the high school graduation rate for First Nations, Métis and Inuit learners was 15% less than those individuals who did not report Aboriginal ancestry on the Census. About 4% of First Nations, Métis and Inuit learners completed university compared to about 14% of individuals who did not report Aboriginal ancestry on the Census. | Between 1991 and 1996, the percentage of the Aboriginal population in Alberta aged 15 or over involved in post-secondary education went from 38.0% to 43.4%. Those with a trade certificate went from 3.0% to 3.5% and those with a university bachelor's degree or higher increased from 3.7% to 4.1%. (1991 and 1996 Statistics Canada) |
The following goals are designed to support First Nations, Métis and Inuit learners, and are not intended to diminish or detract from the importance of their strong value systems, cultures, languages and communities.
Goal 1: High quality learning opportunities that are responsive, flexible, accessible, and affordable to the learner.
- Identify and reduce barriers preventing First Nations, Métis and Inuit learner and community access and success.
- Prepare and support educators to meet the needs of First Nations, Métis and Inuit learners and communities effectively.
- Use effective communication practices (e.g., indigenous languages) to improve the information flow between government and First Nations, Métis and Inuit parents and communities.
- Strengthen the use, sharing, recognition and value of indigenous knowledge and languages.
- Ensure education governance structures are representative of and responsive to First Nations, Métis and Inuit learner, parent and community needs.
- Recognize and honor excellence in learner achievement and parental support.
- Maintain high achievement expectations for First Nations, Métis and Inuit learners.
- Increase the knowledge and understanding of First Nations, Métis and Inuit cultures, and increase the level of support to teachers, other instructors, and school and institution administrators and personnel.
- Raise the educational attainment of First Nations, Métis and Inuit people living in Alberta to levels comparable to that of the general Alberta population and to community expectations.
- Develop processes that will improve the reporting of First Nations, Métis and Inuit learner outcomes.
- Provide opportunities for parental participation in decisions affecting their children's education.
- Research, develop, share and implement with stakeholders successful teaching, learning and assessment models for First Nations, Métis and Inuit learners.
| The community has to play a role in education. We have to address the value that a community places on education. (Métis Settlements General Council) |
Goal 4: Effective working relationships.
| It is important with so many native children in our schools that there are teachers, elders and helpers that they can learn from. It is important to have these role models in the school for the children to watch and learn from their examples. (Teacher, Edmonton Public Schools) |
Goal 5: Highly responsive and responsible ministry.
| I believe that as Indian people we have an inherent right to determine our destiny through an educational system that puts greater emphasis on our language, our traditions, which would work synergistically with academic skills. (Student) |
In working toward the policy framework goals, Alberta Learning commits to be:
Transparent
First Nations, Métis and Inuit parents are aware of and have ease of access to information concerning all aspects of their children's education.
Inclusive
| First Nations, Métis and Inuit parents and communities will have meaningful opportunities to participate actively in decisions that directly impact their children's education. | Parent involvement is the key that opens doors to success. If parents are not involved then there is really no movement towards higher education, no matter how many meetings, workshops and conferences are held. (Tsuu T'ina) |
Innovative
Outcomes for First Nations, Métis and Inuit learners will be improved by initiatives that recognize and model best practices.
Learner-Centred and Equity Focused
Programs designed primarily for First Nations, Métis and Inuit learners will be learner-centred and culturally respectful.
First Nations, Métis and Inuit learners will have access to culturally sensitive support services. Barriers to First Nations, Métis and Inuit access to learning, career and employment opportunities will be reduced.
First Nations, Métis and Inuit people will have no less access than other Albertans to information about educational choices and opportunities.
Responsive
First Nations, Métis and Inuit community knowledge will be sought in the development of Early Childhood Services to Grade 12 curriculum, post-secondary programs, and teaching resources.
Collaborative
| Programs designed primarily for First Nations, Métis and Inuit learners will be developed in collaboration with Aboriginal communities. Capacity for collaboration with First Nations, Métis and Inuit communities will be encouraged and enhanced. | Métis people must be involved in the development of learning resources for and about Métis people in all subject areas. For too long, learning resources dealing with First Nations and Métis people have been developed by non-Aboriginal people. As well, there must be an increase in the number of resources available to students on Métis history, culture and language. (Métis Nation of Alberta Association) |
Results-Oriented
Innovative, practical and measurable strategies and actions will be supported.
