Strategies
| The following strategies have been designed to help achieve the policy framework goals. | Language is a very intrinsic component to culture and identity of the First Nation peoples; therefore, language retention needs to be respected and honoured. (Treaty 8 Submission) |
High quality learning opportunities that are responsive, flexible, accessible, and affordable to the learner.
Strategy 1.1
Increase the quantity and quality of First Nations, Métis and Inuit curriculum, language, learning and teaching resources.
Strategy 1.2
Increase the availability of relevant K-12 and post-secondary education information resources and services for First Nations, Métis and Inuit learners, parents and communities.
Strategy 1.3
| Encourage First Nations, Métis and Inuit participation in governance structures in school jurisdictions and post-secondary institutions. | The more programs that are available to Aboriginal learners in the home communities, the higher the success rate. (Dr. D.H. MacRae, President, Keyano College) |
Strategy 1.4
Create mechanisms and consultative processes to improve First Nations, Métis and Inuit learner success.
Strategy 1.5
Increase First Nations, Métis and Inuit learner access to post-secondary and other adult training opportunities and support services.
Strategy 1.6
Ensure financial need is not a barrier to First Nations, Métis and Inuit learner participation.
Excellence in learner achievement.
| Strategy 2.1 Increase the attendance, retention and graduation rates of First Nations, Métis and Inuit learners attending provincial schools. Strategy 2.2 Increase the number of First Nations, Métis and Inuit teachers and school/institution personnel. 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. | Alberta lags far behind other provinces in the number of Aboriginal people that have graduated from teacher training programs. A supply of Aboriginal teachers can improve high teacher turnover in many of the First Nation and Métis communities in Northern Alberta. They would also become excellent role models, and would bring a greater understanding of Aboriginal youth to the classroom. (Treaty 6 Tribal Chiefs Institute) |
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.
Strategy 2.5
Improve mechanisms to measure First Nations, Métis and Inuit learner success.
Strategy 2.6
Improve the assessment of First Nations, Métis and Inuit learner achievement.
Learners are well prepared for participation in post-secondary studies and the labour market.
Strategy 3.1
Increase literacy opportunities for First Nations, Métis and Inuit children and adults.
Support arrangements to increase First Nations, Métis and Inuit learner enrolment in post-secondary programs of study.
Increase the linkages between education and employment for First Nations, Métis and Inuit learners.
Work with stakeholders to provide relevant career and labour market information resources and services to First Nations, Métis and Inuit learners, parents and communities.
Effective Working Relationships.
| 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). Strategy 4.2 Build working relationships that will contribute to quality learning opportunities for First Nations, Métis and Inuit learners (e.g., build relationships to support a First Nations, Métis and Inuit Learning Resource Council). Strategy 4.3 Identify and reduce barriers to First Nations, Métis and Inuit learner success. | I think that offering some programs in an area where native people would feel less alienation would help. For example, I am aware of a Practical Nurse program being offered by NorQuest College in Hobbema. The College took the program to the area instead of expecting the people to move. (Individual Response) |
Highly responsive and responsible ministry.
| Strategy 5.1 Enhance performance measurement, performance assessment and results reporting. 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. Strategy 5.3 Improve communication practices with First Nations, Métis and Inuit communities and organizations. Strategy 5.4 Improve ministry awareness and understanding of First Nations, Métis and Inuit history, lands, rights, languages, and cultures. | "Back when I went to school there weren't many Aboriginal grads, but now there are a lot more. Any time you can celebrate the success, you should." (Liaison worker, Fort McMurray Catholic School District, quoted in Fort McMurray Today) |
