Charting Our Own Path Forward in Education: COO Education Update - - PowerPoint PPT Presentation

Charting Our Own Path Forward in Education:

COO Education Update – Overview of Activities ONECA Conference May 29, 2017

CONTENTS

• 1. Charting Our Own Path Forward Initiative –

Background/Introduction

• 2. Provincial Activity
• 3. Federal/National Activity
• 4. Charting Our Own Path Forward Initiative –

Next Steps

Mandate Focus for COOPF Initiative

• Resolution 12/12 – directs FNECU to work

with First Nations to develop recommendations to the Chiefs in Assembly

• n systems and funding mechanisms
• Resolution 13/14 – directs scope of work for

Unity in Education working group to build on previous activity on systems and funding

• Resolution 13/46 – provides context on First

Nation position on our inherent jurisdiction

• ver education

Activity to Date

• Environmental Scan
• Focus Group Sessions
• Education Officer Gatherings
• Large Gatherings – Symposiums, Summit

and Forum

• COO Website – Member’s Forum

E-Scan – Current System

Sources of LLL Funding

Early Learning K-12 PSET

Health Canada

• AHSOR
• Prenatal Nutrition Prog
• FASD
• Maternal Child Health
• Children’s Oral Health

INAC

• Child Day Care
• FN&I Child Care

Ontario

• Aboriginal Healthy

Babies Healthy Children

• Aboriginal FASD and

Child Nutrition INAC

• BOFF
• HCSEP
• New Paths
• EPP (SR)
• FNSSP
• Cultural Education

Centers

• Capital Facilities and

Maintenance Program Ontario

• Indigenous Education

Grant (EDU - GSN)

• Reverse Tuition

Agreements External

• MFI

INAC

• PSSSP
• PSPP
• FNIYES

Ontario

• Postsecondary

Education Fund for Aboriginal Learners- MAESD

• Ontario Student

Assistance Program External

• Indspire

COOPF – Our Vision

This vision was developed as an outcome of focus group sessions held early in 2014.

We are self-determining Indigenous Peoples, united and obligated to assert our jurisdiction over education by transmitting our life ways to

• ur Peoples, as handed down by our ancestors and all of creation.

Our lifelong learning system is derived from our customs, traditions, languages, homelands, knowledge systems, learning ways and spirituality which provide the necessary tools to nurture and reinforce a strong sense of self identity to achieve our personal and collective aspirations and empower and support our communities and nations.

Where are we at?

• COOPF 2016 document
• Evergreen (living) document

– Provides context – Embraces a spirit of unity, vision and organic evolution – Synthesizes collective input to date – Ideas and options on systems and funding utilizing the Support Circles Framework lens

Support Circles Framework

First Nation Learner

1st Support Circle Place of Learning and Community

2nd Support Circle Regional Aggregate/Collective

3rd Support Circle Independent Education Body

All circles are connected and support the needs of First Nation Learners/Students Outside governments, systems, agencies and

• rganizations

4th Support Circle Provincial Collective

This is the latest version of the ‘living’ Charting Our Own Path Forward document. It provides a synthesis of ideas generated since 2013 on the development of recommendations to the Chiefs in Assembly on education systems and funding for First Nations in Ontario.

Options for an Ontario-wide Framework for First Nations Education

Further information at http://education.chiefs-of-

• ntario.org/article/charting-our-own-path-forward-140.asp and

http://education.chiefs-of-ontario.org/article/coopf-186.asp

First Nation Learner

1st Support Circle Place of Learning and Community

2nd Support Circle Regional Aggregate/Collective

3rd Support Circle Independent Education Body

All circles are connected and support the needs of First Nation Learners/Students Outside governments, systems, agencies and

• rganizations

4th Support Circle Provincial Collective

COOPF connection to provincial education system

• Exclusive
• Competitive
• Linear
• Individualistic
• Hierarchical
• Progressive/Exploitive
• Domination
• Human-centered
• Detached
• Independent
• Inclusive
• Cooperative
• Circular
• Collective
• Egalitarian
• Harmony/balanced
• Co-existence
• Spirit-centered
• Interconnected
• Interrelated

Euro-western Worldview First Nation Worldview

Unique needs of First Nation learners in the provincial education system

First Nation Control of First Nation Education

Statements from First Nation Leadership in Ontario from Resolutions: “First Nations in Ontario retain jurisdiction over the education of our children regardless of residency and that this jurisdiction must be asserted in a unified manner as we continue to chart our own path forward in education” “As Indigenous Peoples, we are obligated to assert jurisdiction over our life journey by transmitting our life ways to our Peoples, as handed down by our ancestors and all of creation.”

Numbers of Students Overall

• 2011 - Statistics Canada’s 55,185 First

Nations students in Ontario

• Federal government records - 14,000 First

Nations students attended school in First Nations

HOW DO WE WORK TOGETHER TO ENSURE THE UNIQUE NEEDS OF FIRST NATION LEARNERS ARE MET IN THE PROVINCIAL EDUCATION SYSTEM?

PROVINCIAL ACTIVITY

• 1. First Nations Lifelong Learning Table

(FNLLT)

• 2. OSAP Transformation Project
• 3. AIC – Roadmap to Recognition

FIRST NATION LIFELONG LEARNING TABLE JOINT 3-YEAR STRATEGIC PLAN

Background

• Since June 2015 the COO and the

province have been working on the co- development of a strategy to address issues and challenges related to the education of First Nation learners in the provincial education system.

• Result - Bilateral Process – the First

Nations Lifelong Learning Table (FNLLT)

FNLLT Structure

FNLLT - Three Year Strategic Plan

• Is designed to incorporate First Nations as

full partners in the design, development, implementation and analysis, on a yearly cycle, of the necessary tools, projects and programs required to fully support First Nation learners (lifelong learning) in the provincial education system.

COO Mandates Covered

1. Resolution 94-40 Setting the Record Straight – A True Version of Aboriginal History 2. Resolution 08-84 First Nation Provincial Relations – Education 3. Resolution 09-10 Advancing First Nation Education Perspectives 4. Resolution 12-18 Native Languages Programming in Schools Operated by Ontario: Ongoing Commitment to Funding and Maintaining Programs 5. Resolution 12-39 Reverse Tuition on Education 6. Resolution 13-15 Provincial First Nations Education Data and Ownership, Control, Access and Possession (OCAP) Principles 7. Resolution 16-15 First Nations Access to Data 8. Resolution 17-15 Advancing a Defined Political Relationship with the Ontario Premier and Cabinet through the Political Accord 9. Resolution 18-15 Immediate Action on Recommendations from the Truth and Reconciliation Commission of Canada

• 10. Resolution 10-15 Support for the Aboriginal Institutes Consortium

Roadmap to Recognition for Aboriginal Institutes

Mutual Priorities

Overarching Priority: Partnership/Relationship Protocol

• 1. Relationships
• 2. Languages and Culture
• 3. Curriculum
• 4. Information, Access and

Accountability

• 5. Policy Development

Overarching Priority: Partnership/Relationship Protocol

Objective: Create and maintain a living foundational Partnership/Relationship Protocol that will serve as a guide to collaborative work and partnerships between First Nations and the mainstream education system

Relationships

2 Focus Areas – one Task Team: School Board/Institution Relationships Objective - Maintain existing and establish new effective Board/Institution engagement practices to enhance and develop strong

• ngoing relationships

Community and Student Well-being Objective - Creating a safe and inclusive learning environment that is responsive to the intercultural needs of all

Languages and Culture

3 Focus Areas – 3 Task Teams

• 1. Languages Strategy
• Objective - Development, implementation and

evaluation of a Languages Strategy that results in increased access to quality Indigenous languages programming for First Nation learners along the lifelong learning continuum.

• 2. Indigenous Language Instructors Strategy
• Objective - Development, implementation and

evaluation of an Indigenous Language Instructors Strategy

Languages and Culture cont’d

Languages Resources (for year 2) Objective - Ensure required and appropriate Indigenous Languages resources are available and accessible to support Indigenous Language Instructors and Indigenous Languages Programming along the lifelong learning continuum.

Curriculum

2 Focus Areas – 1 Task Team 1. Truth and Reconciliation Commission of Canada (TRC): Calls to Action – Objective - Alignment of activities to TRC Calls to Action number 62 related to mandatory age- appropriate (K-12) curriculum on residential schools, Treaties and First Nation peoples’ historical and contemporary contributions to Canada. 2. Curriculum Development and Implementation – Objective - To ensure First Nation partnership throughout the entire curriculum cycle, associated documents, resources and training. Also to develop and implement effective information sharing practices related to curriculum development.

Information, Access and Accountability

3 Focus Areas – 1 Task Team

• 1. Data Sharing and Management

– Objective - Development of effective Data sharing agreements and protocols at all levels over the lifelong learning continuum that maintains the principles of

• wnership, control, access and possession (OCAP)
• 2. Capacity Building

– Objective - Ensure First Nations have the capacity to access and utilize information as a means to improve education outcomes

• 3. Accountability

– Objective - To ensure adequate accountability is maintained for all activities and funding directed to support First Nation learners along the lifelong learning continuum.

Policy Development

3 Focus Areas – 1 Task Team 1. Classification of First Nation School

– Objective - (K-12 specific) Collaborative exploration of the possibility of creating a new classification for First Nation/federally operated schools to enhance collaboration between the provincially funded education system and First Nation schools to help build greater capacity (e.g. professional development and learning resources) in First Nation schools.

2. Languages Immersion Programs

– Objective - Collaborative exploration of the possibility of creating space for Indigenous Immersion Languages programming in First Nation/federally operated schools and the provincially funded education system

3. Education Service Agreements, Articulation Agreements and Student Funding

– Objective - To review the legislation and policies that guide the use of funding provision to support the needs of First Nation learners and make recommendations on improvements

Proposed Timeline Year 1

Feb 2017 Steering Committee meeting Feb 2017 Begin Research Projects April - May 2017 Hire Partnership Coordinators June 2017 Establish Task Teams Jan-Mar 2018 6 Smaller Gatherings Monthly CPPC meetings Monthly Task Team meetings (once established)

OSAP TRANSFORMATION PROJECT

OSAP Transformation Project

• Joint collaboration between COO and the

province

• Purpose – to increase First Nation

understanding of and access to the Ontario Student Assistance Program

• Steering Committee – meeting since early

January

Information Sharing

• Thunder Bay: Wednesday May 3rd
• Six Nations: Thursday May 11th
• Sudbury: Tuesday May 16th
• Kenora: Thursday May 18th
• Toronto: Wednesday May 24th - webinar
• Toronto: Sunday May 28th

Recent Announcement

• The Ministry of Advance Education and

Skills Development (MAESD) is waiving the $3,000 student contribution requirement for FN students.

• Discontinue the consideration of PSSSP

(federal support) as income.

– All will significantly increase access for FN students to PSE.

Next Steps

• COO to continue to work with MAESD to

address any emerging issues related to First Nation access to OSAP

• COO to continue to offer support to First

Nations in understanding how to access to program and maximize use of federal and provincial assistance available

AIC – ROADMAP TO RECOGNITION

Budget 2017 and AIC

• Provincial Budget 2017 - significant increase

in funding for Aboriginal Institutes

• $56M over 3 years to enhance capacity and

sustainability of 9 publicly funded Aboriginal institutes in Ontario

• COO continues to support the AIC as

requested

FEDERAL/NATIONAL ACTIVITY

• 1. National Joint Collaboration
• 2. Post-secondary Education

First Nation Learner

1st Support Circle Place of Learning and Community

2nd Support Circle Regional Aggregate/Collective

3rd Support Circle Independent Education Body

All circles are connected and support the needs of First Nation Learners/Students Outside governments, systems, agencies and

• rganizations

4th Support Circle Provincial Collective

Connection to federal government for funding

NATIONAL JOINT COLLABORATION

Background

• The AFN Education Secretariat, CCOE and

NIEC have been working with INAC since May 2016 to develop a collaborative and honourable process with regards to funding mechanisms for First Nations elementary and secondary education.

• The ToR was in response to direction from

Chiefs-in-Assembly as outlined in several AFN Resolutions

SCOPE

JOINT COLLABORATION between the Assembly of First Nations’ (AFN) Chiefs Committee on Education (CCOE) and Canada as represented by Indigenous and Northern Affairs Canada (INAC) to develop new funding mechanisms for First Nations Education that support First Nations development of a holistic, culturally-responsive, high-quality education for First Nation students (2016-2018)

Joint Collaboration ToR

Calls for the establishment of a Joint Working Committee (co-chaired by the two parties) and the immediate establishment of 5 national task teams:

• 1. FUNDING MECHANISMS
• 2. MEASUREMENT & MUTUAL

ACCOUNTABILITY

• 3. EDUCATION STATUTORY FUNDING
• 4. EARLY CHILDHOOD EDUCATION
• 5. POST-SECONDARY EDUCATION

Joint Working Committee

AFN Chiefs Committee on Education

Funding Mechanisms Measurement Mutual Accountability

AFN National Indian Education Council

Statutory Funding Post Secondary Education Early Childhood Education

COO Participation

• CCOE – Grand Chief Gord Peters – PC

Education Portfolio

• NIEC – Julia Candlish – COO Director of

Education

• Task Team representation

– Postsecondary Education - Rebecca Jamieson – Early Childhood Education - Yolanda Fobister – Education Statutory Funding - Julia Candlish – Education Funding Mechanisms - Dobi-Dawn Frenette – Measurement and Mutual Accountability - Stephanie Roy

NATIONAL JOINT TASK TEAM – POST-SECONDARY EDUCATION

Objective: To provide a national forum to use and share technical expertise and knowledge

• f First Nations post-secondary
• education. The task team will make

recommendations in regards to post- secondary education funding for both First Nations students and Indigenous Institutes of Higher Learning.

NATIONAL JOINT TASK TEAM – EARLY CHILDHOOD EDUCATION

Objective: To provide a national forum to use and share technical expertise and knowledge

• f First Nations early childhood education.

The task team will prepare a summary report.

NATIONAL JOINT TASK TEAM – STATUTORY FUNDING

Objective: To provide a national forum for jointly discussing and exploring options on how to establish a statutory/legal guarantee of education funding for First Nations.

NATIONAL JOINT TASK TEAM – FUNDING MECHANISMS

Objective: To provide a national forum for jointly discussing and elaborating options for regionally-based fiscal frameworks and funding mechanisms for First Nations K-12 education that would replace current Indigenous Affairs and Northern Development (INAC) funding methodologies.

NATIONAL JOINT TASK TEAM – MEASUREMENT & MUTUAL ACCOUNTABILITY

Objective: To provide a national forum for jointly discussing regional criteria to measure First Nations student success and to demonstrate the need for ongoing investment in First Nations education in order to meet the needs of First Nations students and overcome the education

• utcome gap.

Two New Task Teams - 2017

• Northern and Remote First Nations
• Capital and Infrastructure

POST SECONDARY EDUCATION

Federal Budget 2017

• Budget 2017 proposes to increase funding to

the Post-Secondary Student Support Program by $90 million over two years, beginning in 2017–18

• INAC is in the final stages of determining how

funding will flow to the regions

Federal Budget 2017 cont’d

• The Government will also undertake a

comprehensive and collaborative review with Indigenous partners of all current federal programs that support Indigenous students who wish to pursue post-secondary education

• The AFN National Indian Education Council

(NIEC) and the AFN Chiefs Committee on Education (CCOE) have proposed to Canada that they lead the review for First Nations

CHARTING OUR OWN PATH FORWARD INITIATIVE – NEXT STEPS

Next Steps

• Missing element in current activity is support

for focused activity in the Ontario region on systems and funding frameworks.

• Establishment of a Transfer Payment

Agreement to undertake a robust process in the Ontario region is currently underway

COOPF 2017 Activity

Establish 9 task teams consistent with First Nation priorities and loosely aligned with the National Joint Task Teams 1. Systems transformation – continue discussions and refine the Support Circles Framework 2. Funding flow – to explore, analyze and make recommendations on how education funding transfers from Canada to First Nations could better support First Nations control of First Nations lifelong learning 3. Funding levels – to explore the development of a flexible funding formulae (plural) that could better support the needs of First Nation learners and communities

COOPF 2017 Activity cont’d

• 4. Infrastructure – to undertake an accurate

account of current infrastructure and make recommendations on what is required over the next 10 years

• 5. Federal programs and funding K-12 – analysis
• f and recommendations for the allocation

funding methodology for K-12 funding over the short term (2018/19, 19/20, 20/21)

• 6. Federal programs and funding PSE – analysis
• f and recommendations for the allocation

funding methodology for PSE funding over the short term (2018/19) and into the future (this includes both PSSSP and PSPP)

COOPF 2017 Activity cont’d

• 7. Multi-year Agreements (Block – funded

communities) – explore options on how additional funding committed in Budget 2016 and 2017 could be provided to these communities over the short term (2018/19, 19/20, 20/21)

• 8. Informal Lifelong Learning – analysis of

programs and funding available and/or required to support lifelong learning outside of formal education programs

• 9. Remote/Isolated communities – to ensure the

unique needs of remote and isolated are considered in the deliberations and activities of all task teams

COOPF 2017 Activity Timeline

Monthly Task Team meetings

• May 2017 – June 2018
• Provide recommendations on systems and funding

Four 2-Day Gatherings

• Late September/early October 2017
• Input into the recommendations from Task Teams

Preliminary Position Paper

• By October 31, 2017
• Recommendations on systems and funding to inform Leadership

discussions with INAC Four 2-Day Gatherings

• April – May 2018
• Input into the recommendations from Task Teams

Final Position Paper

• June 2018
• Final recommendations to the Chiefs in Assembly for ratification

Nia:wen

Contact information: Julia Candlish, Director of Education, Chiefs

• f Ontario

julia@coo.org 416 597-1266 COO Education Portal: http://education.chiefs-of-ontario.org/