1.  EXECUTIVE SUMMARY

 

 

 

First Nation Education in Alberta

 

On February 24, 2010, the Government of Canada, the Government of Alberta, and the Assembly of Treaty Chiefs in Alberta signed a Memorandum of Understanding (MOU) to achieve the following vision for First Nations Education in Alberta:

 

First Nations students are achieving or exceeding the full educational outcomes, levels and successes of all other students in Alberta.

 

Through a Joint Action Plan key measures are proposed for the restructuring of First Nation education in Alberta in order to improve First Nation student outcomes, including:

 

§  The development of a First Nation Education System in Alberta, with an “opt-in” mechanism that will formalize all parties’ roles and responsibilities, maximize the impact of investments, and create new ways of supporting First Nation education.

§  Empowering First Nation Chiefs and Councils to establish/delegate First Nation Education Authorities to foster best practices in the delivery of First Nation education, enhance the availability of supports and services, and be the recipient of education funding.

§  Establish an Indigenous Knowledge and Wisdom Centre (IKWC) that will provide First Nation schools with expertise and support to revitalize First Nations languages and culture.

§  Creating Parent and Community Councils to build collaborative relationships, improve student attendance, and increase community engagement.

 

First Nations people understand the world in terms of relationships, and the inclusion of Elders, parents, and the community in the learning process is fundamental.

 

 

 

 

 

 

Support and Participation

 

 

On June 22, 2009 the Assembly of Chiefs in Alberta signed the Negotiation of a Tripartite Agreement for First Nations Education. The three Grand Chiefs are elected representatives for all 48 of Alberta’s First Nations and therefore their approval and signatures on the MOU demonstrates the support of member Nations within Treaty No. 6, Treaty No. 7 and Treaty No. 8. Further, the IKWC Taskforce includes Education Directors from all three Treaty areas all of whom have consulted with key Nation members and Grand Chiefs throughout the development of this business plan. This process allows the insights, cultural preferences and expertise of each Nation to be reflected within these initiatives.  It should also be noted the MOU (Appendix E) is also signed by the Minister of Education – the Honorable Dave Hancock and the Minister of Aboriginal Relations the Honorable Gene Zwozdesky

 

Ongoing And Sustainable

 

 

Per the approval and direction of the Assembly of Treaty Chiefs in Alberta, the design and implementation of IKWC must be a long-term, sustainable initiative, expected to serve current and future generations.

 

While the funds provided via the Aboriginal Affairs and Northern Development Canada, Education Partnerships Program greatly facilitate the establishment and implementation of IKWC and its programs, the Assembly Chiefs of Alberta fully intend for the IKWC to be financially sustainable – relying less on Government funding and as time permits, supported by non-government programs.

 

The IKWC will be a centralized location offering education, policy, language and culture; as well, providing a repository of information on Treaty No. 6, Treaty No. 7 and Treaty No. 8, members. Therefore providing a First Nations directed environment to learn and share information.

Through the commitment of substantial resources, the Treaty Chiefs of Alberta are committed to their responsibilities under the MOU.  The IKWC is a commitment made by all signatories to the agreement. 

 

 

Recommendations from the Children in Care, Children in Custody, and Children Not in School Sub-Table Report

In April 2012, the Children in Care/Children in Custody/Children Not Attending School Sub-Table of the Memorandum of Understanding for First Nations Education in Alberta released its final report and recommendations. With the mandate to “explore and make recommendations that all First Nations children and youth, living on reserve in Alberta, have the same opportunities to learn and to engage in learning as any other child in Alberta,” the Sub-table made five major recommendations that enable the parties to achieve the common vision for First Nations education in Alberta that is inclusive of the needs of First Nations children who are most vulnerable such as those children who are in care, in custody, and/or not attending school.

 

To ensure that the IKWC meets it mandate to improve First Nations student achievement, it is crucial that the needs of First Nations students who are in care, custody, or not attending school are incorporated into the overarching Business Plan. Specifically, the IKWC will work within its mandate and partners to address the Sub-Tables five major recommendations that are:

 

1.     Introduction of a Point Person, based in the community, to work on behalf of the child, assisting in their transitional needs;

 

2.     Regular case conference meetings facilitated by the Point Person, between the family, school and Child and Family services.  The Point Person will ensure the child’s needs are the focus of all parties and provide updates to each party on the progress of the child/youth. The Point Person will support the child/youth and speak on their behalf.

 

3.     Engagement Strategy, beginning with Data Collection, to determine the number of children/youth not attending school and identify risk factors and causes for truancy; once the study is complete a community action plan will be developed by the community members and supported by the provincial and federal governments;

 

4.     For children in custody there needs to be more licensed group homes in First Nations communities to combat the issue of lack of placements for children transitioning out of custody;

 

5.     Build a connection to the child/youth, transitioning out of custody, to their community through mentorship programs and inclusion in community celebrations

 

 

Framework Mechanism for Opting In

 

Canada, Alberta, and First Nations will develop a framework mechanism through which First Nation Education Authorities can opt-in. The mechanism will identify each party’s responsibilities with respect to programs, services, and funding; governance, accountability and reporting relationships; and the processes for its review and amendment.

 

Federal and Provincial Roles

 

Canada will continue to support the education of on-reserve First Nation students, including its commitment to develop new funding methodologies that will provide more predictable and sustainable funding to support a restructured First Nation education system. Alberta retains responsibility for provincial curriculum and standards, student assessment, teacher development and certification, and K-12 education policy and regulations. Alberta will enhance, and not replace, federal funding by extending access to identified provincial initiatives to First Nation Education Authorities.

 

Both Canada and Alberta will support the development of collaborative frameworks between First Nation Education Authorities and Provincial School Boards that will support joint planning and actions to improve student success.

 

Legislation

 

In keeping with commitment 2 (4) (a) and (b) of the MOU, the parties have agreed to review existing legislation and policies and to examine options for a legislative base for First Nations education in Alberta. The research on First Nations education emphasizes the significant need for education legislation that incorporates  statutory funding. Legislation defines the relationship of an education system to students, parents and stakeholders while also providing for the system of administration and financing of education. Most importantly, education legislation ensures that a child’s right to access education is defined and protected.

 

 

 

 

Student Need

 

The MOU for First Nations Education in Alberta, signed by the Grand Chiefs of Treaty No. 6, Treaty No. 7, Treaty No. 8, Ministers of the Government of Canada and Government of Alberta states: “whereas, First Nation students attending First Nation schools or provincial schools are not achieving educational outcomes or levels of success similar to all other students in Alberta”. This statement summarizes the empirical evidence found in student performance records, grades, succession ratios and many research studies. The evidence is overwhelming. This Business Plan is a response to the dire need to provide appropriate levels of education to Alberta First Nations through the proposed activities outlined in the Capacity Development Plan. 

 

 

Calls to Action by the Truth and Reconciliation Commission of Canada

 

In June 2015, the Truth and Reconciliation Commission of Canada released its Summary report entitled Honoring the Truth, Reconciling for the Future that made 94 specific Calls to Action to federal, provincial, territorial, and Aboriginal governments in an effort to redress the legacy of residential schools and advance the process of Canadian reconciliation.

 

In consideration of the work proposed for the federal, provincial and First Nations governments within this Business Plan, and recognizing the need for ongoing, cohesive, and collaborative work in this regard, the IKWC also intends to align with and work towards specific Calls to Action in relation to Education, Language and Culture. They are:

 

7. We call upon the federal government to develop with Aboriginal groups a joint strategy to eliminate educational and employment gaps between Aboriginal and non-Aboriginal Canadians.

 

8. We call upon the federal government to eliminate the discrepancy in federal education funding for First Nations children being educated on reserves and those First Nations children being educated off reserves.

 

10. We call upon the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples….and would incorporate the following principles:

i. Providing sufficient funding to close identified educational achievement gaps within one generation.

ii. Improving education attainment levels and success rates.

iii. Developing culturally appropriate curricula.

iv. Protecting the right to Aboriginal languages, including the teaching of Aboriginal languages as credit courses.

v. Enabling parental and community responsibility, control, and accountability, similar to what parents enjoy in public school systems.

vi. Enabling parents to fully participate in the education of their children.

vii. Respecting and honoring Treaty relationships.

 

14. We call upon the federal government to enact…an Aboriginal Languages Act that incorporates the …principles:

 

 i. Aboriginal languages are a fundamental and valued element of Canadian culture and society, and there is an urgency to preserve them.

ii. Aboriginal language rights are reinforced in the Treaties.

iv. The preservation, revitalization, and strengthening of Aboriginal languages and cultures are best managed by Aboriginal peoples and communities.

 

 

 

 

 

Treaty No. 6, Treaty No. 7, Treaty No. 8

Indigenous Knowledge and Wisdom Centre

 

Through the Assembly of Treaty Chiefs in Alberta envision the IKWC as the creation of a culturally appropriate and responsive education environment for First Nation students. This will be achieved through Indigenous-based education pedagogies, curriculum, education policy, language programs, and research that reflects and incorporates Indigenous traditions and ways of knowing into a comprehensive education system.

 

In 2010, an Implementation Framework was developed after a series of information sessions with First Nations communities, discussions with senior provincial officials and senior officials from Indian and Northern Affairs Canada (INAC). These consultations included meetings with First Nations communities, Education Directors of Treaties No. 6, No. 7, and Treaty No. 8, education experts, teachers, students, parents, provincial and federal officials.

 

Canada, Alberta, and the Assembly of Treaty Chiefs in Alberta recognize that First Nations students attending First Nations schools or provincial schools are not achieving educational outcomes similar to all other students in Alberta. Therefore, work is required to increase supports to First Nations Band Operated schools and to improve student transitions between these schools and provincial schools. All parties to the MOU hold a common vision for First Nations students in Alberta where First Nations students are achieving or exceeding the full educational outcomes, levels, and successes of all other students in Alberta.

 

In December 2010, an IKWC Sub-Table was established. This Sub-Table met regularly throughout 2011 and as of March 2012, accomplished the following:

 

§ Established a membership of nine representatives from Treaties 6, 7, and 8

§ Conducted community information sessions

§ Developed and presented a draft Work Plan to the MOU Working Group

§ Gathered input for a Vision, Mandate, and Governance Structure

§ Began foundational website development

 

In mid-April; 2013, representatives of Treaty 6, Treaty 7, and Treaty 8 met to further develop the Operational Plan for IKWC. The template for the Capacity Development Plan was the Education Organization Planning Tool (EOPT) provided by Aboriginal Affairs and Northern Development Canada (AANDC) and completed on April 18, 2013 and forms an addendum to this document.

 

The Business Plan is a dynamic document and will be up-dated regularly between 2013 and 2020. As IKWC moves to become operational, the organization will temporarily utilize the policies and structures of each of the three First Nations Regional Management Organizations (RMOs).

 

 

 

As part of our proposal for “structural readiness activities”, this business plan includes our Capacity Development Plan. The Capacity Development Plan reflects the Alberta Treaty Chiefs’ need  for further advancement of  our structural readiness. The needs reflected in the Capacity Development Plan have been identified through extended assessment involving consultation with each Treaty area. The outcomes are intended to both increase and sustain our capacity to deliver education support and services to Alberta First Nations.

 

While the activities of the capacity development plan reflect all five “Guideline” priority areas, they especially address E, Structural Readiness – as specified in the Aboriginal Affairs and Northern Development Canada, Education Partnerships Program.

 

The Capacity Development Plan outlined activities, timelines, accountabilities, and cost factors as categorized in the AANDC EOPT as follows:

§  Governance and Leadership

§  External Relations

§  Parental / Community Involvement

§  Planning, Performance Measurement and Risk Management

§  Financial Management

§  Human Resource Management

§  Information Management and Information Technology

§  School Supports and Services

 

 

 

 

 

 

 

 

 

 

 

 

2.  IKWC STRATEGIC CONTEXT

 

 

A.    STAKEHOLDERS

 

 

B.    IKWC STRATEGIC PERSPECTIVE

 

1.    IKWC VISION

 

2.  IKWC MANDATE

 

3.  IKWC PRINCIPLES

 

 

First Nations students are achieving or exceeding the full educational outcomes, levels, and successes of all other students in Alberta. Our histories, ceremonies, languages, cultural traditions, and values are learned, passed down, and practiced.

 

 

 

 

 

 

To improve First Nations student achievement levels and cultural identity by developing curricula that integrates our languages, culture, and ways of knowing; and develops a legacy of knowledge and teachings for lifelong learning. To provide services and expertise to First Nations Education Administrators.

 

 

 

 

 

 

Culturally-appropriate

Empowerment

Accountability

Collaboration

Effectiveness

Capacity

 

 

Relationships

Sustainability

Excellence

Integrity

Respect

Equity

 

 

4.    IKWC PRIORITIES

 

 

Governance and Leadership

§  Approve Strategic and Business Plans

§  Establish governance structure

§  Establish operational structure

§  Create policie, procedures, and processes

§  Develop communication plan

§  Develop Opt-In framework mechanism for Member Nations

 

External Relations

§  Utilize MOU as GOA / GOC relationship template

§  Develop external relations strategy

§  Finalize Education Services Agreement

 

Parental / Community Involvement

§  Address gaps in parent / teacher relationship; empower and engage parents

§  Develop policy, processes, and procedures for parental and community involvement

§  Create stakeholder handbooks

§  Address gaps in youth engagement/involvement through Youth Gatherings, development of community-based youth organizations.

 

Planning, Performance Measurement and Risk Management

§  Establish risk management framework

§  Develop operations manual

§  Create reporting mechanism linked to communications plan

 

 

Financial Management

§  Create a finance department

§  Develop financial policies, procedures, and processes

 

Human Resource Management

§  Develop Human Resources strucutres and governance

 

Research and Information Management

§  Develop data collection, storage, and sharing protocols for First Nations intellectual property

§  Develop data collection, storage, and sharing protocols for First Nations information that is consistent with the Principles of Ownership, Control, Access, and Possession (OCAP)

§  Develop information technology research component that utilizes First Nations data to inform onfgoing work of the IKWC (ie. policies, programs)

 

 

School Supports and Services

§  Develop processes to assist schools in capacity development

§  Develop student data compliance  processes

§  Address economies of scale

§  Utilize First Nations culture and language as the curricula foundation

5.    THE OUTCOMES WE WILL MEASURE

 

 

1.   Organization established and operational

2.   Policies and Procedures developed

3.   Alignment and collaboration of all stakeholders to Vision and Mandate

 

4.   Public awareness

5.   Effective educational tools to meet the needs of all stakeholders

6.   Baseline data established and progress measured annually

 

7.  Clear purpose, processes, and outcomes

8.  Subject matter experts meaningfully engaged

9.  Culturally responsive resources available to meet the needs of all stakeholders

 

                         

 

6.    PROPOSED BUSINESS MODEL

 

 

Our business model supports the vision of the Assembly of Treaty Chiefs in Alberta and Indigenous Elders to create a culturally appropriate and responsible education environment for First Nations lifelong learners.

 

This model will be achieved through a large community network of expertise and services to advance change that improves the educational outcomes of our life-long learners.

 

This will be supported through:

 

§  Indigenous-based education pedagogies

§  Language programs

§  Education policies

§  Curricula

§  Research

§  Treaty education

 

Our business model  reflects and incorporates Indigenous traditions and ways of knowing into a comprehensive education system.

 

The Assembly of Treaty Chiefs in Alberta, in partnership with the governments of Canada and Alberta, hold a common vision for First Nations students in Alberta. In that vision, these students are achieving or exceeding the full educational outcomes, levels, and successes of all other students in Alberta.

 

Our business model encompasses the essential information needs of all stakeholders including:

 

§  Easily accessable information

§  Protection of priorietary knowledge

§  Electronic access to shared information

§  Security-enabled electronic access to restricted information

§  Resources / tools for all stakeholders

 

 

 

 

 

 

Curriculum & Resource Development

Data Collection (Privacy Legislation)

Education Programs & Services

Indigenous Knowledge

Program Enhancement

First Nations Language

Review of Legislation

Tuition & Education Service Agreements

Comparative Funding Analysis

Supports

Systems

Measurement & Monitoring

Reporting

Establish Post-Secondary Partnerships

Develop a Collaborative Framework

Engage Federal and Provincial Agencies

Develop Culturally Appropriate,

Comprehensive and Coordinated Approaches

Engagement

Encourage & Support

P.D. for all Teachers of First Nations Students

Increase Number of First Nations Teachers

Improve Recruitment, Retention, and Professional Development

Incorporate History, Treaties, Culture, and Traditions in Curricula

Land Based & Experiential Learning

Extra-Curricular Opportunities

Excellence in Arts & Sports

Leadership Preparation

COMMITMENTS

COMMITMENTS

 

7. 

Ø  Development of a First Nations Education Framework Mechanism

Ø  Empowering First Nations Chiefs and Councils to establish First Nations Education Authorities

Ø  Establishing and Indigenous Knowledge and Wisdom Centre focused on First Nations Language and Culture

Ø  Creation of Parent and Community Councils and ongoing Collaborative Frameworks

 

ONGOING

TIMELINE

 

*Policies, Procedures, and Processes


 

 

 

 

3.  IKWC BUSINESS PLAN

 

 

A.    IKWC PROPOSED GOVERNANCE STRUCTURE

The Chiefs of Treaty 6, 7 & 8 as well as education leaders are engage in formal discussions as to which proposed governance system is appropriate and which legal mechanism aligns with the Vision of IKWC.

 

Three proposed governance structures are as follows:

 

1.     Tribal Council Approach

2.     All 48 First Nations Board

3.     Nine Member Board

§  One member from each Tribal Council and Independent Band(s) (larger band such as Blood Tribe, Saddle Lake Cree Nation, Bigstone Cree Nation).

§  Or a combination of Inter-tribal organizations.

 

§  All Alberta First Nations will be represented on the Board of Directors

 

§  Three board members from Treaty No. 6

§  Three board members from Treaty No. 7

§  Three board members from Treaty No. 8

 

 

Legal mechanism as follows:

 

Incorporated Organization

 

§  Federal Incorporation

§  Provincial Incorporation

 

 

Proposed Elders’ Senate

 

§  12 member Senate of Elders representing two seats for each language group in Alberta

§  Appointed by Chiefs of each Treaty Territory

§  Advises Board on language, culture and teacher instruction matters

§  Approves Cultural curriculum

 

 

 

 

 

 

B.    PROPOSED OPERATIONAL STRUCTURE

 

 

 

 

Position

Function

Number of Positions and Hiring Responsibility

Chief Executive Officer

Operations; Administration; Business Plan Implementation; Reporting

1   -  Appointed by Board of Directors

Chief Financial Officer

Finance, risk management

1   - Hired by Chief Executive Officer

Human Resources Manager

Human resources functions

1   - Hired by Chief Executive Officer

Administrative Assistant

Support functions to organization

1   - Hired by Chief Executive Officer

Policy Analyst

Policy development and analysis

1   - Hired by Chief Executive Officer

Communications Officer

Development and dissemination of all commmunication materials

1   - Hired by Chief Executive Officer

Researcher / Writer

Data Collection and Analysis, Reporting

1   - Hired by Chief Executive Officer

Program and Services Manager

Administration and alignment of programs and services

1   - Hired by Chief Executive Officer

IKWC Engagement Liaison

Liaison with parents, youth, and Elders; advice, guidance

1   - Hired by Chief Executive Officer

Information Technologist / Business Analyst

IT Services; Software and Hardware Support; Expertise

1   - Hired by Chief Executive Officer

External Relations Officer

Liaison, communications with external stakeholders

1   - Hired by Chief Executive Officer

Legal Advisor

Legal advice and support, intellectual property expert

Contracted as needed

 

 

 

C.     PROPOSED OPERATIONAL ORGANIZATION CHART

 

D.    IKWC CAPACITY DEVELOPMENT PLAN

We have added additional activities to the six identified in the National Program Guidelines: Parental / Community Involvement. This we consider an important overriding priority area relating to many objectives: broad-based awareness, community / parental feedback, community / parental participation in planning and delivery, and linking with many community stakeholders represented by agencies and organizations within each community.

For each of the activity areas we have listed:

·       the specific actions which are proposed in our plan for implementation to achieve the activity

·       the objectives in terms of anticipated outputs

·       the performance measures

The attached MOU-IKWC Education Task Force Work Plan[kd2]  update provides revised timelines, objectives, performance measures and progress achieved to date for some of the activities.

For each action contained in the matrix based on a 1-year time-frame, we have provided an estimated cost for its achievements. In many cases, there are no additional costs. However, the financial plan identifies personnel and support costs.  These costs will serve a constituency of 48 First Nations members throughout Alberta.  Given this diverse geographic area, we believe the estimated costs are reasonable to achieve the objectives as outlined within this document and the IKWC Education Task Force Work Plan[kd3]  however; we will continue to assess them throughout this initiative. Upon request, estimated financial details can be provided.

In-kind contributions are offered by various stakeholders in the form of capital expenses, labor, and as such, are difficult to quantify; however, they involve a commitment of time and resources from Alberta Treaty Chiefs.  We gratefully, acknowledge the Province’s contributions thus – the provision of office space - and look forward to their future contributions.

Note: Only one Lead Person is assigned to each Project. This is in accordance with RACI Guidelines (See Appendix B). This individual will: ensure that the Project is kept active; identify the resources required (time, people, money, technology); and regularly report on progress. The rationale for only assigning one lead is to ensure that accountability is assigned and that the Project is not neglected. The Lead Person may not necessarily be the “doer”, but will “ensure that Project moves forward to accomplishment”.

 

a.   Governance and Leadership

 

Corresponding Project

Lead

Person

Timelines

Objectives

Performance Measures

Cost

Results

Date each update

1.     Obtain approval of the Long Term Strategic Plan Draft (document dated March 26, 2013) by Senior Officials (T6, 7, 8; GOA; GOC)

a.     Submit document to senior officials in advance of meeting

b.     Receive direction on any changes

T7 Education Director

May 3/13

Anticipated Outputs:

§ Possible list of revisions

§ Reference document

Anticipated Outcomes:

§Clear strategic direction

 

Final Approval by Motion

 1,200

 

2.     AOTC approval of both the Long Term Strategic Plan and the IKWC Business Plan

a.     Present governance options and implications (pros and cons) of each option, including legal issues related to each option

b.     Establish a temporary governance body with a sunset date

c.     Hire a IKWC Chief Executive Officer

T7 Education Director

 

 

 

 

 

Temporary Governance Body

 

June 15/13

 

 

 

 

 

June 15/13

 

By Aug 1/13

Anticipated Outputs:

§ Finalized Strategic Plan and Business Plan

Anticipated Outcomes:

§Grand Chiefs will take documents to Elected Officials

§Direction on governance structure

Final Approval by Motion

 

 

Funding from Regional Office

 

 

100,000

 

3.     Endorsement of both the Long Term Strategic Plan and the IKWC Business Plan by Elected Officials

a.     Signing ceremony

  1. Develop Key Performance Indicators (KPI) to track progress and facilitate reporting

MOU Team Lead

By Dec 31/13

Anticipated Outputs:

§ Final endorsement

§ Finalized governance structure

§ Finalized operational structure

§ Develop KPIs

Anticipated Outcomes:

§Funding in place

§IKWC doors open

Signing Ceremony

35,000

 

5.     Develop and implement a selection process and criteria for Board and Senate[kd4]  positions

a.     Research models from other organizations

b.     Endorsement of process by temporary governance body

c.     Communicate a ‘call’ for governance body members

d.     Select governance body members

IKWC CEO

By Dec 31/13

Anticipated Outputs:

§Selection process in place

Anticipated Outcomes:

§ Board and Senate established

Governance Body or Bodies in place

23,000

 

 

 

6.     Finalize organizational structure for all positions

a.     Human Resources plan to define critical start up positions (e.g. HR Manager, Researcher, Writer, Communications Officer / External Relations Officer, Information Technologist / Business Analyst, Administrative Assistant, Policy Analyst, Chief Financial Officer, Legal, IKWC Engagement Liaison, Program and Services Manager)

b.     Staffing of other positions will occur on an as needed, and as funded basis

IKWC CEO

Mar 31/14

Anticipated Outputs:

§Operational structure established

Anticipated Outcomes:

§Organization structure in place

§Main capacity areas staffed

Finalized organization structure

10,000

 

 

7.     Ensure that comprehensive operational policies, procedures, and processes are in place for Human Resources, Finance, and Information Technology

 

IKWC CEO

Dec 31/13

Anticipated Outputs:

§Operational policies, procedures and guidelines

Anticipated Outcomes:

§Clear guidance for organizational operations

All policies in place

n/a

 

8.     Develop comprehensive Governance policies, procedures, and processes

 

IKWC CEO

Dec 31/13

Anticipated Outputs:

§Governance processes finalized

§Governance manual

§Orientation of governance body members

Anticipated Outcomes:

§ Guidance for effective governance in place

All governance processes in place and operational

15,000

 

9.     Establish a dispute resolution policy and processes for political and operational purposes

a.     Research existing processes

b.     Incorporate into governance and operational policies and procedures

IKWC CEO

Mar 31/14

Anticipated Outputs:

§Dispute resolution process

Anticipated Outcomes:

§ Clear guidance to resolve issues

Dispute resolution mechanisms in place

n/a

 

10.  Establish a clear, concise IKWC Communications plan – referring to existing plans

a.     External

b.     Internal

c.     Develop a brand strategy and supporting materials

IKWC CEO

Dec 31/13

Anticipated Outputs:

§Communications process

Anticipated Outcomes:

§Clear direction on how information is gathered, stored, and disseminated

Plan in place

3,500

 

11.  Develop an Opt-In framework mechanism for IKWC Member Nations

a.     Incorporate into governance policies and procedures

b.     Establish First Nation Education Authorities

IKWC CEO

Dec 31/14

Anticipated Outputs:

§Opt-Out policy

Anticipated Outcomes:

§ Clear policy on how to  leave

Opt-Out policy in place

n/a

 

12.  Transition to a permanent governance structure – Board and Senate

a.     Orientation (materials, session)

b.     Legal costs; Consulting fees

Temporary Board and Senate

Jan 31/14

Anticipated Outputs:

§Governance structure in place

Anticipated Outcomes:

§ Clear process to transition to a permanent Board and Senate

Permanent Board and Senate

 

 

22,000

32,500

 

TOTAL

$242,200

 

 

b.   External Relations

 

Corresponding Project

Lead

Person

Timelines

Objectives

Performance Measures

Cost

Results

Date each update

1.     Utilize the MOU as a template for relationships with GOA and GOC relationships

a.     Develop processes to monitor implementation of the MOU

b.     Engage in policy and program discussions with Federal and Provincial governments

c.     Work with the GOA, Ministry, and School Districts to leverage their expertise and services

d.     Collaborate with the GOA on curriculum and instructional issues

e.     Develop a policy to work with Aboriginal Education on School Program Declaration

IKWC CEO

 

 

 

Dec 31/13

 

 

Ongoing

 

Ongoing

 

 

Ongoing

 

Dec 31/13

 

Anticipated Outputs:

§ MOU monitoring process in place

Anticipated Outcomes:

§Reporting on a regular basis

§Annual reports and discussions with MOU Stakeholders

§Collaboration and partnerships

Regular reviews of the MOU

 

Define milestones and  KPI’s to measure progress

In kind

 

2.     Develop an External Relations strategy that considers all external stakeholders (e.g. corporations, NGOs, other Federal departments, post-secondary institutions, other provinces, etc.)

a.     Establish processes to partner with the private sector and NGOs for funding / fundraising.

b.     Establish communication and marketing processes to increase knowledge of IKWC.

c.     Identify alternative funding sources (i.e. charity events) and / or in-kind contributions

External Relations Officer

Dec 31/13

Anticipated Outputs:

§ Strategy and processes established

§ Communication channels and marketing plans

Anticipated Outcomes:

§Partnerships created

§Alternate sources of funding secured

External Stakeholder Strategy Implemented

 

KPIs to measure progress and level of exposure to external sources

n/a

 

3.     Develop, finalize, and implement the Education Services Agreement

a.     Establish a working team that may include: First Nations Education Authorities, Funders, Provincial School Boards, Transportation, etc.)

External Relations Officer

Mar 31/14

Anticipated Outputs:

§ Agreement in place and implemented

Anticipated Outcomes:

§Guidance for all parties

§Engagement of stakeholders as appropriate

Agreement finalized and in place

5,000

 

TOTAL

$ 5,000

 

 

 

c.   Parental / Community Involvement

 

Corresponding Project

Lead

Person

Timelines

Objectives

Performance Measures

Cost

Results

Date each update

1.     Engage First Nations Education Authorities to develop an approach that empowers and engages parents and addresses gaps in the parent / teacher relationship

a.     Engage Parent representatives in FNEAs

b.     Parents to create orientation processes for other Parents, Community Members, and Teachers

c.     Update the handbook created by the Parent and Community Engagement Sub-Table

IKWC CEO

Ongoing

Anticipated Outputs:

§ Process for parental engagement

Anticipated Outcomes:

§Empowered parents and community members

§Parents who feel safe in expressing their views and are comfortable in the education environment

Effectiveness of FNEAs

Engagement of Parents

264,030

 

2.     Develop a policy, processes, and procedures for Parental and Community Involvement

a.     Written description of decision making processes

b.     Ongoing documentation of best[kd5]  practices

c.     Identification of when community involvement is required

d.     Methods that promote language and cultural integrity / practices

e.     Methods for reporting back to the community

f.      Description of how particular groups are involved (e.g. Elders, Women, Men, Single Parents, etc.)

g.     Complaint process

h.     Agendas for public meetings

i.      Minutes / Records of decision of public meetings

j.      Written communications plan and approach

IKWC Engagement Liaison

Dec 31/14

Anticipated Outputs:

§ Formalized processes

Anticipated Outcomes:

§Clear and effectively communicated approaches

§Effective integration of culture and cultural practices

 

Effective engagement of Parents and Communities

 

Define KPIs to track market penetration and parental / community engagaement

n/a

 

3.     Create handbooks that are general templates for each of the stakeholders and target groups as appropriate

a.     Provide a list of resources which includes: RCMP, Crisis Centres, Child and Family Services, etc.

IKWC Engagement Liaison

Dec 31/14

Anticipated Outputs:

§ Formalized handbooks

Anticipated Outcomes:

§Clear, effective, and safe guidance

Effectiveness of Handbooks

25,000

 

4.     Create a process to prepare the next generation of leaders and Elders

a.     Research, Elder advice

b.     Including youth

c.     Training program for emerging leaders (scholarships, certificate, hands-on material to be used in schools, etc.)

d.     Annual gathering

 

 

Chief Executive Officer

 

 

 

 

 

 

 

Dec 31/14

 

 

 

 

 

 

 

 

 

Anticipated Outputs:

§ Leadership Development Process

Anticipated Outcomes:

§Youth prepared to be Leaders and Elders

 

 

 

Effective processes in place

 

KPIs and consultation to determine Elder and training progress.

 

 

 

 

 

25,000

 

 

 

 

 

 

 

 

 

 

5.     Design, Develop and Hold an Annual Regional Gathering of Youth

a.     Research, writing, innovative approaches to engaging youth.

b.     Community-based youth organizations/

c.     Best practices, information sharing, scholarship opportunities, mentorship networks

d.     Develop a regional network of youth ambassadors from Alberta First Nation communities

IKWC Engagement Liaison

TBD

Anticipated Outputs

§  Youth Leadership/Mentoring

Anticipated Outcomes:

§Youth prepared and empowered to succeed and engage in school and the community.

§ Youth actively engaged and involved in decision-making about their futures in school (i.e. PSE), the community, and society.

 

Increased youth engagement in the community, in the school, and amongst each other.

 

Developing and sharing best practices for youth empowerment and engagement. 

TBD

 

TOTAL

$314,030

 

 

 

 

d.  Planning, Performance Measurement, Risk Management

 

Corresponding Project

Lead

Person

Timelines

Objectives

Performance Measures

Cost

Results

Date each update

1.     Establish a risk management framework

a.     Create guidelines for policy development

b.     Establish a project / program management plan to track progress on finance and human resources

c.     Establish a work plan and processes to administer, monitor, and report on school supports and services

d.     Establish Key Performance Indicators

IKWC CEO

Dec 31/13

Anticipated Outputs:

§ Framework

§ Design KPI tracking tool and program wide KPIs

Anticipated Outcomes:

§Mitigation of potential risks

§Action plans to address risks

 

Risk Management Tool created and utilized

 

Define program KPIs

n/a

 

2.     Develop an operations manual and process for regularly updating the manual

Human Resources Manager

Mar 31/14

Anticipated Outputs:

§ Manual

Anticipated Outcomes:

§Clear processes in place for the reference of all staff

 

Effective guidance on all aspects of the operation

n/a

 

3.     Create a reporting mechanism that is linked to the communication plan; addresses the who, what, when, and how

a.     Define channels to access, compile and analyze data and KPIs

b.     Create reporting and status meeting templates

c.     consider quarterly newsletters and an annual report

d.     hold an annual general meeting

Communications Officer

Dec 31/14

Anticipated Outputs:

§ Processes, templates and KPI for reporting

Anticipated Outcomes:

§Effective communication processes

§Informed stakeholders

 

 

Reporting processes which keep stakeholders informed

 

Define KPIs

 

 

40,000

 

4.     Create a process to assess the effectiveness of our service delivery

a.     Self-assessment

b.     360 degree assessment

c.     Utilize Aboriginal Affairs and Northern Development Canada, Education Organization Planning Tool as a template for assessment

IKWC CEO

By Mar 31/15 and Annually thereafter

 

Report at AGM

Anticipated Outputs:

§ Ongoing process for evaluation and reporting

Anticipated Outcomes:

§Clear understanding of service delivery effectiveness

§Identification of gaps in services

Process in place

 

Results of evaluation

n/a

 

TOTAL

$40,000

 

 

 

 

e.  Financial Management

 

Corresponding Project

Lead

Person

Timelines

Objectives

Performance Measures

Cost

Results

Date each update

1.     Create a finance department

a.     Create and staff a finance position with appropriate professional designation

 

 

 

 

 

IKWC CEO

Dec 31/13

Anticipated Outputs:

§Department established

Anticipated Outcomes:

§Effective finance support

Staffed Department

115,000

 

2.     Develop Financial policies, procedures, and processes

a.     Align with other organizational plans

b.     Develop mechanisms, policies, and processes for funding allocation, in-kind contributions, external financial or commercial contributions

c.     Refer to GOC Aboriginal Affairs and Northern Development Canada, Education Organization Planning Tool, Section 5:44.2 for a complete list of elements to include

CFO

Dec 31/13

Anticipated Outputs:

§Financial processes finalized

§Financial operational manual

§Funding and other financial sources identified for sustainability

Anticipated Outcomes:

§ Guidance for effective financial management in place

§ Accountable, transparent, and fair processes and procedures

All financial processes in place and operational

 

Define KPIs

n/a

 

TOTAL

$115,000

 

 

 

 

f.   Human Resource Management

 

Corresponding Project

Lead

Person

Timelines

Objectives

Performance Measures

Cost

Results

Date each update

1.     Develop comprehensive Human Resources:

a.     Organizational design, organizational charts and reporting relationships

b.     Governance structures and job descriptions for each position to secure funding

c.     Create all policies, procedures related to people processes

d.     Refer to GOC Aboriginal Affairs and Northern Development Canada, Education Organization Planning Tool, Section 6:53 for a complete list of elements to include

HR Manager

Dec 31/14

Anticipated Outputs:

§HR documentation in place

§HR Manual

Anticipated Outcomes:

§People processes are all in place

All people processes in place and operational

n/a

 

TOTAL

$ ----

 

 

 

 

g.  Research and Information Management

 

Corresponding Project

Lead

Person

Timelines

Objectives

Performance Measures

Cost

Results

Date each update

1.     Develop comprehensive Information Technology policies, procedures, and processes

a.     Refer to GOC Aboriginal Affairs and Northern Development Canada, Education Organization Planning Tool, Section 7:65 for a complete list of elements to include

IT / Business Analyst

Dec 31/14

Anticipated Outputs:

§Consult to determine, design and build requirements for data repository

§Determine technical and communication channel to distribute and access data (internal / external)

§IT documentation in place

§IT manual

Anticipated Outcomes:

§IT processes are all in place

All IT in place and operational

n/a

 

2.     Develop data collection, storage, and sharing protocols related to First Nations intellectual property

a.     Legal Assistance

 

 

IT / Business Analyst

TBD

Anticipated Outputs:

§Effective data processes

Anticipated Outcomes:

§ Integrity of all data processes

Integrity of data and processes in place.

25,000

 

3.     Develop data collection, storage, and sharing protocols that are consistent with the Principles of Ownership, Control, Access, and Possession (OCAP)

Business Analyst

TBD

Anticipated Outputs

§Effective data processes

§Data collection, storage and use protocols that protect, uphold, and preserve the integrity of First Nations specific data.

Anticipated Outcomes:

Integrity of all data processes and uses.

Integrity of data and processes in place.

TBD

 

4.     Develop Information/Data Research Component

a.     Research into data flow, information sharing

b.     Use of data collected to inform ongoing work of IKWC

c.     Use data flow to generate an IKWC system-wide understanding of need, areas for future research and development, and best practices.

                                               i.     Use data to generate discussion papers, research reports, and working-papers series.

 

 

Business Analyst &Researcher/Writer

TBD

Anticipated Outputs

§Effective data and information use

§Data and information use that is responsive to the specific needs of First Nations in Alberta

§Working papers, research series, and/or discussion papers for stakeholders, community leaders/members on data-informed issues.  

Anticipated Outcomes:

Deeper understanding of ongoing and emergent needs/trends in the community.

Data-informed decision making, and planning.

 

Establishes baseline for future performance measures on identified issues.

 

TBD

 

TOTAL

$150,000

 

 

 

 

h.  School Supports and Services

 

Corresponding Project

Lead

Person

Timelines

Objectives

Performance Measures

Cost

Results

Date each update

1.     Develop processes to assist schools in developing their capacity, or to have IKWC provide guidance in the following areas:

a.     local school governance (Refer to GOC Aboriginal Affairs and Northern Development Canada, Education Organization Planning Tool Part B:74.2 for list)

b.     school success / student achievement

c.     developing plans to address evaluation data outcomes

d.     financial management / professional development

e.     human resources and information technology policies

f.      advice and guidance on teacher and principal performance evaluations, certification, accreditation, disciplinary action, and management of this data

g.     policies and terms of reference for volunteers in schools

h.     assisting schools in developing capacity to build proposals

i.      assisting schools in assessing their structure and capacity.

Program and Services Manager

Sept 2014

Anticipated Outputs:

§ Processes

Anticipated Outcomes:

§Schools feel they are supported

 

Effective support of Schools in their capacity development

n/a

 

2.     Develop processes to guide First Nations on compliance processes for the collection, analysis, and reporting of student data

 

Program and Services Manager

Sept 2014

Anticipated Outputs:

§ Processes

Anticipated Outcomes:

§First Nations ability to comply

 

First Nations are assisted with compliance issues

n/a

 

3.     Develop processes for economies of scale, including bulk procurement (IT, school supplies, etc.)

 

Program and Services Manager

Sept 2014

Anticipated Outputs:

§ Processes

Anticipated Outcomes:

§Lower cost procurement

§Easily accessible resources

Cost savings

Resources can be reallocated to areas of need

 

n/a

 

 

4.     Help schools / education directors with their proposal-driven programs by providing guidance and expertise

Researcher / Writer

Ongoing

Anticipated Outputs:

§ Resource available to assist schools

Anticipated Outcomes:

§Schools have access to expertise

 

Schools are effectively supported with their proposals

n/a

 

5.     Create a staff position to provide legal expertise and guidance to IKWC and schools

 

IKWC CEO

Sept 2014

Anticipated Outputs:

§ In-house legal resource

Anticipated Outcomes:

§Risk management

 

Legal resource available to IKWC and Schools

n/a

 

6.     Create an IT "Help Desk" for schools

 

IKWC CEO

Sept 2014

Anticipated Outputs:

§ Help Desk established

Anticipated Outcomes:

§Cost savings for schools

§Effective technology support

 

Information Technology support available to Schools

20,000

 

7.     Develop a strategy that uses First Nations culture and language as the foundation for curricula and for First Nations pedagogy (teaching methodologies) and andragogy (the teaching of adults)

a.     Engage Senate of Elders for guidance

b.     Develop holistic learning models and measurement methodologies

c.     Conduct an environmental scan for what currently exists

d.     Screen curricula through a cultural lens

e.     Develop language and cultural programs

f.      Incorporate spirituality into programs

g.     Develop processes to facilitate distance learning, e-learning

h.     Incorporate traditional knowledge into para-curricular programs

i.      Incorporate Treaty knowledge into programs

j.      Develop a strategy to improve literacy and numeracy skills

Program and Services Manager

Ongoing to 2020

Anticipated Outputs:

§ New models for curricula development and delivery

Anticipated Outcomes:

§Culture as the framework and foundation of holistic learning

§Curriculum developer on staff reporting to Program and Services Manager

 

Revitalization of First Nations culture and language

250,000

 

TOTAL

$270,000

 

 

GRAND TOTAL OF CAPACITY DEVELOPMENT PLAN (excluding most salaries)

$1,136,230

 

E.     FINANCIAL PLAN

 

GRAND TOTAL OF CAPACITY DEVELOPMENT PLAN (excluding most salaries)

$1,136,230

 

Over and above the financing requirements of the Capacity Development Plan, the following financial resources are required:

 

Expense Type

Year 1

Notes

Salary & Benefits - Staff

$     -      -   

CEO - $100,000 identified in Capacity Development Plan

(includes 15% Benefits)

63,250

Administrative Assistant

 

71,400

IT Business Analyst

 

71,400

Policy Analyst

 

86,250

Communications Officer

 

-       -

CFO - $115,000 identified in Capacity Development Plan

 

92,000

Human Resources Manager

 

30,000

Researcher / Writer (engaged as required on a contract basis – no benefits)

 

86,250

Program and Services Manager

 

71,400

IKWC Engagement Liaison

 

71,400

External Relations Officer

 

40,000

Legal Advisor (engaged as required on a contract basis – no benefits)

Travel

 

 

Includes mileage, airfare,

25,000

CEO

accommodations, and

20,000

Communications Officer

incidentals

5,000

Human Resources Officer

 

5,000

Program and Services Manager

 

20,000

IKWC Engagement Liaison

 

10,000

External Relations Officer

Office Administration

 

 

  Materials & Supplies

10,000

Office supplies

  Printing & Publishing

5,000

Printing, Newsletter, etc.

  Rent & Utilities

55,000

3 Year Lease (2,500 sq. ft @ $14.50 per plus $7.50 per for utilities)

  Tenant Insurance

1,200

Insurance on premises

Office Equipment

 

 

  Furnishings & Equipment

160,800

For 14 People: Laptops $20,000; iPads $6,000; Cell Phones $20,000; Desk Phones $24,000; Photocopier Lease $4,800; Internet fees $6,000; Furnishings $80,000 in Year 1 – includes office furniture, projector, smart board, video conferencing, printers.

 

Professional Development

 

 

  Staff Development

15,000

Training & Development

Professional Services

 

 

  Consulting Fees

20,000

Reports, Facilitation, etc.

  Legal Fees

12,500

Incorporations, Copyright, Intellectual Property

Cultural Services

 

 

  Elders, Mentoring

6,600

Two meetings per year of 12 Member Elders’ Senate $150 honorarium per day, 2 days per meeting

  Senate Travel

12,000

Average cost of $500 per person

  Senate Accommodation

6,900

Average cost of $150 per night

Temporary Board

 

 

  Travel

42,000

Twelve-member Board, 7 meetings per year at an average of $500 per person

  Accommodation

10,800

Twelve-member Board, 7 meetings per year at an average cost of $120 / night

TOTAL OPERATIONAL

$1,126,150

 

TOTAL CAPACITY PLAN

$1,136,230

 

GRAND TOTAL

$2,262,380

 

 

 

 

 

 

 

 

 

4.  APPENDICES

 

 

A.       GLOSSARY OF TERMS

 

Andragogical

Approach based on self-directed learning theory.

Bicameral

Two chambers of governance … The Board and The Senate.

Brand

Logo. Name of the organization. All representational elements of IKWC.

Centre of Excellence

Integrating knowledge, processes, and resources. A world class Indigenous education approach.

Curricula

The plural of curriculum. More than one course.

Engagement

The involvement and mobilization of First Nations communities.

EPP

Education Partnership Proposal.

Holistic

The interconnectedness of Indigenous culture, history, heritage. The Indigenous World View. The development of the whole person. Contextualized, site specific learning.

I.P.

Intellectual Property.

Lifelong Learning

Continuous building of skills and knowledge throughout the life of an individual. Occurs through formal education, experience, and mentoring.

Literacy

Speaking, Listening, Reading, Writing, Comprehension, Vocabulary. Competencies in both First Nations languages and English.

OCAP

Ownership. Control. Access. Possession.

Pedagogical

Traditional instructional approach based on teacher-directed learning theory. The art and science of teaching.

Proprietary

Information, materials, and data that is held by an individual, group, or organization and which requires the authorization of the holder / owner in order to be shared.

B.  RACI

 

R.A.C.I. is a technique used to identify activities, the individuals involved, and their respective roles.

 

Responsible - “The Doer”

Individual(s) who performs the task – the doer, responsible for action/implementation.  The accountable person defines the degree of responsibility.

R’s can be shared.

 

Accountable - “The Buck Stops Here”

The individual who is ultimately accountable.  Includes yes/no and power of veto. 

Only one “A” can be assigned to a task.

 

Consulted - “In the Loop”

The individual(s) to be consulted prior to a final decision or action being taken.  Two-way communication is important with these people.

 

Informed - “Keep in the Picture”

 

The individual(s) who need to be informed after a decision or action is taken.

 

An Example of a RACI Matrix to document roles. Note that only one “A” is assigned for each Activity. This person will ensure the task is accomplished.

 

 

The Tasks

The Team

 

Person 1

 

Person 2

 

Person 3

 

Person 4

 

Person 5

 

Person 6

Activity 1

 

R

a

r

c

R

Activity 2

a

c

 

 

c

R

Activity 3

r

 

i

a

 

 

Activity 4

r

a

r

 

I

C

Activity 5

 

i

a

r

r

 

Activity 6

a

i

c

r

A

 

Activity 7

r

a

i

r

 

A

 

 

C.         REFERENCE DOCUMENTS

The following documentation was used in the creation of this Business Plan:

2015, June

Truth and Reconciliation Commission of Canada: Honouring the Past, Reconciling for the Future: Summary Report of the Truth and Reconciliation Commission of Canada.

2013, March 28

Letter from Indian and Northern Affairs Canada to Treaty 6, Treaty 7, and Treaty 8

2013, March 26

Memorandum of Understanding for First Nations Education in Alberta. Long Term Strategic Plan

2013, March

Indigenous Knowledge and Wisdom Centre Communications Plan

2013, April 19

Education Organization Planning Tool. Aboriginal Affairs and Northern Development

2013, April 1

Education Partnerships Program Proposal. Aboriginal Affairs and Northern Development

2012, April 

Memorandum of Understanding for First Nations Education in Alberta: Children in Care/Children in Custody/Children Not Attending School Sub-Table Report.

2011, September 28-29

Indigenous Knowledge and Wisdom Centre Strategic Planning Session notes

2011, October 18

Indigenous Knowledge and Wisdom Centre Sub-Table Meeting notes

2011, June 3

Indigenous Knowledge and Wisdom Centre Business Plan 2011 Draft

2011, January 17

MOU Framework for Implementation of Commitments

2011, August 29

Indigenous Knowledge and Wisdom Centre Sub-Table Report

2010, June

Draft Communication Strategy, First Nations Education Memorandum of Understanding

2010, February/March

Memorandum of Understanding for First Nations Education in Alberta

Undated

Confederacy of Treaty Six First Nations, IKWC Final Report

Undated

Education Partnership Proposal Executive Summary

Undated

Indigenous Knowledge and Wisdom Centre Working Group Terms of Reference

Undated

MOU PowerPoint Presentation

Undated

Treaty No. 6, Treaty No 7, and Treaty No. 8 Governance Structure

 

 

 

D.       ENVIRONMENTAL SCAN

a.  OPPORTUNITIES

 

b. RISKS

INNOVATION

 

COLLABORATION

1.     A large pool of Indigenous community expertise and knowledge is available.

2.     Youth are technologically saavy and require 21st Century solutions.

3.     Momentum for First Nations education solutions is driven by First Nations people, and the envisioned outcomes will be realized by the collaboration of all stakeholders to utilize their collective creativity.

4.     Blending tradition with the realities of the modern world ensures that the needs of our life-long learners are met and exceeded.

5.     Resurgence of traditions, ceremonies, and ways of knowing promoted by Elders

1.   Changing priorities of government partners may impact long term sustainability of the MOU.

2.   Ability to align all stakeholders toward a common Vision and implementation plan.

3.   Failure of all stakeholders to fulfill the IKWC commitments of the MOU.

 

c. DEMOGRAPHIC AND SOCIAL TRENDS

d. EFFECTIVE PRACTICES

 

THE YOUTH POPULATION IS GROWING

 

NATIONAL AND INTERNATIONAL INITIATIVES

 

1.     The under 25 Indigenous demographic is the fastest growing population in Canada.

2.     Young people are increasingly mobile and migrate, temporarily or permanently, to urban centres for both work and post-secondary education.

3.     Economic development is enhanced when our youth walk comfortably in two worlds, when they possess a strong knowledge of their culture and the world more broadly.

4.     Indigenous Elders and their knowledge and wisdom are being lost at a critical rate, thus impacting the transfer of knowledge to youth.

5.     Some youth lack knowledge of Indigenous protocols.

 

 

1.     Manitoba First Nations Education Resource Centre Incorporated focuses on supporting First Nations education.

2.     Nisga’a School District has improved literacy rates of students by recruiting culturally qualified teachers, engaging parents and the community. Nisga’a School District is among the top five BC School Districts in terms of literacy growth since the mid 1990s.

3.     Saskatchewan teaches Treaty education in every school.

4.     Eskasoni First Nation in Nova Scotia has designed an elementary curriculum to reflect their culture, language, and learning style based on the U.S. PATHS model (Promoting Alternative Thinking Strategies).

5.     New Zealand and Hawaii have focused on preserving their Indigenous languages through immersion and bilingual curricula.

 

E.         NEGOTIATION OF A TRIPARTITE AGREEMENT FOR FIRST NATIONS    EDUCATION

 

 

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