Regional Sessions 2006

Regional Sessions 2006 Welcome!

Draft Agenda Day 1 Morning: 1. Welcome and Introductions Regional Sessions 2006 Draft Agenda Day 1 Morning: 1. Welcome and Introductions 2. FNESC Highlights of the Year 3. First Nations Jurisdiction over Education Update and Discussion LUNCH Afternoon: 4. Post-Secondary Education Update and Discussion 5. Review/Discussion/Feedback of the BC Aboriginal Language Revitalization Strategy 6. Local Education Issues/Concerns Speaking Notes: Welcome to the 2006 FNESC regional sessions. This is the 13th year FNESC is going out to communities. This is FNESC’s most important annual activity, community direction and feedback are at the heart of the FNESC organization. Everyone is encouraged to participate and share their thoughts and ideas. FNESC has also invited the representatives from the Ministry of Education and Indian and Northern Affairs Canada (introduce reps) to discuss First Nations education issues related to their respective organizations. Identify appropriate participant to do an opening prayer Initiate roundtable introductions Review the agenda by reading it aloud Ask for additional agenda items on local education issues Additions to the agenda?

Draft Agenda Day 2 Morning: Regional Sessions 2006 Draft Agenda Day 2 Morning: BC Ministry of Education Update and Feedback Session Afternoon: Indian and Northern Affairs Canada Update and Feedback Session Education Policy Framework (EPF) Post-Secondary Funding Formula

Regional Sessions 2006 Highlights of 2005/2006 Band-operated funding formula increased by $9 million New additional special education money of $2 million First Nations Jurisdiction over Education Agreement initialed November 26, 2005 and signed July, 2006 Speaking Notes: Band operated funding formula: almost all First Nation schools are getting equivalent block rate as provincial schools in the same area. This is an interim funding arrangement: nationally the AFN is working with INAC on a Band operated funding formula which will hopefully include unique cost drivers such as funding for language and culture programming. Special Education: there will be a $1 million increase next year and then BC’s allocation will remain the same for 4 years. Total funding increase to First Nation schools was $11 million

Highlights of the Year (cont.) Regional Sessions 2006 Highlights of the Year (cont.) 18 trainers trained for anti-racism work 5. 600 youth participate in a SchoolNet-sponsored technology workshop at the BC Association of Aboriginal Friendship Centres youth conference in Kamloops New partnership with the First Nations and Inuit Health Branch to provide youth suicide prevention training, including training through the Friends for Life Program A student from one of the FNSA sponsored Historica Fairs wins regional fair and attends the national Historica fair in Montreal. IAHLA completed the first year of Data Collection with an 81% institute response rate Speaking Notes: Anti-Racism trainers will continue with one more training session this year. For more information on who the trainers are you can call the FNESC office. Youth Suicide Training: 23 teachers were trained in the Friends for Life Program. The program will be evaluated this year for its effectiveness. The FNSA has received funding for 2006/2007 to continue to work with Health Canada on youth suicide Information on holding a Historica Fair is on the information table or you can contact the FNESC office

Education Jurisdiction What it Means to Communities Presentation created by FNESC for First Nations communities and schools. Summer 2006

UPDATE July 5, 2006: Landmark Jurisdiction Agreement Signed Speaking Notes: To date 46 First Nations have expressed interest in participating in the Jurisdiction Agreement and they are now referred to as “interested First Nations or IFNs” Since April 2006 those First Nations meet regularly to collectively plan for negotiations and identifying capacity building needs to undertake education jurisdiction.

On July 5th, 2006, representatives of First Nations and the federal and provincial governments signed a set of framework agreements recognizing the right of First Nations communities to make decisions about the education of their learners. The celebration of this achievement was held at Xweme'lch'stn School in North Vancouver.

The Jurisdiction Agreement sets out the responsibilities of Canada, BC and FNESC and the steps they will take so that First Nations will be able to exercise jurisdiction over K-12 on-reserve education. Signers: Jim Prentice, Minister of Indian Affairs and Northern Development Gordon Campbell, Premier of British Columbia Nathan Matthew, Chief Negotiator, FNESC The signed agreements are available at www.fnesc.bc.ca/jurisdiction. Click on Latest News (on the right hand side).

Education Jurisdiction What is it? Legal power and authority to govern and control K-12 education on reserve Community authority is recognized by federal and provincial governments It includes lawmaking powers This is Phase 1. Later phases could include Early Childhood and Post-Secondary. A First Nations choice to participate in the jurisdiction process is completely optional Speaking Notes: This portion of the powerpoint was developed by the IFNs as a communication tool for presenting jurisdiction to their own communities and chief and council The FNESC website has a very comprehensive section on jurisdiction which includes presentations, updates, and communication materials that is easy for First Nations to access and it is updated regularly. The language that references public education can be found in the BC/FNESC agreement and it addresses reciprocal tuition and FN/SD relationships.

Education Jurisdiction: Our Vision Culture Language History Our Values Our Methods These aspects of our vision will be clearly and positively held within our jurisdiction over education.

We will have jurisdiction over all aspects of K-12 education on reserve, including: Curriculum Teacher certification, standards and competencies School certification and school standards How our schools operate Speaking Notes: If there are any FNSA board members in attendance they could speak to the current work of the FNSA on teacher standards and competencies There will also be an update available on teacher certification as a handout FNESC is currently embarking on its first curriculum project: the development of a new English 12 course based on Aboriginal literature. FNESC is working closely with the Ministry of Education on this project and hopes to gain experience in this field to continue curriculum development in other subject areas.

Education Jurisdiction: We will express our jurisdiction by control over… Class size School calendar Testing and assessments Learning philosophy Teaching methods Education goals

Education Jurisdiction: Empowers… Our local government Our parents Our children Our schools Our Elders, community experts

Education Jurisdiction: Benefits our Children We will have the opportunity to… Set appropriate and relevant curriculum and teacher standards Use more flexible teaching methods Create culturally relevant learning environments Teach language, culture, community values Academically prepare students for post-secondary education through higher standards

Education Jurisdiction: Flexible and Respectful Community and needs based Learner oriented, not system oriented Respects culture and people

Education Jurisdiction: Above and Beyond High standards Build on provincial standards for core courses Create own approach to other courses, i.e. English 12 based on Aboriginal Literature Grant our own graduation certificates as well as have access to the Dogwood First Nations languages may now be recognized as a language credit Speaking Notes: FNESC has hired Bernard Gobin and Karmen Brillon to lead the development of curriculum for the new English 12 course. There will be a core group of Aboriginal teachers that will assist in writing the curriculum as well as a group of advisors. We can succeed without having to change who we are.

Education Jurisdiction: Developmental Fits within treaty, self-government, self determination negotiations First step in jurisdiction: later phases will include early childhood education and post-secondary education Develops expertise within the community Speaking Notes: Nathan Matthew is working on the development of modules for Board training. With modules First Nation can choose areas in which to focus their training. The IFNs are also providing direction and feedback on the development of this training. Jurisdiction over K-12 on-reserve education will build capacity for further areas.

Education Jurisdiction: Appropriate Funding All students attending the First Nations school will be funded: Aboriginal and non-Aboriginal students living on or off-reserve One-time developmental funding: establishing the CEA, legal and financial advice, community consultation, etc. Funding will be available for implementation costs such as governance, legal and insurance costs Speaking Notes: Reciprocal tuition process is still being developed. FNESC and the IFNs have just started negotiating the jurisdiction implementation funding for the CEAs this will be based on cost units with base amounts and on research of how much First Nations have used in the past for education governance training.

Education Jurisdiction: What Changes? Our right to make decisions in education will be formally recognized Will control curriculum, school and teacher standards We can graduate our own children We have our own system of K-12 education Sections 114-122 of the Indian Act will no longer apply Speaking Notes: Section 114-122 are included in the handout section of the regional session kit Legislation summary available as a separate handout

Education Jurisdiction: How Will it Work? Jurisdiction rests with Participating First Nation (PFN) FN passes law to set vision and guidelines for education system Law may also create a Community Education Authority (CEA) CEA operates the education system CEA can take many forms (single community, single school, multiple communities, multiple schools, etc.) FN/CEA delegates some responsibilities to a regional First Nations Education Authority (FNEA)

Education Jurisdiction: How Will it Work? First Nations Education Authority (FNEA): Is a legal entity but not another bureaucracy Is made up of representatives from each First Nation participating in jurisdiction Exercises areas of jurisdiction common to all communities: Teacher Certification School Certification Curriculum and examination standards Speaking Notes: The FNEA will be an empty basket until First Nations sign an Agreement in the meantime FNESC will be setting up the infrastructure.

Education Jurisdiction: How Will it Work? FNEA will receive administrative services from First Nations Education Steering Committee (FNESC) like the First Nations Schools Association (FNSA) does First Nations and schools will still receive support from FNESC and FNSA There will be training and other support for Participating First Nations

First Nations / Schools FNEA The PFN passes education law-making protocol defining how laws will be created and passed, then a FN Education law is passed, creating the CEA CEAs have authority for delivery of community education systems admin A new legal body with certain powers delegated by PFNs: Teacher certification School certification Curriculum and standards Current relationship is maintained (Non-PFNS) CEAs PFNs 2 Reps per PFN New FNSA admin admin First Nations / Schools

Education Jurisdiction: Next Steps The FNEA will be up and running by 2008. Federal and provincial enabling legislation could be passed as early as January 2007. Canada and First Nations can initial Canada-FN Agreements once legislation is passed. After initialing, the First Nation has up to three years to develop capacity and systems, and to ratify and sign their Agreement When ready, First Nations ratify and sign the Agreements. Speaking Notes: Legislation is currently being drafted and it is planned that it will be on House of Commons agenda for November 2006

For more information Read about Jurisdiction online at www.fnesc.ca/jurisdiction Contact the office of the First Nations Education Steering Committee (FNESC) toll-free at 1-877-422-3672 or email jurisdiction@fnesc.ca Speaking Notes: There will be monthly jurisdiction updates posted to the website.

Post-Secondary Education Current Issues & Research

There has been growing interest in addressing First Nations post-secondary education and training at the community, provincial and federal levels. One of the key goals is to better share information regarding First Nations post-secondary education and training.

Post-Secondary Education Federal Policy and Management Frameworks As of February 2006, the Post-Secondary Education Review process has been rolled into INAC’s Education Policy Framework. A national AFN-INAC Education Policy Framework Joint Steering Committee is developing the Framework, which encompasses K-12 education, special education, and post-secondary education. The Education Policy Framework (EPF) is intended to set strategic directions and a basis for decision making, as determined cooperatively by First Nations and INAC. It will provide the foundation for the development of future INAC education polices and programs over the next 10 years.

At the June 2006 EPF consultation meeting, BC First Nations stressed the importance of inclusion of post-secondary education and training in the wording of the framework. A draft national EPF was completed June 29, 2006. Wording of the draft EPF specific to post-secondary education issues is similar to that recommended in BC Region’s Preliminary Summary Response to the PSE Review. A second consultation meeting was held in August of 2006. The EPF is scheduled to be finalized by September 29, 2006. Similar consultations will follow for the Management Framework.

Post-Secondary Education (PSE) Funding Allocation Methodology The INAC PSE Funding Allocation Methodologies vary across Canada and BC is the only region that funds post-secondary education on a per capita basis. In 2005 discussions were initiated to revise the INAC BC Region Funding Allocation Methodology. 2003/04 annual audited financial statements indicated a cumulative surplus across the BC First Nations communities of $9.3 million. This surplus must be reduced to ensure the BC Region’s PSE Allocation is not redistributed to other regions in Canada.

INAC issued an interim BC Region PSE Funding Allocation Methodology for 2006/2007. Communities submitted proposals to access the $785,000 Pool Funds. 65 First Nation Bands submitted requests, totaling $8.2 million. INAC distributed the Pool Funds to 30 First Nations who had a decrease in their initial allocation. The FNESC Post-Secondary Education Subcommittee has been invited to participate with INAC in consultation around the 2007/2008 funding allocation methodology. In consultation with communities, the Post-Secondary Subcommittee is committed to developing a long-term strategy to address First Nations post-secondary education.

Data Collection There is very limited data regarding First Nations PSE and training. INAC’s evaluation for Treasury Board of the Post-Secondary Student Support Program and the Indian Studies Support Program found that “The Post-Secondary Education Program has been plagued by data challenges for many years...” FNESC needs to be proactive in the collection of pertinent data. Speaking Notes:

BC Region INAC Post-Secondary Student Registry Data Communities are asked to send Band Council Resolution to FNESC to allow INAC to release aggregate PSE data collected through the Post-Secondary Student Registry forms. This will provide information on the numbers of students funded for the various levels of programs, completion rates, and costs. Speaking Notes: Reiterate the importance of communities sending in the student registry forms – can be accessed on the fnesc website.

PSSC (Deferred) Student Data Collection Form The PSSC is seeking community input to gather data on: students who are deferred or waitlisted, students’ who are funded below the INAC maximum living allowances, and students who are not eligible for funding, because they wish to pursue trades or other non eligible programs of study. The PSSC is working with INAC to analyze the data that was collected through the 2006/07 Interim Funding Allocation Methodology Pool Fund process.

First Nations Institute Data IAHLA has released its Year One Data Collection report, which looks at 17 member Aboriginal post-secondary institutes and their students. The Year Two IAHLA Data Collection surveys will be distributed in the Fall of 2006. Public PSE Institute Data The BC Aboriginal Post-Secondary Education and Training Partners’ group is assisting with the collection of data at both the public and Aboriginal post-secondary education institutes and working to develop common terminology. ISSP Funding Support and Partnership Data The Indian Studies Support Program is collecting and distributing First Nations post-secondary institute funding support and partnership data. Communities can assist with the data collection by providing information for their communities. Only aggregate data information will be released. For copies of the PSSC (Deferred) Student Data Collection form or sample BCR wording, please refer to the FNESC website (www.fnesc.ca).

2005/2006 Research Activities BC First Nations Post-Secondary Institutes - Funding and Best Practices This research, sponsored by the ISSP Committee, examines the funding required to implement effective post-secondary education programming in First Nation institutes and successful practices. It stresses the need for dependable core funding. Post-Secondary Quality Assurance Practices This IAHLA-led research is a general overview of the methods of post-secondary accreditation in Canada, the United States and New Zealand.

Other Initiatives IAHLA Aboriginal Framework The goal of the Aboriginal Framework is to provide a united voice on Aboriginal post-secondary education initiatives and a mechanism to negotiate with, and to inform local, provincial, and federal governments on post-secondary issues. The draft Framework will be presented at the 2007 IAHLA AGM. Post-Secondary Education Coordinator Training The job requirements of PSE Coordinators have grown dramatically. The FNESC Post-Secondary Subcommittee is seeking support for the development and delivery of a PSE Coordinators’ Training program. The program will be delivered by a combination of distance education, workshops and summer sessions.

Future Directions The PSSC plans to undertake the following initiatives: With the direction of communities and the FNESC Board, the PSSC will develop a draft Post-Secondary Education long-term strategy including guiding principles and vision of First Nations post-secondary education; Continue to encourage communities to assist with and provide data to create the ‘business case’ for increased post-secondary education funding and support; Provide input to changes to the national PSE Policy and Management Frameworks; Pending discussions with INAC, FNESC, through the PSSC, will work with INAC BC Region to draft the 2007/2008 PSE Funding Allocation Methodology.

Feedback Requested What should be included in the post-secondary education guiding principles? What topics need to be included in the BC First Nations Post-Secondary Education strategy? How can communication/mentorship between First Nations PSE Coordinators be supported? Would a list serve for your PSE Coordinator/Manager aid your community in delivery of your post-secondary education program? How can the PSSC and communities jointly work together to collect data?

A Strategic Plan for First Nations Language Revitalization in British Columbia First Peoples’ Heritage, Language and Culture Council & First Nations Education Steering Committee

The FNESC Aboriginal Language Subcommittee and the First Peoples’ Heritage, Language and Culture Council have been working together to develop A Strategic Plan for First Nations Language Revitalization in British Columbia HANDOUT

What is the BC Strategic Plan for Aboriginal Languages? The role of the FPHLCC and FNESC is to coordinate the development of a BC-wide strategic plan that is based upon direction and information provided by First Nations community members, elders, educators, and leadership.

5 Key Areas Commitment and collaboration Resources – BC and Canada Fluency and usage – best practices, promotion and effectiveness Presentation – documentation and accessibility Acknowledgement of languages – BC law and federal law (i.e. French), more political support

It is hoped that this Plan will assist First Nations, First Nations leaders, and provincial-level support organizations to focus their activities and thereby maximize their effectiveness.

Why? Only 15% of First Nations access funding Insufficient access to language classes Critical shortage of language teachers No overall provisions for standards and evaluations

Produce a comprehensive, sound business case: to positively influence the development of a national plan to provide direction to the National Task Group to make more effective and efficient use of resources

The Draft Strategic Plan The plan outlines goals and priorities for language revitalization efforts in BC. The plan recognizes that language revitalization is a critical component Language preservation is also a matter of extreme urgency

Feedback Requested How can the draft plan be strengthened? What further changes are needed? Does this plan meet local needs and concerns?