- Category: news
- Created: Wednesday, 09 October 2013 14:14
- Published: Wednesday, 09 October 2013 14:14
- Written by Administrator 3
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Education is widely seen as a key component to future success not only for the individual children who receive that education, but also for the society to which they belong, as a whole. We use graduation rates and post-secondary degree attainment numbers to help determine the efficacy and accessibility of a system of education. More than simply informing us of how many individuals are meeting educational standards, these numbers give us fundamental information about the overall health of a society.
There is no Aboriginal system of education in Canada. This fact is sometimes obscured by misunderstandings of reserve or band schools, or even charter schools that may provide "indigenous content." Nonetheless, the system of education that exists in Canada is wholly Canadian, both legislatively and in terms of provision.
Another important fact is that the Canadian system of education is failing indigenous peoples. This is not a matter of debate. Regardless of personal opinions, bigotry and stereotypes, the grim statistics paint a very clear picture. When examining access, graduation rates and post-secondary degree attainment in other countries, we do not blame individuals for egregiously poor outcomes. We do not do this, because education is a social undertaking that transcends individuals and even minority groups. It requires mobilisation of all levels of government, and it impacts every single person living within the boundaries of that system of education.
The Stats: Outcomes
- A sizable gap in student performance between Aboriginal and non-Aboriginal students is already present by grade 4, with a widening of the gap by grade 7. (page 4)
- 40 per cent of Aboriginal students aged 20-24 do not have a high school diploma compared to 13 per cent of non-Aboriginal people.
- High school non-completion rates are even more pronounced on reserve (61 per cent) and among Inuit in remote communities (68 per cent). (page 3)
- 9 per cent of the Aboriginal population have a university degree compared to 26 per cent among non-Aboriginal students. 63 per cent of Aboriginal university graduates are women.
The Stats: Funding
- Non-Aboriginal funding is funded by the provinces. Aboriginal education is funded federally. Non-Status Indians and Métis students receive provincial funding only.
- The federal funding formula for on-reserve schools has been capped at 2 per cent growth per year since 1996 despite the need having increased by 6.3 per cent per year, creating at $1.5 billion shortfall between 1996-2008 for instructional services alone.
- Only 57 per cent of federal funding for First Nation students is allocated to First Nation schools. The rest goes to support students attending off-reserve schools. (page 13)
- Unlike their provincial counterparts, First Nations schools receive no funding for library books, librarian’s salaries, construction or maintenance costs of school libraries, nor funding for vocational training, information and communication technologies, or sports and recreation. (page 20)
- In 2007, there was a need for 69 new First Nation schools across Canada and an additional 27 needed major renovations. Funding was only provided for 21 new schools and 16 renovation projects. (page 24)
- Despite claims by AANDC to the contrary, a recent federal report confirms that there are severe funding gaps in First Nations education that must be addressed immediately in the short-term, and that long-term improvements must be made with the active participation of First Nations stakeholders.
- Post-secondary funding, available only to Status Indians and Inuit, has been historically inadequate to meet funding needs, and has created a backlog of 10,589 students between 2001-2006 who were denied funding. (page 34)
The First Nations Education Act: The top down approach again
Despite repeated reports (from the Royal Commission on Aboriginal Peoples in 1996, to this latest report tabled in 2012) which recommend that the federal government cease acting unilaterally and without consultation with First Nations, that is precisely what has happened yet again with the First Nations Education Act.
No one has actually seen this Act, which is supposed to be put into place in September of 2014. Instead, a draft plan has been created which will be "shared with First Nations communities for their input." The federal government claims it has been adequately consulting First Nations all along, but First Nations leaders have been vociferous in their dissatisfaction with this process. "Consultation" leading up to the draft was 8 consultation sessions, about 30 teleconferences and some online activities.
The Canadian government has an absolutely dismal record with respect to indigenous education. Why anyone would believe that this time they can get it right, without even truly consulting or working with the people who will be most affected by any policy decision, is a complete mystery.
The first phase, which included eight consultation sessions across Canada, more than 30 video and teleconference sessions, and online consultation activities.
No thanks, we'll do it ourselves.
Indigenous education means indigenous planning, development, and control.
Canada needs to finally listen to what indigenous peoples have been demanding for years: that our cultures and languages be given more importance in our systems of education. This focus has been supported by so many publications including (but not limited to):
Indian Control of Indian Education, 1972
Royal Commission on Aboriginal Peoples, 1996
Final Report of the Minister’s Working Group on Education, 2002
United Nations Declaration on the Rights of Indigenous Peoples, 2007
First Nation Control of First Nation Education, 2010
Report of the Senate Standing Committee on Aboriginal Peoples, 2011
Joint FNEC-NAN-FSIN Report, 2011
Report of the National Panel, 2012
In 1978 and 1979, the Mohawk communities of Kahnawake and Akwesasne opened their own schools respectively named the Kahnawake Survival School (high school) and the Akwesasne Freedom School (elementary, junior high). Focusing on cultural and linguistic immersion and academic excellence, the schools are community funded, the infrastructure was built by the community, and each school has created its own curriculum. In essence, these are private schools which have had to form relationships with provincial authorities to ensure that their students graduate with recognised credentials that will be accepted in post-secondary institutions.
These two school embody the implementation of recommendations in numerous federal reports as well as the stated needs and aspirations of indigenous communities. They are not the only examples of solutions created and implemented by indigenous peoples, but the fact remains that the Canadian system of education does not provide adequate space for the widespread development of an indigenous system of education.
When public funding of Aboriginal education has been so woefully inadequate, and federal control has even been criminally incompetent, it is unacceptable for the Canadian government to yet again attempt to ram through a piece of legislation that cannot possibly fix the problem. You cannot fix the ills caused by a top-down approach by implementing more top-down policies.
Indigenous communities as a whole simply do not have the internal resources to create an entire system of private schooling in order to rectify the horrendous gap that has always existed between native and non-native student outcomes. If you can judge a society by its system of education, then Canada stands clearly guilty of discriminating against indigenous peoples by allowing this situation to continue; and worse, by perpetuating it through another unilateral attempt to ‘do what’s best for the Indians’.
If you were wondering why so few native people are in support of the proposed First Nations Education Act, I hope you have a better sense of the issue now. My thanks.
Chelsea Vowel is a 34 year old Métis from the Plains Cree speaking community of Lac Ste. Anne, Alberta. She is the mother of two energetic girls and holds a BEd and an LLB from the University of Alberta. She moved to Montreal two and a half years ago, fell in love with Roller Derby and decided to stay permanently. Her passions are the Cree language, strapping on roller skates and smashing into other women, and attacking the shroud of ignorance surrounding indigenous issues in Canada. She blogs at apihtawikosisan.com