Our Children Our Future Our Vision - People for Education

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Our Children, Our Future, Our Vision COMMENTS: There were a total of 47 comments in this category, which were coded under the major themes of Language & Culture (12), Funding (10), Curriculum (9), Lifelong Learning (3), and General Commentary (13). Comments that were categorized under Language and Culture (12) noted that the early learning programs should be language immersion (6), with full cultural teachings and activities. Funding (10) was also noted as a concern, with all respondents citing insufficient funding for early learning programs. Curriculum (9) for early learning programming was also noted as being important, and was tied to the culture of the First Nation community (these comments link closely to the comments on Language and Culture). 3. K – 12 Q1: The curriculum, textbooks, and resources used in First Nation schools are comparable to those found in provincial schools. This question was concerned with the instructional resources available in First Nations schools, and 65.5% of the respondents were in total / some disagreement with the statement that the resources were comparable to those found in the provincial school system. Only 8.3% of the respondents felt that the textbooks and resources in First Nation schools were at least comparable to the provincial system, while 26% had no opinion either way. Q2: Tuition agreements between local public school boards and First Nation communities provide an opportunity for First Nation communities to pursue a measure of First Nation control of First Nation education. For those First Nation communities that have tuition / education service agreements with their local provincial school board, 47.9% were in total / some disagreement that Tuition Agreements gave their First Nation a measure of control, with only 25.6% were in full / overwhelmingly in agreement with the statement, and 26.5% had no opinion either way. Q3: Capacity building and restructuring are equally as important to support elementary and secondary education as the infusion of ‘new money’. Respondents were in full / overwhelmingly in agreement that capacity building and restructuring within the First Nation school system was as important as funding (the infusion of new money), with 69.3% indicating so, with 17.7% having no opinion either way. Q4: Band operated elementary schools prepare First Nation students adequately to transition into provincially funded secondary schools. This question is concerned with transferability from First Nation schools to provincial schools, and may be an indicator of quality as perceived by the respondents. Of the respondents, 66% indicated that they were in total / some disagreement with the statement, with only 14% were in full / overwhelmingly in agreement that the band operated schools prepare First Nations students to transition into provincial schools, and 20% responding that they had no opinion either way. 65 Chiefs of Ontario
Our Children, Our Future, Our Vision COMMENTS: There were 62 comments in this category, which were coded under the major themes of Funding (15), Curriculum (9), Tuition Agreements (5), Resources (3), Language and Culture (2), Special Education (2), and General Comments (26). Respondents cited Funding (15) and Resources (3) as primary concerns in First Nation schools, which they noted were not comparable to schools in the provincial system, and “prevented equality” so that First Nation “students can have the same opportunity to succeed as students in provincial schools.” Respondents also commented that Curriculum (9) used in First Nation schools should “have a balance in their culture and the western culture.” 4. Band Operated Funding Formula (BOFF) Q1: The current funding formula for band operated schools is appropriate and sufficiently meets the needs of our students. In the area of funding levels and the use of the Band Operated Funding Formula for determining base funding levels, 62.8% of the respondents were in total disagreement, and 17.7% were in some disagreement with the statement, for a total of 80.5%. Only 8.4% felt that the BOFF was appropriate and sufficient to meet the needs of students. Q2: The 2% cap imposed on the funding levels in 1996 must be lifted and funding levels must accurately reflect cost of living increases and population growth. Respondents to this statement felt that the 2% cap on funding must be lifted, with 88.8% in full / overwhelmingly in agreement with the statement. Q3: Salaries, benefits and pensions for teachers in band operated schools must be comparable to provincially funded systems. Respondents were in full / overwhelmingly in agreement that teachers in First Nations schools should be comparably compensated, with 86.1% in full / overwhelmingly in agreement with the statement. COMMENTS: There were 47 comments in this category, which were coded under the major themes of Salaries (14), the Formula (14), Leadership (8), and General Comments (11). Respondents noted that Salaries (14) for First Nations teachers and staff were of primary concern, and needed to be increased in parity with the province in order to “retain high quality teachers” and to eliminate the “high staff turn-over” found on many reserves. Salaries were also seen as “the main barrier to achieving and maintaining success for band operated schools,” as well as to “encourage First Nation people to pursue a career in education.” In the area of the Formula (14), respondents commented that the formula “creates poverty within First Nation communities,” with one respondent commenting “why are our students worth half of those in the provincial system?” There were eight (8) comments centred on Leadership, with respondents appealing to their local leaders to “fight for children and the next 7 generations,” and Chiefs of Ontario 66
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Our Children Our Future Our Vision - People for Education

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