Our Children Our Future Our Vision - People for Education

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Our Children, Our Future, Our Vision • The 2% cap must be removed, and a new formula must be developed that reflects the cost of living index and the costs associated with operating small schools. • Personnel in First Nation schools must be comparably compensated to those found in the province in order to attract and retain high quality staff members, and to reduce the high turnover rate found in many First Nation schools. Special Education • Funding for special education services in First Nation schools directly impacts the level of programs and services for students. • First Nation schools experience more challenges in the delivery of special education services and programs as compared to provincial schools. Post-Secondary Education • Post-Secondary Education is considered a treaty right. • Funding for PSE needs to be increased so that more students have access, and current students are adequately resourced. • The administration of the PSE program should be left at the First Nation level. Capital, Construction, and Facilities • Funding for the construction and renovation of school facilities in First Nation communities needs to be increased, and the process for approvals needs to be First Nation driven. Language and Culture • First Nation languages and cultural programs are an integral component of First Nations education, and should be funded equitably. Legislation • Sections 114 – 122 of the Indian Act must be revised, but only after First Nation consultation. • If the Indian Act is to be revised, a “First Nations Education Act” should be considered. Data Management • The collection of data in First Nation schools should be driven by the First Nations themselves to build capacity, to make improvements, and must operate under the OCAP principles. 73 Chiefs of Ontario
Our Children, Our Future, Our Vision Concluding Remarks In Canada, there is a two-tier education system: one for First Nations students, and the other for everyone else. While segregation and apartheid has been eliminated in the rest of the developed world, Canada is the only nation that retains this separate, but unequal system that is based on two factors: race (First Nation), and residency (on reserve). Sheila Fraser, former Auditor General of Canada, cited the appalling conditions and substandard schooling system in First Nations communities in her scathing final report, due in large part to a federal funding formula that has not been updated since 1988, and has been capped at 2% growth since 1996. In Fraser’s own words, “in a country as rich as Canada, this disparity is unacceptable.” In the northern Cree community of Attawapiskat, Ontario, students have been without a school building for over ten years, since an oil spill forced them out and into makeshift classrooms throughout the community. Teachers in First Nation schools make up to one-third less than their provincial counterparts, and in many communities, provincial school teachers have salaries higher than the principals and Directors in these First Nations schools. First Nations are the fastest growing population in Canada, and have the potential to be an important economic driver in this country, but that will not happen unless they are given the same educational opportunities afforded to every other Canadian citizen. The results of this survey make several points abundantly clear. These key points are: 1. Equitable Funding Levels The first is funding, and more specifically, the level of funding. While the Department of Aboriginal Affairs and Northern Development Canada have repeatedly stated that funding is not on the table, respondents consistently cited levels of funding and the Band Operated Funding Formula as the greatest issue facing First Nation students, from early learning to post-secondary. At a minimum, respondents cited comparability of funding levels afforded to every other learner in the province. 2. Language and Culture The second point garnered from this survey involve the indicators to measure success for First Nation students, and as noted by respondents, these must be developed by First Nations themselves, with language and culture as integral components. 3. Post-Secondary Funding is a Treaty Right The third point is in regards to funding for post-secondary education. Again, the Department has repeatedly stated that funding for post-secondary is considered a social targeted program that has no legislative or legal mandate of the federal government. Overwhelmingly, however, respondents viewed PSE funding as a treaty right. Chiefs of Ontario 74
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Our Children Our Future Our Vision - People for Education

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