Our Children Our Future Our Vision - People for Education

Our Children, Our Future, Our Vision
ONECA and AIAI both highlighted the importance of language acquisition, fluency and use.
ONECA recommends that First Nation languages are funded similar to the French language programs
in Ontario. AIAI stressed the need for funding and tools to provide First Nations children
“with the opportunity to be immersed in their cultural identity.”
All submission made some suggestions related to the need for educational system reform. ONECA
asserted that First Nations in Ontario want education to reinforce positive self-identity through
as system grounded in traditional knowledge and Indigenous languages. The education system
should assist First Nations learners in achieving success so they can compete in the workforce
and contribute to the economic opportunities within their communities and within the Canadian
economy.
AIAI and ONECA believe that a First Nation education system must be student based and community
centered. The system is recommended to be First Nation driven in order to ensure the diversity
of culture, language, governance, service delivery and needs among First Nations is respected.
AIAI posits education reform at the grassroots level as an inherent right and necessary to ensure
success.
OPSBA maintained that the emphasis on education reform “should be on the inherent responsibilities
of the Federal government, in consultation with First Nations, to ensure that First Nation
children and youth, in common with other students in Canada, have access to equitable education
opportunities, services and supports in a manner that respects First Nation cultures, traditions and
perspectives.” In relation to consultation with First Nations, the OPSBA maintained that First
Nation organizations and institutes specializing in First Nation education are a source of considerable
expertise that must be considered when investing funds in education.
The Curve Lake submission also included a reference to the importance of consultation with First
Nations and asserts that “[u]nilateral decisions made do not have the best interest of First Nation
students...[o]nly the local First Nations know what is needed and what is best for their students.”
Curve Lake also looked inward to the way First Nations organize themselves and suggest that there
must be a clarification of the roles of the organizations within the current First Nation political system
in Ontario in order to affect positive change as a cohesive unit while supporting the autonomy
of each First Nation to address their local needs. “First Nations must be the decision makers at the
local level concerning curriculum and school programming.”
Many of the submissions referred to the importance of developing and nurturing relationships
between First Nations and the Ontario public school boards. Curve Lake contends that tuition
agreements with the province are difficult and do not provide the First Nation with the ability to
negotiate realistic funding arrangements given the inadequate funding allocated to First Nations
for education. Curve Lake maintains that the fiduciary obligation of the federal government means
they should be involved in resolving these issues.
79 Chiefs of Ontario